Grade 4 ELA Wisconsin standards Standards

Conventions of Standardized English

Vocabulary Acquisition & Use

Knowledge of Language

Language

Presentation of Knowledge & Ideas

Comprehension & Collaboration

Speaking and Listening

Inquiry to Build & Present Knowledge

Production & Distribution of Writing

Text Types & Purposes

Writing

Integration of Knowledge & Ideas

Craft & Structure

Key Ideas & Details

Reading

Fluency

Phonics & Word Recognition

Reading Foundational Skills

Use language to achieve desired outcomes when communicating.

Use language to express emotion

Notice the differences in language between formal and informal situations.

Communicate effectively with peers and adults.

Choose appropriate punctuation

Demonstrate knowledge of word meanings.

Use context as a clue to guide selection of a word that completes a sentence read aloud by an adult.

Use frequently occurring root words (e.g., talk) and the words that result when word endings are added (e.g., talked, talking, talks).

Demonstrate understanding of word relationships and use.

Determine the literal meaning of words and phrases in context.

Use common idioms (e.g., no way, not a chance, you bet, it’s a deal, we’re cool).

Demonstrate understanding of opposites.

Identify words that describe personal emotional states.

Use words acquired through conversations, being read to, and during shared reading activities

Identify key domain-specific vocabulary

Demonstrate standardized English grammar and usage when communicating.

Use possessive pronouns.

Combine common nouns with verbs, nouns, or pronouns in communication.

Not applicable

Use comparative and superlative adjectives to describe people or objects.

Use common prepositions (e.g., to, from, in, out, on, off, by, with).

Combine three or more words in communication.

Demonstrate understanding of conventions of standardized English.

Capitalize the first word in a sentence.

Not applicable

Not applicable

Spell words phonetically, drawing on knowledge of letter- sound relationships, and/or common spelling patterns.

Identify explicit details in a text. (RI&RL)

Identify the theme or main idea from a text. (RI&RL)

Use details from the text to describe characters in the text. (RL) Identify an explicit detail that is related to an individual event, or idea in a text. (RI)

Determine the meaning of words in a text. (RI&RL)

Identify elements that are characteristic of stories (RL) and informational texts (RI).

Identify the narrator of a story (RL); compare own experience to that described within the text. In informational text, compare and contrast a primary and secondary source on the same event or topic.(RI)

Make connections between the text representation and a visual, tactual, or oral version of the text. (RI&RL)

Identify one or more reasons supporting a specific point in a text. (RI)

Identify similarities between two texts and recognize that texts reflect one’s own and others’ culture. (RI&RL)

Use letter-sound knowledge to read words.

Use linguistic context and letter sound knowledge to identify unfamiliar words.

Decode and encode, in the way the child is able, single-syllable words with common spelling patterns (consonant-vowel-consonant[CVC] or high- frequency rimes).

Read words intext. Read text comprised of familiar words with accuracy and understanding.

With decreasing support, use features of print to identify or verbalize appropriate expression while reading familiar texts.

Use letter-sound knowledge and context to support word recognition when reading.

Engage in collaborative discussions.

Contribute ideas from prior experiences with a text during discussions about the same text.

Listen to others’ ideas before responding and gain attention respectfully.

Answer specific questions related to information in a discussion.

Identify the key ideas in a discussion.

Ask and answer questions about details from a text read aloud or information presented orally or through other media.

Identify a point that the speaker makes.

Clearly retell a story, poem, or personal experience or recount a topic with supporting details.

Add audio recordings or visuals to a presentation about a personally relevant topic.

With guidance and support, use drawing, dictating, or writing to compose writing for a variety of high-stakes and low-stakes purposes.

With guidance and support, use writing, dictation and/or drawing to compose:

Opinion pieces in which they state an opinion about a topic or text and include some reasons to support that opinion.

Informative/Explanatory text in which they introduce a topic and provide some facts, details, and/or multimedia content about a predetermined or self chosen topic.

Convey events, real or imagined and narrate a single event or several loosely linked events. Include some details regarding what happened and tell about the events in the order in which they occurred.

With guidance and support, use a combination of drawing, dictating and writing to create a text that uses familiar words, transitions to link and build connections, temporal words to signal event order, and a beginning, middle, and end.

With guidance and support, produce writing that is appropriate for an explicitly stated task or purpose, and expresses more than one idea.

With guidance and support from adults and peers, plan before writing and produce writing focused on the planned topic, and revise their own writing, dictation, or pictures.

With guidance and support from adults, use digital tools, including the Internet, to produce writing while interacting and collaborating with others. Learn to produce writing through printing and/or typing.

With guidance and support, identify information about two or more aspects of a shared or independent inquiry topic.

Recall and sort information from personal experiences or a topic into given categories and write or draw about each one.

With guidance and support from adults, recall key details from literary or informational texts to support reflection or inquiry questions based on a reading of a literary or informational text.

Conventions of Standardized English

Vocabulary Acquisition and Use

Knowledge of Language

Language

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Speaking and Listening

Inquiry to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading

Fluency

Phonics and Word Recognition

Reading Foundational Skills

Demonstrate an understanding of how language functions in different cultures, contexts, and disciplines; apply this knowledge to comprehend more fully when reading and listening, and make effective choices when composing, creating, and speaking.

