New Hampshire State Standards for Language Arts: Grade 4

NH.R-4-1. NECAP (Reading) - Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification/decoding strategies by:

R-4-1.1. Identifying multi-syllabic words by using knowledge of sounds, six syllable types/syllable division, or word patterns (including prefixes and suffixes) (Local)

R-4-1.2. Reading multi-syllabic words, by using knowledge of sounds, syllable types, or word patterns (Local)

R-4-1.3. Reading grade-level appropriate words (in connected text) with automaticity (Local)

R-4-1.4. Reading grade- appropriate words (including irregularly spelled words) (Local)

R-4-1.5. No GLE at this grade level.

R-4-1.6. No GLE at this grade level.

NH.R-4-2. NECAP (Reading) - Grade Level Expectation: Vocabulary: Vocabulary Strategies: Students identify the meaning of unfamiliar vocabulary by:

R-4-2.1. Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes and base words; or context clues; or other resources, such as dictionaries, glossaries; or prior knowledge) (State)

NH.R-4-3. NECAP (Reading) - Grade Level Expectation: Vocabulary: Breadth of Vocabulary: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by:

R-4-3.1. Identifying synonyms, antonyms, homonyms/homophones, or shades of meaning (State)

R-4-3.2. Selecting appropriate words to use in context, including content specific vocabulary, words with multiple meanings, or precise vocabulary (State)

R-4-3.3. No GLE at this grade level.

NH.R-4-4. NECAP (Reading) - Grade Level Expectation: Literary Texts: Initial Understanding of literary Texts: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Demonstrate initial understanding of elements of literary texts by:

R-4-4.1. Identifying or describing character(s), setting, problem/solution, major events, or plot, as appropriate to text; or identifying any significant changes in character(s) over time (State)

R-4-4.2. Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (State)

R-4-4.3. Generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information (Local)

R-4-4.4. Identifying the characteristics of a variety of types of text (e.g., literary text: poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction) (Local)

R-4-4.5. Identifying literary devices as appropriate to genre: rhyme, alliteration, simile, description, or dialogue (Local)

NH.R-4-5. NECAP (Reading) - Grade Level Expectation: Literary Texts: Analysis and Interpretation of Literary Texts, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Analyze and interpret elements of literary texts, citing evidence where appropriate by:

R-4-5.1. Making logical predictions (State)

R-4-5.2. Describing main characters' physical characteristics or personality traits; or providing examples of thoughts, words, or actions that reveal characters' personality traits (State)

R-4-5.3. Making inferences about problem, conflict, or solution (State)

R-4-5.4. Identifying who is telling the story (State)

R-4-5.5. Identifying author's message or theme (State)

R-4-5.6. Identifying causes or effects, including possible motives of characters (Local)

NH.R-4-6. NECAP (Reading) - Grade Level Expectation: Literary Texts: Analysis and Interpretation of Literary Texts, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Analyze and interpret author's craft, citing evidence where appropriate by:

R-4-6.1. Demonstrating knowledge of use of literary elements and devices (i.e., imagery, exaggeration) to interpret intended meanings (Local)

NH.R-4-7. NECAP (Reading) - Grade Level Expectation: Informational Texts: Initial Understanding of Informational Text: All students need ongoing opportunities to apply and practice reading strategies with many different types of informational texts (expository and practical texts). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Demonstrate initial understanding of informational texts (expository and practical texts) by:

R-4-7.1a. Obtaining information from text features (e.g., table of contents, glossary, index, transition words/phrases, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations) (State)

R-4-7.1b. Obtaining information from text features (e.g., maps, diagrams, tables, captions, timelines) (Local)

R-4-7.2. Using information from the text to answer questions related to explicitly stated main/central ideas or key details (State)

R-4-7.3. Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, or summarizing) (State)

R-4-7.4. Generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information (Local)

R-4-7.5. Identifying the characteristics of a variety of types of text (e.g., reference: dictionaries, glossaries, encyclopedias, children's magazines, content trade books, textbooks, student newspapers; and practical/functional texts: procedures, instructions, book orders, announcements, invitations) (Local)

NH.R-4-8. NECAP (Reading) - Grade Level Expectation: Informational Texts: Analysis and Interpretation of informational Texts, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of informational texts (expository and practical texts). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Analyze and interpret informational text, citing evidence as appropriate by:

R-4-8.1. Connecting information within a text or across texts (State)

R-4-8.2. Synthesizing information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas) (State)

R-4-8.3. Drawing inferences about text, including author's purpose (e.g., to inform, explain, entertain) or message; or drawing basic conclusions; or forming judgments/opinions about central ideas that are relevant (State)

R-4-8.4. Distinguishing fact from opinion (State)

R-4-8.5. Making inferences about causes or effects (State)

