FOURTH GRADE

 

STANDARD 1: LITERARY GENRE

 

   Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment.  Among these texts are fiction and nonfiction, classic and contemporary works.

 

   Reading is a rich and complex human activity. It allows students to create and explore new ideas. They gain the capability to learn about different subjects, find information, participate effectively in the workplace, and have a better understanding of the world. Students need to read for a range of purposes within a variety of contexts.

 

· Read, respond to, and study a variety of texts

· Discuss texts for several purposes

· Study and create nonprint (oral and picture) texts

· Develop as an independent reader

· Read primary texts from many regions

· Discover information, connections, and themes to form new insights

 

 

FOURTH GRADE

1.  Read and discuss a variety of literature (e.g., biography, fables, folk tales, poetry, nonfiction)

2.  Respond to literature by connecting ideas to personal experiences

3.  Make observations and formulate questions in response to text

4.      Read independently every day in class

 

STANDARD 2: LITERATURE AND CRITICAL THINKING

 

   Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

 

   Literature plays a vital role in developing critical thinking. As students learn to read and respond to literary texts, they utilize terms and concepts of literary analysis necessary to and explore worlds (actual and imagined) from perspectives other than their own.

· Read and study characteristics of various genres

· Reflect critically on classic and contemporary works

· Learn and use specialized terms and concepts of literary analysis

· Explore the complexities of the human experience through literature

 

 

FOURTH GRADE

1. Identify the events in the plot, their causes, and how they influence future action

2. Make inferences about text after reading several passages

3.  Describe the structural differences of various imaginative forms of literature; fantasies, fables, myths, legends, fairy tales

4. Understand the role and importance of character, of plot, and of setting in fiction

5. Use knowledge of the situation, setting, and the character’s traits and motivation to determine the causes for a character’s actions

6.  Discuss the presence of figurative language in literary works including simile, metaphor, and personification

7. Compare information on the same topic after reading several passages or articles

8. Distinguish between cause and effect, or fact and opinion in expository text

 

STANDARD 3: READING COMPREHENSION

 

   Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

 

   Interpreting and evaluating texts is a key element in helping readers explore their own responses, feelings, and values. This takes time and experience with a variety of texts. Students draw on prior knowledge and recognize strategies and conventions that guide them toward comprehension.

 

· Use graphic, phonological, syntactic, and semantic cues

· Form expectations and make predictions about a text

· Build on previous reading and life experiences

· Create meaning from the text

· Change strategies when moving from one genre or context to another

· Question, summarize, and restate the text

· Reflect on textual meaning from personal perspective

· Evaluate text elements such as purpose or emotional appeal

· Explore personal responses, feelings, and values to ideas presented

 

 

FOURTH GRADE

1. Expand sight vocabulary both in word recognition and meaning (synonyms, antonyms and homonyms)

2. Use root words and origins to determine word meaning

3. Interpret and summarize what has been read

4. Use background knowledge to make predictions; use text to confirm predictions

5. Use skimming, scanning, and other strategies to find information to support ideas

6. Identify and use text and graphic features such as titles, topic sentences, key words, diagrams, illustrations, charts, and maps to predict and to gain meaning

7. Ask questions regarding the text and respond appropriately

8. Support judgments through references to the text and prior knowledge

9. Read and follow multi-step directions

10. Respond to text and relate to personal experience

11. Distinguish and interpret multiple-meaning words

12. Evaluate role of media in focusing attention and in forming opinions on

issues

 

STANDARD 4: LANGUAGE AND COMMUNICATION

 

   Students adjust their use of spoken, written, and visual language (e.g., conventions, style, and vocabulary) to communicate effectively with a variety of audiences and for different purposes.

 

   Language is used as expression in differing social arenas. Students need to study how language conventions vary from one context to another. Students acknowledge the audience as they compose different types of literary texts.

 

• Use various speaking and writing styles to fit different purposes and audiences

• Use standard English for speaking and writing

• Experience dialects and other forms of English

• Develop confidence and versatility in the use of language by exploring connections between voice and audience, purpose and form   

 

 

FOURTH GRADE

1. Give oral presentations using research materials and multimedia aids (e.g., video, tapes, CD, etc.)

2. Know and use the functions of language (e.g., to inform, to persuade, to entertain)

3. Demonstrate fluency when reading orally

4. Organize and express ideas clearly and effectively when speaking

5. Experiment with new vocabulary

6. Participate in group discussions by being a cooperative listener and active contributor

7. Give precise directions and instructions

 

STANDARD 5: WRITING STRATEGIES

 

  Interpret and evaluate the various ways that visual image-makers (e.g., graphic artists, documentary filmmakers, illustrators, and news photographers) present events and communicate information.

