S TA N DA R D C OU R S E OF S T UD Y

LANGUAGE ARTS :: 2004 :: FOURTH GRADE

FOURTH GRADE
Students in fourth grade apply reading strategies and skills automatically, flexibly, and strategically to comprehend fiction, nonfiction, poetry, and drama. They read for literary experience, to gain information, and to perform a task. They use a variety of strategies and writing process elements to compose fiction, nonfiction, poetry, and drama. They become increasingly proficient in active listening, speaking, and using media and technology. They deepen and extend their understanding and use of English language conventions in oral presentations and written products. The learner will: • • • • • • • • Explore a wide range of texts and their distinguishing features. Expand vocabulary through wide reading, word study, exposure to content area words, and discussion. Routinely spell high frequency words and use resources to check spelling. Write for a variety of purposes and audiences and use writing as a tool for learning. Communicate effectively with different audiences through spoken, written, and visual formats. Use media and technological resources for research and as tools for learning. Use increasingly sophisticated knowledge of grammar and language conventions in oral and written products and presentations. Apply comprehension strategies critically, creatively, and strategically.

Strands: Oral Language, Written Language, and Other Media/Technology Competency Goal 1 The learner will apply enabling strategies and skills to read and write. 1.01 Use word identification strategies appropriately and automatically when encountering unknown words (graphophonic, syntactic, semantic). 1.02 Infer word meanings from taught roots, prefixes, and suffixes to decode words in text to assist comprehension. 1.03 Identify key words and discover their meanings and relationships through a variety of strategies. 1.04 Increase reading and writing vocabulary through: • • • • • • • • • • wide reading. word study. knowledge of homophones, synonyms, antonyms, homonyms. knowledge of multiple meanings of words. writing process elements. writing as a tool for learning. seminars. book clubs. discussions. examining the author's craft.

1.05 Use word reference materials (e.g., glossary, dictionary, thesaurus) to identify and comprehend unknown words. 1.06 Read independently daily from self-selected materials (consistent with the student's independent reading level) to: • • • Competency Goal 2 increase fluency. build background knowledge. expand vocabulary.

The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.

and drama using interpretive.08 Verify the meaning or accuracy of the author's statement(s) by referencing the text or other resources. The learner will make connections through the use of oral language.. people. information. considering a situation or problem from different characters' points of view.09 Listen actively by: • • • • Competency Goal 3 asking questions. analyzing differences among genres. and media and technology. charts. nonfiction. and after reading.05 Make inferences. plays). mood. 2. science fiction). locating relevant information. interpreting speaker's verbal and non-verbal messages. theme. poetry (concrete. question).06 Summarize major points from fiction and nonfiction text(s) to clarify and retain information and ideas. artifacts. . drama (skits. written language.02 Interact with the text before. making inferences and drawing conclusions about characters.06 Conduct research for assigned projects or self-selected projects (with assistance) from a variety of sources through the use of technological and informal tools (e.03 Read a variety of texts.04 Make informed judgments about television and film/video productions. interpreting speaker's purposes and/or intent. author's choice of words. 3. making connections with previous experiences.. 2. make generalizations. journals). 2.01 Use metacognitive strategies to comprehend text and to clarify meaning of vocabulary (e. nonfiction (autobiographies. and support by referencing the text. and/or maps. identifying and examining characters' motives. and produce a response. 3. novels.05 Analyze and integrate information from one or more sources to expand understanding of text including graphs. and evaluative processes by: • • • • • • analyzing the impact of authors' word choice and context. including: 2. and viewing by: • • • • • • • • • setting a purpose using prior knowledge and text information. formulating questions. 3. print and non-print texts. 3. reread the text.07 Determine usefulness of information and ideas consistent with purpose. 2. events and themes. enhance plot development. listening. making predictions.g. ask for help. paraphrase.g. fiction (legends. events. folklore.02 Analyze characters. 3. 2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the: • • • • • • plot. during. examining the reasons for characters' actions.01 Respond to fiction. paraphrasing what was said. main idea and supporting details. and plots within and between selections and cite supporting evidence. informational books. draw conclusions. consult other sources. diaries.03 Consider the ways language and visuals bring characters to life. 2. haiku). poetry. critical. and ideas.2. 2. author's use of figurative language. 3.

