Vermont State Standards for Language Arts: Grade 4
VT.1.1. Reading: Reading Strategies: Students use a variety of strategies to help them read.
R4.3. Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification/decoding strategies by:
R4.3.1. Identifying multisyllabic words by using knowledge of sounds, six syllable types/syllable division, or word patterns (including prefixes, and suffixes).
R4.4. Grade Level Expectation: Context and Self-Correction Strategies: Applies context and self-correction strategies by:
R4.4.1. Predicting upcoming text, monitoring, adjusting and confirming, through use of print, syntax/language structure, semantics/meaning, or other context cues.
R4.5. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Identifies the meaning of unfamiliar words by:
R4.5.1. 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).
R4.6. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by:
R4.6.1. Identifying synonyms, antonyms, homonyms/homophones, or shades of meaning.
R4.6.2. Describing words in terms of categories, functions, or features.
R4.6.3. Selecting appropriate words to use in context, including content-specific vocabulary, words with multiple meanings, or precise vocabulary.
R4.7. Grade Level Expectation: Comprehension Strategies: Uses comprehension strategies (flexibly and as needed) while reading literary and informational text.
R4.7.1. Examples of reading-comprehension strategies might include using prior knowledge; summarizing; predicting and making text-based inferences; determining importance; generating literal and clarifying questions; constructing sensory images (e.g., making pictures in one's mind); making connections (text to self, text to text, and text to world); locating and using text features (e.g., transition words, subheadings, bold/italicized print, parts of the book); or using text structure clues (e.g., chronological, cause/effect, compare/contrast, proposition and support, description, classification).
R4.8. Grade Level Expectation: Monitoring and Adjusting Strategies: Demonstrates ability to monitor comprehension and adjust reading rate and strategy use for different types of text and purposes during reading by:
R4.8.1. Sampling a page of text for readability and interest.
R4.8.2. Previewing text selections.
R4.8.3. Stopping to reread, adjust pace, and use other strategies as needed.
VT.1.2. Reading: Reading Accuracy: Students read grade-appropriate material, with 90%+ accuracy, in a way that makes meaning clear.
R4.9. Grade Level Expectation: Accuracy and Fluency: Reads grade-level-appropriate material with:
R4.9.1. Accuracy: reading material appropriate for grade 4 with 90-94% accuracy (See Appendix for sample titles.).
R4.9.2. 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.) (See Appendix for suggested rates.).
R4.9.3. Fluency: reading with phrasing and expression, and with attention to text features, such as punctuation, italics, and dialogue.
VT.1.3. Reading: Reading Comprehension: Students read for meaning, demonstrating both initial understanding and personal response to what is read.
R4.10. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of key elements of literary text by:
R4.10.1. 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.
R4.10.2. Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text.
R4.10.3. Identifying the characteristics of a variety of types of text (e.g., literary text: poetry, plays, fairy tales, fantasy, fables, realistic fiction, folktales, historical fiction).
R4.11. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of author's craft used in literary texts by:
R4.11.1. Identifying literary devices as appropriate to genre: rhyme, alliteration, simile, description, or dialogue.
R4.12. Grade Level Expectation: Initial Understanding of Informational Text: Demonstrate initial understanding of informational texts (expository and practical texts) by:
R4.12.1. 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).
R4.12.2. Using information from the text to answer questions related to explicitly stated main/central ideas or key details.
R4.12.3. Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, or summarizing).
R4.12.4. Identifying the characteristics of a variety of types of text (e.g., reference: encyclopedias, children's magazines, content trade books, textbooks, student newspapers; and practical/functional texts: procedures, instructions, book orders, announcements, invitations).
R4.13. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret elements of literary texts, citing evidence where appropriate by:
R4.13.1. Making logical predictions.
R4.13.2. Describing main characters' physical characteristics or personality traits; or providing examples of thoughts, words, or actions that reveal characters' personality traits.
R4.13.3. Making inferences about problem, conflict, or solution.
