Oregon State Standards for Language Arts: Grade 4

OR.1. Reading: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

1.1. Decoding and Word Recognition: Read aloud grade-level narrative text and informational text fluently and accurately with effective pacing, intonation, and expression; by the end of fourth grade, read aloud unpracticed grade-level text at a rate of 115-140 wcpm (words correct per minute).

1.2. Decoding and Word Recognition: Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level.

OR.2. Reading: Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed.

2.1. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Listen to, read, and understand a wide variety of informational and narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information.

2.2. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Make connections to text, within text, and among texts across the subject areas.

2.3. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas.

2.4. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Match reading to purpose--location of information, full comprehension, and personal enjoyment.

2.5. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Understand and draw upon a variety of comprehension strategies as needed--re-reading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources.

2.6. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Clearly identify specific words or wordings that are causing comprehension difficulties and use strategies to correct.

OR.3. Reading: Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas.

3.1. Vocabulary: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Understand, learn, and use new vocabulary that is introduced and taught directly through informational text, literary text, and instruction across the subject areas.

3.2. Vocabulary: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud across the subject areas.

3.3. Vocabulary: Determine meanings of words using contextual and structural clues.

3.4. Vocabulary: Distinguish and interpret words with multiple meanings (i.e., quarter) by using context clues.

3.5. Vocabulary: Apply knowledge of synonyms, antonyms, homographs, and idioms to determine the meaning of words and phrases.

3.6. Vocabulary: Use knowledge of root words to determine the meaning of unknown words within a passage (nation, national, nationality).

3.7. Vocabulary: Use common roots (meter=measure) and word parts (therm=heat) derived from Greek and Latin, and use this knowledge to analyze the meaning of complex words (thermometer).

OR.4. Reading: Find, understand, and use specific information in a variety of texts across the subject areas to perform a task.

4.1. Read to Perform a Task: Read textbooks, biographical sketches, letters, diaries, directions, procedures, catalogs, magazines, and informational books.

4.2. Read to Perform a Task: Locate information in titles, tables of contents, chapter headings, illustrations, captions, glossaries, indexes, graphs, charts, diagrams, and tables to aid understanding of grade-level text.

4.3. Read to Perform a Task: Find information in specialized materials (e.g., atlas, magazine, catalog).

4.4. Read to Perform a Task: Use structural features found in informational text (e.g., headings and sub-headings) to strengthen comprehension.

OR.5. Reading: Demonstrate general understanding of grade-level informational text across the subject areas.

5.1. Informational Text: Demonstrate General Understanding: Identify and/or summarize sequence of events, main ideas, facts, supporting details, and opinions in informational and practical selections.

5.2. Informational Text: Demonstrate General Understanding: Identify key facts and information after reading two passages or articles on the same topic.

OR.6. Reading: Develop an interpretation of grade-level informational text across the subject areas.

6.1. Informational Text: Develop an Interpretation: Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, and important words.

6.2. Informational Text: Develop an Interpretation: Draw inferences or conclusions about an author's meaning supported by facts and events from the text.

6.3. Informational Text: Develop an Interpretation: Identify the main idea of a passage when it is not explicitly stated.

OR.7. Reading: Examine content and structure of grade-level informational text across the subject areas.

7.1. Informational Text: Examine Content and Structure: Determine the author's purpose, and relate it to details in the text.

7.2. Informational Text: Examine Content and Structure: Distinguish between cause-and-effect and between fact and opinion in expository text.

7.3. Informational Text: Examine Content and Structure: Recognize text that is written primarily to persuade, and distinguish between informational and persuasive text.

7.4. Informational Text: Examine Content and Structure: Identify and analyze text that uses sequential or chronological order.

7.5. Informational Text: Examine Content and Structure: Distinguish text that is biographical and autobiographical.

1.3. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Identify audience and purpose.

1.4. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Choose the form of writing that best suits the intended purpose--personal letter, letter to the editor, review, poem, report, or narrative.

1.5. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Use the writing process--prewriting, drafting, revising, editing, and publishing successive versions.

1.6. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Focus on a central idea, excluding loosely related, extraneous, and repetitious information.

1.7. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Use a scoring guide to review, evaluate, and revise writing for meaning and clarity.

1.8. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Revise drafts by combining and moving sentences and paragraphs to improve the focus and progression of ideas.

1.9. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Edit and proofread one's own writing, as well as that of others, using the writing conventions, and, for example, an editing checklist or list of rules with specific examples of corrections of specific errors.

2.7. Writing: Write multi-paragraph compositions that: Conclude with a paragraph that summarizes the points.

2.8. Writing: Write multi-paragraph compositions that: Use correct indention.

2.9. Writing: Use words that describe, explain, or provide additional details and connections.

2.10. Writing: Use simple sentences and compound sentences in writing.

2.11. Writing: Create interesting sentences using a variety of sentence patterns by selecting words that describe, explain, or provide additional detail and connections.

3.8. Conventions: Grammar: Correctly use adverbs (slowly, quickly, fast).

3.9. Conventions: Grammar: Correctly use prepositions (over, under, through, between).

3.10. Conventions: Grammar: Correctly use coordinating conjunctions (and, or, but) in writing.

3.11. Conventions: Punctuation: Correctly use apostrophes to show possession (Troy's shoe, the cat's food).

3.12. Conventions: Punctuation: Correctly use apostrophes in contractions (can't didn't, won't).

3.13. Conventions: Punctuation: Correctly use quotation marks around the exact words of a speaker and titles of articles, poems, songs, short stories, and chapters in books.

3.14. Conventions: Punctuation: Use underlining, quotation marks, or italics to identify titles of documents.

3.15. Conventions: Punctuation: Correctly write plural possessive nouns (girls' hats).

3.16. Conventions: Capitalization: Capitalize names of books, magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations, when appropriate.

3.17. Conventions: Handwriting: Write smoothly and legibly in cursive or manuscript, forming letters and words that can be read by others.

3.18. Conventions: Handwriting: Read cursive.

4.5. Writing Applications: Narrative Writing: Write responses to literature: Demonstrate an understanding of the literary work.

4.6. Writing Applications: Narrative Writing: Write responses to literature: Support interpretations through references to both the text and prior knowledge.

4.7. Writing Applications: Narrative Writing: Write informational reports: Ask and then address a central question about an issue or event.

4.8. Writing Applications: Narrative Writing: Write informational reports: Include facts and details for focus.

4.9. Writing Applications: Narrative Writing: Write informational reports: Develop the topic with simple facts, details, examples, and explanations.

4.10. Writing Applications: Narrative Writing: Write informational reports: Use more than one source of information, including speakers, books, newspapers, other media sources, and online information.

4.11. Writing Applications: Narrative Writing: Begin writing persuasive compositions to convince the reader to take a certain action or to avoid a certain action.

4.12. Writing Applications: Narrative Writing: Write summaries that contain the main idea of the reading selection.

5.3. Research Report Writing: Locate information in reference texts by using organizational features (e.g., prefaces, appendixes).

5.4. Research Report Writing: Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials.

5.5. Research Report Writing: Use a computer to draft, revise, and publish writing, demonstrating basic keyboarding skills.