4. musical compositions) and punctuation (e. and present information.. discuss. 4.09 Produce work that follows the conventions of particular genres (e. discussion)..10 Use technology as a tool to gather. essays. 5. poetry. subject consistency. 4. 4. Competency Goal 5 The learner will apply grammar and language conventions to communicate effectively. databases. simple and compound sentences. nonfiction.. verb tense consistency. 5. logs.g. computer networks).01 Use correct capitalization (e. 4. commas and quotation marks in dialogue.02 Demonstrate understanding in speaking and writing by appropriate usage of: • • • • • • • • • pronouns. and expression demonstrating an awareness of volume and pace. solve problems.05 Use planning strategies to generate topics and organize ideas (e.libraries. Competency Goal 4 The learner will apply strategies and skills to create oral.g. instructions). 5. regular and irregular verbs. coordinating conjunctions... adverbs. 4. names of languages. personal and imaginative narrative. research reports. organize. personal and imaginative narratives.02 Use oral and written language to: • • • • • present information and ideas in a clear. transitional words. research reports. poetry.g. diaries. mapping. 4. written. prepositions. letters. and drama using self-selected and assigned topics and forms (e.07 Compose fiction. presentations). and visual texts. relevant. 4. narratives.g. make decisions. commas in direct address. supporting details by using preliminary plans.08 Focus revision on a specific element such as: • • • • word choice. comprehension.01 Read aloud grade-appropriate text with fluency. concise manner.g. reading. subject/verb agreement. brainstorming. nationalities. commas in a series. webbing. learning logs.g. letters of request. sequence of events and ideas.06 Compose a draft that conveys major ideas and maintains focus on the topic with specific.03 Make oral and written presentations using visual aids with an awareness of purpose and audience. letters of complaint). journals.04 Compose multiple paragraphs with: . 4.03 Elaborate information and ideas in writing and speaking by using: 5.04 Share self-selected texts from a variety of genres (e. sentence patterns. interview.. 4. rules. apostrophes in possessives).

. critical. Interpret and evaluate a wide range of literature Strands: Oral Language.09 Create readable documents through legible handwriting (cursive) and/or word processing.g. usage. The emphasis in English III is critical analysis of texts through reading. Top of Form NCPublicSchools. Use effective sentence construction and edit for improvements in sentence formation. 5. and literary purposes. 5. 5. specific. social.08 Demonstrate evidence of language cohesion by: • • • logical sequence of fiction and nonfiction retells. time order sequence of events. Critically analyze print and non-print communication. relevant details. and historical issues. argumentative. and spelling. Written Language. speaking. and literary purposes. thesauri. argumentative. logical progression and movement of ideas. While emphasis in seventh grade is placed on argument.• • • • • • topic sentences. elaboration. glossaries. and Other Media/Technology S TA N DA R D C OU R S E OF S T UD Y LANGUAGE ARTS :: 2004 :: ENGLISH III ENGLISH III Students in English III analyze United States literature as it reflects social perspective and historical significance by continuing to use language for expressive. writing. dictionaries. concluding statement related to the topic. 5. and other classroom sources). and media and technology for expressive. expository. cultural.05 Use visual (orthography) and meaning-based strategies as primary sources for correct spelling. the student will: • • Relate the experiences of others to their own. sustaining conversations on a topic. Students also explore the structure of language and study grammatical rules in order to speak and write effectively. Interpret and synthesize information. coherence. students also: • • • • • Express individual perspectives in response to personal. listening. computer spell-checks. mechanics. informational. written language. Research the diversity of American experience.org Google Search Bottom of Form S TA N DA R D C OU R S E OF S T UD Y SEVENTH GRADE Seventh grade students use oral language. 5. In addition.. and using media.06 Proofread and correct most misspellings independently with reference to resources (e.07 Use established criteria to edit for language conventions and format.