NH.R-4-11. NECAP (Reading) - Grade Level Expectation: Reading Fluency and Accuracy: Reads grade-level appropriate material with:

R-4-11.1. Accuracy: reading material appropriate for grade 4 with 90-94 percent accuracy (Local)

R-4-11.2. Fluency: reading with oral fluency rates of at least 115-140 words correct per minute (Students' rates of reading will and should vary in response to text difficulty, purpose of reading, and other factors.) (Local)

R-4-11.3. Fluency: reading familiar text with phrasing and expression, and with attention to text features, such as punctuation, italics, and dialogue (Local)

NH.R-4-12. NECAP (Reading) - Grade Level Expectation: Reading Strategies: Strategies for Monitoring and Adjusting Reading: All students need ongoing opportunities to apply and practice reading strategies with many different types of texts. Demonstrates ability to monitor comprehension and strategy use for different types of texts and purposes by:

R-4-12.1. Using a range of self-monitoring and self-correction approaches (e.g., predicting upcoming text, monitoring, adjusting and confirming, through use of print, syntax/language structure, semantics/meaning, or other context cues) (Local)

R-4-12.2. Subsumed under R-4-12.1.

NH.R-4-14. NECAP (Reading) - Grade Level Expectation: Breadth of Reading: Reading Widely and Extensively: Demonstrates the habit of reading widely and extensively by:

R-4-14.1. Reading with frequency, including in-school, out-of-school, and summer reading (Local)

R-4-14.2. Reading from a wide range of genres/kinds of text and a variety of authors (e.g., literary, informational, and practical texts) (Local)

R-4-14.3. Reading multiple texts for depth of understanding an author or genre (Local)

NH.R-4-15. NECAP (Reading) - Grade Level Expectation: Breadth of Reading: Reading for Research Across Content Areas: Research by reading multiple sources (including print and non-print texts) to report information, or to formulate a judgment by:

R-4-15.1. Using sources provided (Local)

R-4-15.2. Evaluating information presented in terms of relevance (Local)

R-4-15.3. Gathering information and using a given structure (e.g., chart, diagram outline, etc.) to organize it (Local)

R-4-15.4. Using evidence to support conclusions (Local)

NH.R-4-16. NECAP (Reading) - Grade Level Expectation: Literary Texts: Generates a Personal Response: Generates a personal response to what is read through a variety of means.

R-4-16.1. Comparing stories or other texts to related personal experience, prior knowledge, or to other books (Local)

R-4-16.2. Not assessed at this grade level.

NH.R-4-17. NECAP (Reading) - Grade Level Expectation: Breadth of Reading: Participating in a Literate Community: Demonstrates participation in a literate community by:

R-4-17.1. Self-selecting reading materials aligned with reading ability and personal interests (Local)

R-4-17.2. Participating in discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others (Local)

NH.W-4-1. NECAP (Writing) - Grade Level Expectation: Structures of Language: Applying Understanding of Sentences, Paragraphs, Text Structures: Students demonstrate command of the structures of sentences, paragraphs, and text by:

W-4-1.1. Writing a variety of complete simple and compound sentences (State)

W-4-1.2. Using the paragraph form: indenting, main idea, supporting details (State)

W-4-1.3. Not assessed at this grade level.

W-4-1.4. Not assessed at this grade level.

W-4-1.5. Subsumed in W-4-1.1.

W-4-1.6. Applying directionality as appropriate to text (Local)

NH.W-4-2. NECAP (Writing) - Grade Level Expectation: In response to literary or informational text, students show understanding of plot/ideas/concepts by:

W-4-2.1a. Selecting appropriate information to set context/background (State)

W-4-2.1b. Writing an introduction that sets context/background (Local)

W-4-2.2. Summarizing ideas (Local)

W-4-2.3. Connecting what has been read (plot/ideas/concepts) to prior knowledge, which might include other texts (State)

NH.W-4-3. NECAP (Writing) - Grade Level Expectation: Reading-Writing Connection: Writing in Response to Literary or Informational Text- Making Analytical Judgments about Text: In response to literary or informational text, students make and support analytical judgments about text by:

W-4-3.1. Stating and maintaining a focus (purpose) when responding to a given question (State)

W-4-3.2. Making inferences about content, events, characters, setting, or common themes (State)

W-4-3.3. Using specific details and references to text to support focus (State)

W-4-3.4. Organizing ideas, using transition words/phrases and writing a conclusion (State)

NH.W-4-4. NECAP (Writing) - Grade Level Expectation: Expressive Writing: Narratives- Creating a Story Line: In written narratives, students organize and relate a story line/plot/series of events by:

W-4-4.1. Creating a clear, understandable story line with a beginning, middle, and end (State)

W-4-4.2. Establishing a problem and solution (State)

W-4-4.3. Establishing transitions by using signal words/phrases (Local)

NH.W-4-5. NECAP (Writing) - Grade Level Expectation: Expressive Writing: Narratives- Applying Narrative Strategies: Students demonstrate use of narrative strategies by:

W-4-5.1. Using relevant and descriptive details (State)

W-4-5.2. Not assessed at this grade level.