 

   Students adjust their use of spoken, written, and visual language (e.g., conventions, style, and vocabulary) to communicate effectively with a variety of audiences and for different purposes.

 

• Reading and writing are not separate but intertwined. Just as students use a variety of strategies for reading, they also use a variety of strategies for writing. Students need frequent opportunities to write about an array of topics for different audiences and purposes. Students develop these skills with guidance through reading and writing activities

• Write frequently about different topics for a variety of audiences and purposes

• Use the stages of the writing process to plan, draft, edit, revise and publish for real audiences

• Utilize standard English as appropriate

• Demonstrate the ability to be flexible and adapt to different writing situations

• Read a variety of authors to learn the craft of writing

 

FOURTH GRADE

1. Write daily for 30 minutes on self-selected topics

2. Writing Domains: Autobiographical Incident, Evaluation, Report of

Information, and Observation

3. Organize ideas before writing  (e.g., brainstorm, outlines, and lists)

4. Write across the curriculum in a variety of forms (e.g., journal, news articles, 

opinion papers, mathematical problems, letters, response to literature, poetry,

and Writing Domains [see Appendix])

5. Organize ideas clearly in writing including a beginning, middle, and ending

6. Select a topic and point of view that illustrates understanding of purpose,

audience, length and format requirements

7. Create paragraphs that establish and support a central idea with a topic

sentence

8. Revise selected drafts through the writing process by adding, deleting,

combining, and rearranging text for coherence

9. Participate in writing response groups

 

STANDARD 6: LANGUAGE CONVENTIONS AND STRUCTURES

 

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

 

Through the reading-writing process students learn grammar, language patterns, and conventions and apply it to the broader purposes of communication. Knowledge of the systems, structures of language and the conventions of writing, ensure that students write effectively.

 

• Spell frequently used words correctly

• Use spelling resources such as dictionaries, peer editing, word lists, temporary spelling, spell

check, etc.

• Write with command of standard English: capitalization, punctuation, sentence structure, and

grammar

• Evaluate and discuss the structure of language in a variety of print and graphics

Evaluate and discuss a variety of print and graphics

 

 

FOURTH GRADE

1. Extend editing skills to ensure proper format, correct spelling, grammar, punctuation, and capitalization in writing

2. Spell high frequency words and word families

3. Observe punctuation in reading

4. Identify and use nouns, pronouns, verbs, adverbs, prepositions, and adjectives in context

5. Use knowledge of root words to determine meanings and unfamiliar words

6. Read and write both cursive and manuscript

7. Use correct grammar: Regular and irregular verbs, adverbs, prepositions, and conjunctions

8. Use correct punctuation: Parentheses, commas in direct quotations, apostrophes (possessives and contractions), use underlining, quotation marks, and italics to identify titles

9. Use correct capitalization: Names of magazines, newspapers, works of art, music, organizations, and first word in quotations when appropriate

 

STANDARD 7: RESEARCH AND COMMUNICATION

 

      Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience.

 

     Investigation, discussion, and reflection help students to look at and make sense of the world to develop questions, identify issues, address problems, and seek answers. Students acquire a range of tools to accomplish these tasks.

 

· Formulate engaging questions from life and classroom experiences

· Discuss, hypothesize and plan steps to find answers

· Gather data from a variety of sources

· Analyze and synthesize data in a way that clearly shows new knowledge

· Communicate what has been learned to suit purposes and audience

     

 

 

 

FOURTH GRADE

1. Research a topic and make a presentation that demonstrates a literal understanding of the topic

2. Address a specific problem in a group by specifying goals, devising alternative solutions, considering the risks of each, and choosing the best course of action

3. Emphasize points to assist the audience in following ideas and concepts

4. Use details, examples, anecdotes, or experiments to explain or clarify information

5. Develop skills in using a variety of reference materials (including thesaurus)

5.Use parts of the book (table of contents, glossary, title page, and index)

 

STANDARD 8: TECHNOLOGY AND RESOURCES

 

    Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, and video) to gather and synthesize information and to create and communicate knowledge.