and drawing conclusions based on text. social. 1. Build increasing sophistication in defining issues and using argument effectively. The learner will inform an audience by using a variety of media to research and explain insights into language and culture. showing the evolution of forms of communication in the United States (e. and context. projecting the student's voice in the work through reflective interpretation of relationships to people and events.01 Create memoirs that give an audience a sense of how the past can be significant for the present by: • • • • • • • • • elaborating upon a significant past episode from the student's current perspective. 1. and/or movements related to United States culture by: • • • • • locating facts and details for purposeful elaboration. listen to and view a variety of increasingly complex print and nonprint expressive texts appropriate to grade level and course literary focus. or biases.g. and modifying as necessary reading strategies appropriate to readers' purpose. identifying and analyzing text components (such as organizational structures. excluding extraneous information. providing textual evidence to support understanding of and reader's response to text. identifying and analyzing personal.. predicting. and context. investigate connections between life and literature. discover multiple perspectives. providing accurate documentation. recognize how the responses of others may be different. the Pony Express. consider cultural or historical significance. events.02 Examine and explain how culture influences language through projects such as: .03 Demonstrate the ability to read. identifying and analyzing elements of expressive environment found in text in light of purpose. 2. articulate insightful connections between life and literature. audience. audience. analyzing and evaluating the effects of author's craft and style. organizational features) and evaluating their impact on the text.02 Reflect and respond expressively to texts so that the audience will: 1. organizing information to create a structure for purpose.01 Research and analyze ideas. explore how the student's life experiences influence his or her response to the selection. Written Language. story elements. self and related topics. demonstrating comprehension of main idea and supporting details. characters and/or experiences. and Other Media/Technology Competency Goal 1 The learner will demonstrate increasing insight and reflection to print and non-print text through personal expression. writing for a specific audience and purpose. by: • • • • • • • • • • • Competency Goal 2 selecting. making inferences. concepts. historical or cultural influences. Create products and presentations which maintain standard conventions of written and oral language Strands: Oral Language. making connections between works. summarizing key events and/or points from text. 2. monitoring. analyzing and evaluating the connections or relationships between and among ideas.• • • Examine relationships between past and present. contexts.

radio. addressing concerns of the opposition. social. historical or cultural influences.01 Use language persuasively in addressing a particular issue by: • • • • • • • • • • • • finding and interpreting information effectively.g. story elements. rhetorical devices. The learner will examine argumentation and develop informed opinions. irony. responding respectfully to viewpoints and biases. telephone. 2. monitoring. using logical strategies (e.03 Demonstrate the ability to read.02 Select an issue or theme and take a stance on that issue by: 3. and drawing conclusions based on text.. identifying and analyzing personal. parallelism. establishing and defending a point of view. e-mail). monitoring. by: • • selecting. supporting the argument with specific reasons.telegraph. story elements. summarizing key events and/or points from text. providing textual evidence to support understanding of and reader's response to text. developing a sense of completion.. television. analogies) and sophisticated techniques (e. contexts. and context. fax. listen to and view a variety of increasingly complex print and nonprint argumentative texts appropriate to grade level and course literary focus. analyzing and evaluating the effects of author's craft and style.03 Use argumentation for: 3. • • tracing the development of technology in a particular area such as audio or video recordings. and modifying as necessary reading strategies appropriate to readers' purpose. and film. or biases. . demonstrating comprehension of main idea and supporting details. by: • • • • • • • • • • • Competency Goal 3 selecting. identifying and analyzing elements of informational environment found in text in light of purpose. reflecting the viewpoint(s) of Americans of different times and places. concepts. 3. concrete images). deductive and inductive reasoning. self and related topics. using conventions appropriate to the audience. audience. recognizing propaganda as a purposeful technique.g. organizational features) and evaluating their impact on the text. establishing and defending a point of view. listen to and view a variety of increasingly complex print and nonprint informational texts appropriate to grade level and course literary focus.04 Demonstrate the ability to read. syllogisms. 3. making inferences. interpreting researched information effectively. demonstrating proficiency in accessing and sending information electronically. showing sensitivity or empathy for the culture represented. identifying and analyzing text components (such as organizational structures. and modifying as necessary reading strategies appropriate to readers' purpose. organizational features) and evaluating their impact on the text. making connections between works. identifying and analyzing text components (such as organizational structures. characters and/or experiences. analyzing and evaluating the connections or relationships between and among ideas. predicting.

