English Language Arts and Reading.4.6.A

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;

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

use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;

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.

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.

generate questions about text before, during, and after reading to deepen understanding and gain information;

make and correct or confirm predictions using text features, characteristics of genre, and structures;

create mental images to deepen understanding;

make connections to personal experiences, ideas in other texts, and society;

make inferences and use evidence to support understanding;

evaluate details read to determine key ideas;

synthesize information to create new understanding; and

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

infer basic themes supported by text evidence;

explain the interactions of the characters and the changes they undergo;

analyze plot elements, including the rising action, climax, falling action, and resolution; and

explain the influence of the setting, including historical and cultural settings, on the plot.

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.

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;