 

    Technology has opened new worlds to students. To utilize these valuable resources, they use computers and other interactive media. This knowledge equips them to attain their goals and career choices. Access to a wealth of information, ideas, and visual images enhances academic success and empowers students as lifelong learners.

 

· Students will demonstrate competence in using technology as a production tool in many disciplines to solve problems and communicate ideas.

· Students will demonstrate ability to access and synthesize information with available

    technologies.

· Students will use technology responsibly, legally and ethically.

           

 

FOURTH GRADE

1. Use organizational features of electronic media including entry and pull-down menus and spell checks to create simple documents

2. Use word processing on the computer

3. Use classroom, school, and public library (including CD ROM) to gather information on a selected topic

 

STANDARD 9: DIVERSITY

 

   Students see, understand, and respect different perspectives and communicate effectively with those whose lives, languages, and cultures vary from their own.

 

    Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions and social roles.

 

    Language can foster understanding, both socially and culturally. Students bring a diverse heritage into the classroom. They build the groundwork for unity by understanding and respecting differences. Students deserve and need learning environments that encourage respect for culture, age, race, gender, religious and ethnic diversity.

 

· Investigate shared beliefs and traditions, and honor what is distinctive about individuals and groups

· Read and discuss stories and texts that explore diversity

· Recognize how linguistic diversity influences language and perceptions of the world

· Participate in creating a safe, accepting environment

· Develop an appreciation for the complexities of language and dialect

 

 

FOURTH GRADE

1. Respond to diverse literature, art, music, and movement to create an awareness of values, ethics, and customs

2. Compare tales from different cultures by tracing the exploits of one character type 

3. Develop ideas to  account for similar tales in diverse cultures

 

STANDARD 10: ENGLISH LANGUAGE LEARNERS (pre-Proposition 227, awaiting California State Department of Education direction)

 

   Students whose first language is not English use their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.  

 

   This standard provides access to the core curriculum for students who are not part of the Bilingual/Immersion Program. Please refer to the English Language Development (ELD) Bilingual Master Plan for more specific details on ELD learning strategies.

 

   Linguistic diversity is a factor in today’s classrooms as it is in the nation. Our focus is to enable students who are not proficient in English to become so. It is important that these students develop academic competency in both languages.

 

The following may be used throughout the grade levels:

1. Read appropriate leveled primary language content material when available

2.  Read, write, and speak using primary language when appropriate

3. Demonstrate understanding by using an agreed upon signal

4. Work with English speaking partner for difficult tasks

5. Participate actively and collaboratively in group work

6. Participate in discussions with partner or in small groups

7. Interact appropriately in social situations within the classroom

8. Display awareness of common cultural markers (e.g., historical, geographical sites, pastimes, foods, and schedules)

9. Pursue acquisition of English through available activities, resources, and personnel  (e.g., listening centers, computers, TV and libraries)

10. Listen and respond to diverse literature

11. Participate in language arts activities that incorporate different learning styles/modalities

12. Use oral language and models or pictures to explain thinking

13. Listen and respond to literature that reinforces thematic units

14. Write science and social studies reports with format provided

15. Understand written texts through discussion, illustrations and visuals

16. Make oral presentations in English

17. Practice oral language exercises and communicative language functions

18. Develop academic vocabulary

19. Participate in sheltered language activities in content areas

 

STANDARD 11: LITERACY COMMUNITIES

 

   Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

 

   Students are members of a variety of literacy communities including peers, teachers, friends, family members, as well as, communities within the technological world. Students develop awareness of their own roles within these communities and can see how language usage varies. This idea of community emphasizes the collaborative approach of language learning.

 

 

FOURTH GRADE

1. Explore dialects and expressions that enrich language

2. Share insights to enable readers to imagine a diverse world of events and experiences

3. Participate in independent reading geared to individual needs and interests (enjoy reading)

 

 

 

STANDARD 12: LIFELONG LEARNING

 

    Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

 

    Students developing strong learning habits and positive attitudes towards language, will chose to read widely, discuss issues, and question others thoughtfully. Students need to be well motivated to become responsible for their own lifelong learning. We are all lifelong learners.

 

 

FOURTH GRADE

1. Read independently and fluently for meaning and enjoyment

2. Read and write for a variety of purposes to pursue personal interest

3. Participate in literature circles

4. Work independently as well as collaboratively for meaning and enjoyment

5.  Practice appropriate social awareness