oxymoron) and the effect of devices of sound (e. point of view.03 Assess the power. analyzing and evaluating the effects of author's craft and style. identifying ambiguity. identifying and analyzing text components (such as organizational structures. irony. social. 4. historical or cultural influences. contexts. personification. identifying and analyzing personal. providing textual evidence to support understanding of and reader's response to text. identifying and analyzing elements of argumentative environment found in text in light of purpose. predicting.02 Develop thematic connections among works by: 4. conflict. by: • • • • • • • • • selecting. develop thematic connections. demonstrating comprehension of main idea and supporting details. 4. analyzing stylistic features such as word choice and links between sense and sound. The learner will critically analyze text to gain meaning. recognizing how the author addresses opposing viewpoints. articulating a personal response to the message and method of the author or artist. organizational features) and evaluating their impact on the text. social. and synthesize ideas. identifying and analyzing personal. using specific references to validate connections. making inferences. concepts. and satire. and context. 4. tone. examining how representative elements such as mood. or biases. analyzing and evaluating the effects of author's craft and style. suspense.04 Demonstrate the ability to read. . and dialogue. interpreting the effect of figures of speech (e. demonstrating how literary works reflect the culture that shaped them. self and related topics. characterization. parody. audience. and style impact the development of a theme. alliteration. characters and/or experiences.g. and modifying as necessary reading strategies appropriate to readers' purpose. summarizing key events and/or points from text. listen to and view a variety of increasingly complex print and nonprint critical texts appropriate to grade level and course literary focus. self and related topics. or biases.01 Interpret meaning for an audience by: • • • • • • • • examining the functions and the effects of narrative strategies such as plot. contexts. contradiction. historical or cultural influences. making connections between works.g. validity. onomatopoeia). analyzing and evaluating the connections or relationships between and among ideas. making inferences. demonstrating comprehension of main idea and supporting details. summarizing key events and/or points from text. and drawing conclusions based on text. story elements. monitoring. predicting. and truthfulness in the logic of arguments given in public and political documents by: • • • • identifying the intent and message of the author or artist.. connecting themes that occur across genres or works from different time periods. making connections between works. evaluating the historical significance of the work. and drawing conclusions based on text..• • • • • • • • • Competency Goal 4 providing textual evidence to support understanding of and reader's response to text.

The learner will apply conventions of grammar and language usage. and genres. and modifying as necessary reading strategies appropriate to readers' purpose. contrasting use of language conventions of authors in different time periods of United States literature. historical or cultural influences.02 Analyze the relationships among United States authors and their works by: • • 5. story elements.01 Demonstrate an understanding of the conventions of language by: • • • • • decoding vocabulary using knowledge of Anglo-Saxon. . the Romantic Era. The learner will interpret and evaluate representative texts to deepen understanding of literature of the United States. resources. and Latin bases and affixes. identifying and analyzing elements of critical environment found in text in light of purpose. providing textual evidence to support understanding of and reader's response to text. revising writing to enhance voice and style. characters and/or experiences. including fiction. evaluating the literary merit and/or historical significance of a work from Colonial Literature. making connections between works. connotation/denotation).03 Demonstrate the ability to read. listen to and view a variety of increasingly complex print and nonprint literacy texts appropriate to grade level and course literary focus. making and supporting valid responses about the text through references to other works and authors. identifying and analyzing elements of literary environment found in text in light of purpose.• • Competency Goal 5 analyzing and evaluating the connections or relationships between and among ideas. demonstrating comprehension of main idea and supporting details. or biases. audience. purpose. understanding influences that progress through the literary movements of the United States.01 Interpret the significance of literary movements as they have evolved through the literature of the United States by: • • • • analyzing the characteristics of literary genres.) to determine meaning of words and phrases. and tone in considerations of questions being addressed. and poetry. self and related topics. audience. and how the selection of genre shapes meaning. 5. identifying and analyzing text components (such as organizational structures. characters. predicting. relating ideas. and context. comparing texts to show similarities or differences in themes. analyzing and evaluating the effects of author's craft and style. concepts. organizational features) and evaluating their impact on the text. by: • • • • • • • • • • • Competency Goal 6 selecting. sentence variety. identifying and analyzing personal. styles. Greek. concepts. audience. contexts. subtlety of meaning. prefixes. etc. and structural analysis (roots. monitoring. or ideas. 5. analyzing and evaluating the connections or relationships between and among ideas. summarizing key events and/or points from text. Realism. drama. discerning the relationship of word meanings between pairs of words in analogies (synonyms/antonyms. the Modern Era. and context. 6. social. using vocabulary strategies such as context clues. and themes within literary movements of the United States. characters and/or experiences. making inferences. nonfiction. and Contemporary Literature. and drawing conclusions based on text.