W-4-5.3a. Identifying characters (State)

W-4-5.3b. Creating character(s) through description of physical attributes and behaviors (Local)

W-4-5.4. Not assessed at this grade level.

W-4-5.5. Writing about observations and experiences (Local)

W-4-5.6. Selecting and elaborating important ideas (Local)

NH.W-4-6. NECAP (Writing) - Grade Level Expectation: Informational Writing: Reports, Procedures, or Persuasive Writing- Organizing Information: In informational writing (reports or procedures), students organize ideas/concepts by:

W-4-6.1. Grouping ideas logically (e.g., predictable categories, steps of a procedure, reasons/arguments) (State)

W-4-6.2a. Writing an introduction that sets the context (including materials list in procedures) (State)

W-4-6.2b. Selecting appropriate information to set context/background (Local)

W-4-6.3a. Using transition words or phrases (State)

W-4-6.3b. Using numbering or words to arrange the steps in a logical manner (Local)

W-4-6.4. Writing a conclusion (State)

W-4 -6.5. Providing a list of resources (e.g. materials used in a task; sources used for reference) (Local)

NH.W-4-7. NECAP (Writing) - Grade Level Expectation: Informational Writing: Reports, Procedures, or Persuasive Writing- Conveying Information: In informational writing (reports or procedures only), students effectively convey purpose by:

W-4-7.1. Establishing a topic (State)

W-4-7.2. Stating and maintaining a focus/controlling idea on a topic (State)

NH.W-4-8. NECAP (Writing) - Grade Level Expectation: Informational Writing: Reports, Procedures, or Persuasive Writing- Using Elaboration Strategies: In informational writing (reports and procedures only), students demonstrate use of a range of elaboration strategies by:

W-4-8.1. Including facts and details relevant to focus/controlling idea (State)

W-4-8.2. Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images (State)

NH.W-4-9. NECAP (Writing) - Grade Level Expectation: Writing Conventions: Applying Rules of Grammar, Usage, and Mechanics: In independent writing, students demonstrate command of appropriate English conventions by:

W-4-9.1. Identifying grammatical errors, when given examples (State)

W-4-9.2. Applying basic capitalization rules (State)

W-4-9.3. Using commas correctly in dates and in a series (Note: either form is correct - x, y, and z or x, y and z) (State)

W-4-9.4. Using end punctuation correctly in a variety of sentence structures (State)

W-4-9.5. Correctly spelling grade-appropriate, high-frequency words and recognizing syllables and affix patterns/rules that are characteristic of the English spelling system (State)

NH.W-4-11. NECAP (Writing) - Grade Level Expectation: Habit of Writing: Writing Extensively: Demonstrates the habit of writing extensively by:

W-4-11.1. Writing with frequency, including in-school, out-of-school, and during the summer (Local)

W-4-11.2. Sharing thoughts, observations, or impressions (Local)

W-4-11.3. Generating topics for writing (Local)

W-4-11.4. Writing in a variety of genres (Local)

NH.OC-4-1. NECAP (Writing) - Grade Level Expectation: Oral Communication Strategies: Interactive Listening: In oral communication, students demonstrate interactive listening by:

OC-4-1.1. Following verbal instructions to answer questions, to perform tasks, or to solve problems (Local)

OC-4-1.2. Paraphrasing and asking questions about content (Local)

OC-4-1.3. Not assessed at this grade level.

OC-4-1.4. Participating in large and small group discussions to show understanding how other group members think. (Local)

OC-4-1.5a. Identifying choices, alternatives and consequences for problem solving (Local)

OC-4-1.5b. Attending to speaker and waiting for appropriate turn to speak (Local)

NH.OC-4-2. NECAP (Writing) - Grade Level Expectation: Oral Communication Strategies: Make Oral Presentations: In oral communication, students make oral presentations by:

OC-4-2.1. Using rules that regulate social conventions in small groups (e.g., interviews, small group discussions) (Local)

OC-4-2.2. Identifying how different verbal and nonverbal choices alter the meanings conveyed to others (Local)

OC-4-2.3. Telling stories, giving information using details, providing conclusions that include inflectional tone to convey meaning (Local)

OC-4-2.4. Providing effective and appropriate feedback to audience (Local)

OC-4-2.5. Using a variety of strategies to engage audience (e.g., eye contact, voice tone, and gestures) (Local)