R4.13.4. Identifying who is telling the story.
R4.13.5. Identifying author's message or theme.
R4.13.6. Identifying causes or effects, including possible motives of characters.
R4.15. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Generates a personal response to what is read through a variety of means and through:
R4.15.1. Comparing stories or other texts to related personal experience, prior knowledge, or other books.
R4.16. Grade Level Expectation: Analysis and Interpretation of Informational Text/Citing Evidence: Analyze and interpret informational text, citing evidence as appropriate by:
R4.16.1. Connecting information within a text or across texts.
R4.16.2. Synthesizing information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas).
R4.16.3. 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.
R4.16.4. Distinguishing fact from opinion.
R4.16.5. Making inferences about causes or effects.
VT.1.4. Reading: Reading Range of Text: Students comprehend and respond to a range of media, images, and text (e.g., poetry, narrative, information, technical) for a variety of purposes (e.g., reading for pleasure as well as reading to develop understanding and expertise).
R4.17. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading extensively by:
R4.17.1. Reading the equivalent of at least two books a month, including in-school, out-of-school, and summer reading.
R4.18. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading widely and in depth by:
R4.18.1. Reading from at least three different genres/kinds of text, including primary and secondary sources, and a variety of authors (e.g., literary texts: poetry, plays, fairy tales, fantasy, fables, realistic fiction, folktales, historical fiction; informational: dictionaries, glossaries, encyclopedias, children's magazines, student newspapers, content trade books, textbooks; and practical/functional texts: procedures, instructions, book orders, announcements, invitations).
R4.18.2. Reading at least the equivalent of four books by an author, about a subject, or in one genre.
R4.19. Grade Level Expectation: Literate Community: Demonstrates participation in a literate community by:
R4.19.1. Self-selecting reading materials in line with reading ability and personal interests.
R4.19.2. Participating in appropriate and focused discussions about text by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others.
VT.1.5. Writing: Writing Dimensions: Students draft, revise, edit, and critique written products so that final drafts are appropriate in terms of the following dimensions:
W4.1. Grade Level Expectation: Writing Process: Students use prewriting, drafting, revising, editing, and critiquing to produce final drafts of written products.
VT.1.6. Writing: Writing Conventions: Students' independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics.
W4.2. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of appropriate English conventions by:
W4.2.1. Identifying grammatical errors, when given examples.
W4.2.2. Applying basic capitalization rules.
W4.2.3. Using commas correctly in dates and in a series (Note: Either form is correct - x, y, and z or x, y and z).
W4.2.4. Using end punctuation correctly in a variety of sentence structures.
W4.3. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of conventional English spelling by:
W4.3.1. Applying spelling knowledge in proofreading and editing of writing.
W4.3.2. Correctly spelling grade-appropriate, high-frequency words and recognizing syllables and affix patterns/rules that are characteristic of the English spelling system.
W4.3.3. Using within-word patterns and common syllable patterns to correct spelling (e.g., common and less frequent vowel teams (e.g., eigh, au, aw, ea for short e, r-controlled syllables, consonant-le syllables, vowel-consonant-silent e, and open syllables with multisyllabic words).
VT.1.7. Writing: Responses to Literature: In written responses to literature, students show understanding of reading; connect what has been read to the broader world of ideas, concepts, and issues; and make judgments about the text.
W4.5. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students show understanding of plot/ideas/concepts by:
W4.5.1. Selecting appropriate information to set background/context.
W4.5.2. Connecting what has been read (plot/ideas/concepts) to prior knowledge, which might include other texts.
W4.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text students make and support analytical judgments about text by:
W4.6.1. Stating and maintaining a focus (purpose) when responding to a given question.
W4.6.2. Using specific details and references to text to support focus.
W4.6.3. Making inferences about content, events, characters, setting, or common themes.
W4.7. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students engage readers by:
W4.7.1. Organizing ideas, using transition words/phrases, and writing a conclusion.
VT.1.8. Writing: Reports: In written reports, students organize and convey information and ideas accurately and effectively.