giving appropriate reasons that support opinions. 1.04 Reflect on learning experiences by: Competency Goal 2 The learner will synthesize and use information from a variety of sources. establishes the significance of events monitoring comprehension for understanding of what is read.01 Respond to informational materials that are read. reviewing and refining purposeful use of varying sentence types with correct punctuation.02 Discern and correct errors in speaking and writing at a level appropriate to eleventh grade by: • • • • • • Competency Goal 1 The learner will use language to express individual perspectives in response to personal. audience. the people. heard and/or viewed. maintaining an annotated list of works read/viewed. offering personal opinions confidently without dominating.02 Respond to expressive materials that are read. and/or viewed by: 1. and the events. analyzing personal learning growth and changes in perspective. or public speaking events.01 Narrate an expressive account which: • • • • • • • • • • • • • • • • • • • • • • creates a coherent organizing structure appropriate to purpose. reviewing and refining correct pronoun usage.03 Interact in group settings by: 1. determining the importance of literary effects on the reader/viewer/listener. orients the reader/listener to the scene. comparing and/or contrasting information. editing for correct spelling and mechanics 6. . generating a learning log or journal. antecedents. examining changes in self throughout the learning process. making connections between works. 1. refining subject/verb agreement and choice of tense. and context. academic environment. cultural. 2. and/or viewed by: • monitoring comprehension for understanding of what is read. engages the reader/listener by establishing a context and creating a point of view. and case. heard. responding appropriately to comments and questions.• analyzing the power of standard usage over nonstandard usage in formal settings such a job interviews. soliciting and respecting another person's opinion. discussing parts of speech as they relate to writing. determining how personal circumstances and background shape interaction with text. summarizing the characteristics of expressive works. extending effective use of phrases and clauses. drawing inferences and/or conclusions. and historical issues. heard. determining the main idea and/or significance of events. heard. and/or viewed. self and related topics. constructing and presenting book/media reviews. creating an artistic interpretation that connects self and/or society to the selection. social.