Compare and contrast the ways in which language is used in familiar and unfamiliar contexts (e.g., at home, outside of their own communities, by diverse authors and speakers).

Determine the language demands of varied writing and speaking situations; respond appropriately (e.g., formal writing and presentations; personal writing and conversations).

Identify examples of precise and concise language when reading; choose words and phrases to convey ideas precisely when writing and speaking.

Choose punctuation for effect.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases in grade-level reading and content; use context clues, analyze meaningful word parts, consult general and specialized reference materials, and apply word solving strategies (for meaning) as appropriate.

Use context as a clue to the meaning of a word or phrase.

Consult print and digital reference materials for meaning and pronunciation.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Determine the meaning of words and phrases as they are used in a text, including figurative language such as similes and metaphors.

Explain common idioms and proverbs.

Understand words by relating them to synonyms and antonyms.

Make connections between words and how they are used in real life (i.e., help students build or add on to existing schema when encountering new words).

Demonstrate an ability to collaboratively and independently build vocabulary knowledge when encountering unknown words including cultural, general academic, and discipline-specific terms and phrases; use vocabulary appropriate to the context and situation.

Identify and use phrases that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Demonstrate contextually appropriate use of the conventions of standardized English grammar and usage when writing or speaking. Discern when and where it is appropriate to use standardized English. Appropriately use and explain the intended purpose of language choice with:

Relative pronouns and adverbs.

Prepositional phrases.

Order of adjectives.

Adjectives, adverbs, conjunctions.

Compound and complex sentences.

Easily confused words (e.g.,. to, too, two).

Demonstrate contextually appropriate use of the conventions of standardized English capitalization, punctuation, and spelling when writing. Discern when and where it is appropriate to use standardized English. Appropriately use and explain the intended purpose in conventions with:

Capitalization.

Commas and quotation marks for quotations.

Commas in compound sentences.

Spell grade-level words correctly using reference materials to solve words as needed.

Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences.

Summarize texts, from a variety of genres, to determine a theme or central idea and explain how it is supported by key details.

Describe a character (traits, motivations, and/or feelings), setting, or event, drawing on specific details in the text. Explain events, procedures, ideas, or concepts, including what happened and why, based on specific evidence from the text.

Determine the meaning of words, phrases, figurative language, academic, and content-specific words within a text.

Identify and analyze structural elements, using terms such as verse, rhythm, meter, characters, settings, dialogue, stage directions.<ul><li>Identify the overall structure using terms such as sequence, comparison, cause/effect, and problem/solution.</li></ul>

In literary text, compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.<ul><li>In informational text, compare and contrast a primary and secondary source on the same event or topic.</li></ul>

Explain how text features (e.g., charts, graphs, diagrams, time lines, animations, and illustrations) contribute to an understanding of the text.

Explain how claims in a text are supported by relevant reasons and evidence.

Recognize genres and make connections to other texts, ideas, cultural perspectives, identities, eras, personal events, and situations.

Know and apply grade-level phonics and word analysis skills in decoding words.

Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Read with sufficient accuracy and fluency to support comprehension.

Read grade-level text with purpose and understanding.

Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on topics and texts, building on others' ideas and expressing one's thinking clearly.

Come to discussions prepared, explicitly draw on topics and texts along with personal knowledge and experiences to explore ideas under discussion.

Follow agreed-upon norms for discussions (e.g., gaining attention in respectful ways, actively listening, speaking one at a time about the topics and texts under discussion).

Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Paraphrase portions of a text read aloud or information presented in diverse media and formats.

Identify the reasons and evidence a speaker provides to support particular points.

Report on a topic or text, tell a story, read a poem, or recount an experience in an organized manner, using facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Communicate clearly and in an engaging manner, considering the audience, purpose, and situation.

Integrate audio and visual content in presentations to enhance the development of main ideas or themes.

Compose reflective, formal, and creative writing, which may happen simultaneously or independently, for a variety of high-stakes and low-stakes purposes.

Write text in a variety of modes:

Opinion pieces in which the student introduces the topic or text they are writing about, state an opinion and create an organizational structure in which related ideas are grouped to support the writer's purpose. List reasons that support the opinion.

Informative texts in which they clearly introduce a topic, group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aid comprehension. Use facts, definitions and details to develop points.

Convey events, real or imagined, through narrative/short stories which orients a reader by establishing a real or imagined situation and introducing a narrator and characters; organize an event sequence that unfolds naturally. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

Create writing that utilizes:

Organization: include an introduction that establishes a purpose and provides a concluding statement related to the body of the composition. Structure of text reflects the purpose.

Transitions: use of phrases to signal event order and to link and build connections between ideas, text, and events.

Word Choice (including domain specific): experiments with words to provide emphasis, addition, contrast, or order to connect themes and ideas.

Produce clear and coherent writing in which the development and organization are culturally-sustaining and rhetorically authentic to task, purpose, and audience.

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience. Respond to questions and suggestions from peers, and add details to strengthen writing as needed by planning, revising, and editing.

With some guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Learn to produce writing through printing, cursive, and/or typing (with sufficient command of keyboarding skills to type a minimum of one page in a single sitting).

Conduct short inquiry projects that build knowledge through investigation of different aspects of a topic.

Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information and provide a list of sources.

Recall and use facts from literary or informational texts to support analysis, reflection, and inquiry.