English Language Arts and Reading.4.11.D.ii

listen actively, ask relevant questions to clarify information, and make pertinent comments;

follow, restate, and give oral instructions that involve a series of related sequences of action;

decoding words with specific orthographic patterns and rules, including regular and irregular plurals;

decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

decoding words using advanced knowledge of syllable division patterns such as VV;

decoding words using knowledge of prefixes;

decoding words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and

identifying and reading high-frequency words from a research-based list;

spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

spelling homophones;

spelling multisyllabic words with multiple sound-spelling patterns;

spelling words using advanced knowledge of syllable division patterns;

spelling words using knowledge of prefixes; and

spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and

use print or digital resources to determine meaning, syllabication, and pronunciation;

determine the meaning of and use words with affixes such as mis-, sub-, -ment, and -ity/ty and roots such as auto, graph, and meter; and

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

respond using newly acquired vocabulary as appropriate; and

complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;

singular, plural, common, and proper nouns;

adjectives, including their comparative and superlative forms;

adverbs that convey frequency and adverbs that convey degree;

prepositions and prepositional phrases;

pronouns, including reflexive;

coordinating conjunctions to form compound subjects, predicates, and sentences;

capitalization of historical periods, events, and documents; titles of books; stories and essays; and languages, races, and nationalities;

punctuation marks, including apostrophes in possessives, commas in compound sentences, and quotation marks in dialogue; and

listen actively, ask relevant questions to clarify information, and make pertinent comments;

follow, restate, and give oral instructions that involve a series of related sequences of action;

express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively; and

spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

spelling homophones;

spelling multisyllabic words with multiple sound-spelling patterns;

spelling words using advanced knowledge of syllable division patterns;

spelling words using knowledge of prefixes; and

spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and

determine the meaning of and use words with affixes such as mis-, sub-, -ment, and -ity/ty and roots such as auto, graph, and meter; and

identify, use, and explain the meaning of homophones such as reign/rain.

describe personal connections to a variety of sources, including self-selected texts;

write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;

use text evidence to support an appropriate response;

retell, paraphrase, or summarize texts in ways that maintain meaning and logical order;

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

respond using newly acquired vocabulary as appropriate; and

discuss specific ideas in the text that are important to the meaning.

demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, legends, myths, and tall tales;

explain figurative language such as simile, metaphor, and personification that the poet uses to create images;

explain structure in drama such as character tags, acts, scenes, and stage directions;

the central idea with supporting evidence;

features such as pronunciation guides and diagrams to support understanding; and

organizational patterns such as compare and contrast;

identifying the claim;

explaining how the author has used facts for an argument; and

identifying the intended audience or reader; and

recognize characteristics of multimodal and digital texts.

explain the author's purpose and message within a text;

explain how the use of text structure contributes to the author's purpose;

analyze the author's use of print and graphic features to achieve specific purposes;

describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices such as alliteration and assonance achieves specific purposes;

identify and understand the use of literary devices, including first- or third-person point of view;

discuss how the author's use of language contributes to voice; and

identify and explain the use of anecdote.

plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;

organizing with purposeful structure, including an introduction, transitions, and a conclusion; and

developing an engaging idea with relevant details;

revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;

complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;

singular, plural, common, and proper nouns;

adjectives, including their comparative and superlative forms;

adverbs that convey frequency and adverbs that convey degree;

prepositions and prepositional phrases;

pronouns, including reflexive;

coordinating conjunctions to form compound subjects, predicates, and sentences;

capitalization of historical periods, events, and documents; titles of books; stories and essays; and languages, races, and nationalities;

punctuation marks, including apostrophes in possessives, commas in compound sentences, and quotation marks in dialogue; and

correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and

publish written work for appropriate audiences.

compose literary texts such as personal narratives and poetry using genre characteristics and craft;

compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;

compose argumentative texts, including opinion essays, using genre characteristics and craft; and

compose correspondence that requests information.

generate and clarify questions on a topic for formal and informal inquiry;

develop and follow a research plan with adult assistance;

identify and gather relevant information from a variety of sources;

identify primary and secondary sources;

demonstrate understanding of information gathered;

recognize the difference between paraphrasing and plagiarism when using source materials;

develop a bibliography; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.