audience. making connections to related topics/information. understanding the importance of establishing a firm judgment. emotional factors. and supporting details. drawing inferences. clear examples. The learner will refine the understanding and use of argument. recognizing and/or creating an organizing structure appropriate to purpose. inconsistencies. relevant facts. heard and /or viewed. and/or propaganda techniques. and infomercials) through: • • • Competency Goal 3 identifying and using appropriate primary and secondary sources. heard and/or viewed by: • • • • • • • • • monitoring comprehension for understanding of what is read. 4. recognizing bias.02 Develop (with assistance) and apply appropriate criteria to evaluate the quality of the communication . justifying the judgment with logical. comparing. and context. making connections between works. studying problems and solutions within various texts and situations. creating an organizing structure appropriate to purpose. generating questions. 3.• • • • • • analyzing the characteristics of informational works. relevant reasons. drawing inferences and/or conclusions. identifying the arguments and positions stated or implied and the evidence used to support them. and organization. apparent or hidden messages. utilizing the problem-solution process within various contexts/situations. summarizing the author's purpose and stance. responding to public documents (such as but not limited to editorials. exploring and evaluating the underlying assumptions of the author/creator. local/state/national policies/issues).03 Study and create arguments that evaluate by: • • • Competency Goal 4 The learner will refine critical thinking skills and create criteria to evaluate print and non-print materials. 3. contrasting.01 Explore and analyze argumentative works that are read. emotional factors. constructing essays/presentations that respond to a given problem by proposing a solution that includes relevant details. and evaluating information from different sources about the same topic.02 Explore and analyze the problem-solution process by: • • • • 3. self and related topics. and/or semantic slanting. 4. examining the effectiveness of style. reviews. heard and/or viewed. tone. understanding the effects of author's craft on the reader/viewer/listener. newsletters.02 Use multiple sources of print and non-print information in designing and developing informational materials (such as brochures. 2. examining any bias. and use of language. audience. evaluating information for extraneous details. and context. determining the importance of information.01 Analyze the purpose of the author or creator by: • • • • monitoring comprehension for understanding of what is read. summarizing information. examining the importance and impact of establishing a position or point-of-view.

comprehension. considering and presenting alternative points of view or reasons. reading self-selected literature and other materials of individual interest. using pronouns correctly.01 Increase fluency. skits. dependent and independent clauses). using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence. characterization. analyzing what impact literary elements have on the meaning of the text such as the influence of setting on the problem and its resolution. nonfiction. consequences. taking an active role in whole class seminars.by: • • • • • • Competency Goal 5 using knowledge of language structure and literary or media techniques. 6. flashback. reasons. appositives... 5. analyzing the effects of such elements as plot. mood. prepositional phrases. analyzing the effects on texts of such literary devices as figurative language. and style. concepts. extending understanding by creating products for different purposes. punctuating them properly. creating a critical response/review of a work/topic. considering the implications. and/or experiences. and avoiding fragments and run-ons. and insight through a meaningful and comprehensive literacy program by: • • • • • • • • • • • using effective reading strategies to match type of text.03 Develop the stance of a critic by: The learner will respond to various literary genres using interpretive and evaluative processes. analyzing what genre specific characteristics have on the meaning of the work. mysteries. engaging in small group discussions. allusion. drawing conclusions based on evidence. point of view.g. . newspapers.g. applying the parts of speech to clarify language usage. ideas. including proper punctuation (e. or impact of those conclusions. analyzing the connections of relationships between and among characters. historical documents. theme. analyzing themes and central ideas in literature and other texts in relation to personal issues/experiences. or relevant information. different audiences and within various contexts. science fiction. assuming an active role in teacher-student conferences. reading literature and other materials selected by the teacher.01 Model an understanding of conventional written and spoken expression by: • • • • • using a variety of sentences correctly. 4. dialogue. and poetry) through: • • • • Competency Goal 6 The learner will apply conventions of grammar and language usage.02 Study the characteristics of literary genres (fiction. and irony. analyzing how the author's choice and use of a genre shapes the meaning of the literary work. drama. remaining fair-minded and open to other interpretations. including clear antecedents and correct case. 5. using phrases and clauses correctly. lyric poems). reading a variety of literature and other text (e. novels.

suffixes) of words. applying language conventions and usage during oral presentations.• • • • • • • • • • determining the meaning of unfamiliar vocabulary words using context clues. using common spelling rules. and format. capitalization. choosing language that is precise. 6. applying common spelling patterns. listening to and monitoring self to correct errors. a thesaurus. and well suited to the topic and audience. and/or structural analysis (roots. experimenting with figurative language and speech patterns. mastering proofreading symbols for editing. extending vocabulary knowledge by learning and using new words. a glossary.02 Continue to identify and edit errors in spoken and written English by: . prefixes. engaging. determining when and where dialects and standard/nonstandard English usage are appropriate. producing final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation. a dictionary. and developing and mastering an individualized list of words that are commonly misspelled.

Sign up to vote on this title
UsefulNot useful