W4.8. Grade Level Expectation: Informational Writing: Reports: In reports, students organize information by:
W4.8.1. Grouping ideas logically (e.g., predictable categories, steps of a procedure, reasons/arguments).
W4.8.2. Writing an introduction that sets the context (including materials list in procedures).
W4.8.3. Using transition words or phrases.
W4.8.4. Writing a conclusion.
W4.8.5. Listing sources at end of a report, if appropriate.
W4.9. Grade Level Expectation: Informational Writing: Reports: In reports, students effectively convey a perspective on a subject by:
W4.9.1. Establishing a topic (purpose).
W4.9.2. Stating and maintaining a focus/controlling idea on a topic.
W4.10. Grade Level Expectation: Informational Writing: Reports: In reports, students demonstrate use of a range of elaboration strategies by:
W4.10.1. Including facts and details relevant to focus/controlling idea.
W4.10.2. Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, or use of visual images.
VT.1.9. Writing: Narratives: In written narratives, students organize and relate a series of events, fictional or actual, in a coherent whole.
W4.11. Grade Level Expectation: Expressive Writing: Narratives: In written narratives, students organize and relate a story line plot/series of events by:
W4.11.1. Creating a clear, understandable story line with a beginning, middle, and end.
W4.11.2. Establishing a problem and solution.
W4.12. Grade Level Expectation: Expressive Writing: Narratives: Students demonstrate use of narrative strategies by:
W4.12.1. Using relevant and descriptive details.
W4.12.2. Identifying characters.
VT.1.10. Writing: Procedures: In written procedures, students organize and relate a series of events, fictional or actual, into a coherent whole.
W4.13. Grade Level Expectation: Informational Writing: Procedures: In written procedures, students organize steps of procedures by:
W4.13.1. Providing a purpose for the procedure with clear directions and explanations.
W4.13.2. Using numbering, words, or phrases to arrange the steps in a logical manner W-4-6-3.
W4.13.3. Using details that help the reader understand the process.
W4.13.4. Providing a list of materials to be used, if appropriate.
W4.13.5. Providing a conclusion.
VT.1.12. Writing: Personal Essays: In personal essays, students write effectively.
W4.17. Grade Level Expectation: Expressive Writing: Reflective Essay: In reflective writing, students make connections between personal experiences and ideas by:
W4.17.1. Using details to establish place, time, and situation (purpose).
W4.17.2. Establishing focus, when responding to a given question or idea.
W4.17.3. Showing evidence of individual voice and exhibiting techniques for reflecting on thoughts or feelings: questioning, comparing, or connecting.
W4.17.4. Having coherent organization.
VT.1.19. Information Technology: Research: Students use organizational systems to obtain information from various sources (including libraries and the Internet).
VT.1.23. Writing: Poetry: In writing poetry, students use a variety of forms.
W4.18. Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, demonstrate awareness of purpose by:
W4.18.1. Establishing a clear topic or focus (purpose).
W4.18.2. Writing poems that express feeling.
W4.19. Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, use language effectively by:
W4.19.1. Using sensory details and multisensory images.
W4.19.2. Using simple poetic forms.
VT.5.11. Literature and Media: Literary Elements and Devices: Students use literary elements and devices including theme, plot, style, imagery, and metaphor to analyze, compare, interpret, and create literature.
VT.5.12. Literature and Media: Literate Community: Students participate as members of a literate community, talking about books, ideas, and writing.
VT.5.13. Literature and Media: Responding to Text: Students respond to literary texts and public documents using interpretive, critical, and evaluative processes.
VT.5.18. The English Language: Structures: Students demonstrate an understanding of the structures of the English language (e.g., sentence, paragraph, text structure).
W4.4. Grade Level Expectation: Structures of Language: Students demonstrate command of the structures of the English language by:
W4.4.1. Writing a variety of simple complete simple and compound sentences.
W4.4.2. Using the paragraph form: indenting, main idea, supporting details.