SSJDA             4th Reading Performance Standards

Demonstrating knowledge of phonetics, word structure (root words, prefixes, suffix, abbreviations) and language structures through reading words in text (words in text (word order, grammer)

Determine the meaning of unfamiliar words using knowledge of words families, phonetics, context and visual cues, structual elements (contractions, compound words, root words, prefixes, suffixes, plurals)

Obtaining information using text features including pictures, illustrations, text structure (e.g., bolded or italized text, graphs, charts or headings)

Identifying relationships among words by categorizing (e.g., synonyms, antonyms, homophones, homographs)

Self-monitoring and self correcting while reading (e.g., sounding words out, adjusting reading pace, rereading difficult or relevant material)

Fluency- Read text alound

Word Identification Skills-Use structural analysis; determine meaning of unfamiliar words.

Forming a General Understanding- Infer meaning. Retell or restate information. Support main idea. Follow multi-step directions.

Analysis of Content and Structure- Identify forms of text. Define story elements. Differentiate fact from optinion. Identify theme; make connections. Connect cultural influences

Locating information explicitly stated in narrative and informational text to answer literal comprehension questions.

Self-monitoring comprehension by formulating questions while reading (e.g., why is this character not telling the truth, why are bears with cubs especially dangerous, what will happen next), or rereading (e.g., for clarification, confirmation, correction.)

Drawing conclusions based on information presented in the text (e.g., cause and effect, character motivation)

Reading orally with rhythm, flow, and expression showing understanding of punctuation and other conventions of print.

Retelling a story in correct sequence or identifying the correct sequence of events in a story

Restating and summarizing information after reading a text or identifying accurate restatements and summaries.

Identifying the main idea or central concept in various types of texts.

Locating information in narrative and informational text to answer questions related to main ideas or key details.

Identifying or describing related experiences to support understanding of a main idea.

Completing a simple task by following written, multi-step directions (e.g., recipe)

Identifying the sequence of steps in multi-step directions

Identifying the four major geners of fiction: short story, drama (plays), novel, and poetry.

Identifying or explaining the characteristics of fiction and nonfiction.

Identifying use of literary elements and devices (i.e., dialogue, rhyme, alliteration, or simile)

Identifying or describing in fiction -plot (e.g., main conflict or problem, sequence of events) - settings (e.g., how they affect the characters or plot) - characters (e.g., physical characteristics, personality traits, motivation)

Comparing and contrasting plots, settings, and characters in different stories across a variety of works by a variety of authors

Distinguishing fact from opinion in a text

Expressing own opinion about material read and supporting opinions with evidence from text

Identifying author's message, theme, or purpose (e.g., helping others brings great rewards)

Identifying themes in texts and making relevant connections to (personal experiences, experiences of others, or) other texts

Identifying cultural influences in texts (e.g., dialects, customs, traditions)

Identifying common ideas, events, and situations in multiculural readings (e.g., trickster tales about Raven)

SSJDA          4th Wrting Performance Standards

Writing a paragraph that maintains a focused idea and includes details that support the main ideas.

Organizing ideas logically

Writing a story or composition with a beginning and middle and ending with a concluding statement

Write Using a Variety of forms- Write two paragraphs on a topic. Use a Variety of Forms.

Structures & Conventions of Writing-Use a Variety of Sentences/Proofread.

Revise-Revise Writing/Provide Peer Feedback

Cite Sources-Give credit

Use Resources- Use Resources

Write an understandable story that incorporates setting, character, problem, and solution.

Writing in a variety of nonfiction forms using appropriate information and structure (i.e., personal letters, recounts, descriptions or observations)

Using expressive language when responding to literature or producing text (e.g., writer's notebook, memories, poetry, plays, or lyrics)

Writing a variety of simple and complex sentences including the conjunctions and, or, but, or because.

Identifying and/or correcting mistakes in spelling (e.g., grade appropriate, high frequency words and contractions)

Identifying and/or correcting mistakes in punctuation (i.e., end of sentences, commas in dates, salutations and closings in letters, and commas in series) and capitalization (i.e., book titles, beginning of sentences, and proper nouns)

Identifying and/or correcting usage mistakees in subject/verb agreement.

Rearranging and/or adding details to improve focus and to support main ideas

Giving/receiving appropriate feedback and using estalished criteria to review own and others' written work (e.g., peer conferences, checklists, scoring guides, or rubrics)

Giving credit for others' information by citing title and source (e.g., author, storyteller, translator, songwriter, or artist)

Looking up spelling or definitions of words in dictionaries

Using a thesaurus to find synonyms for common words

Listening

Listen attentively and respond appropriately to books read aloud

Listen attentively for different purposes and for an extended period of time

Respond appropriately to what is heard

Listen respectfully, and without interrupting, when others speak

Standard 1: Students will read, write, listen, and speak for information and understanding.

Acquire information and/or understand procedures

Identify a main idea, essential details, and supporting details

Determine a sequence of steps given

Identify a conclusion that summarizes the main idea

Interpret information by drawing upon prior knowledge and experience

Distinguish between fact and opinion, with assistance

Identify information that is implicit, rather than stated, with assistance

Standard 2: Students will read, write, listen, and speak for literary response and expression.

Identify elements of character, plot, and setting to understand the author’s message or intent

 Compare and contrast ideas of others to own ideas

Use note taking and graphic organizers to record and organize information and ideas recalled from stories read aloud

          Identify a character’s motivation, with assistance

Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

Distinguish between information in media texts, such as live news coverage, and in fictional material, such as dramatic productions

Recognize the perspective of others

Distinguish between fact, opinion, and exaggeration

Form an opinion on a subject on the basis of information, ideas, and themes expressed in presentations, with assistance

Listening

Standard 4: Students will read, write, listen, and speak for social interaction.

Respect the age, gender, position, and culture of the speaker

Listen to friendly notes, cards, longer letters, and personal narratives read aloud to get to know the writer and/or classmates and fellow listeners

Listen for the tone of voice and content that signal friendly communication

Speaking

Speak in response to the reading of a variety of texts

Use age-appropriate vocabulary to communicate ideas

Use grammatically correct sentences when speaking

Include details that are relevant for the audience

Communicate ideas in an organized and cohesive manner

Vary the formality of language according to the audience and purpose for speaking

Speak with expression, volume, pace, and gestures appropriate for the audience and purpose of communication

Respond respectfully and avoid interrupting when speaking in a group

Participate in group discussions on a variety of topics

Offer feedback to others

State a main idea with supporting examples and details

Explain a line of reasoning

Present a short oral report, using a variety of sources

speak loudly enough to be heard by the audience

use gestures appropriate to convey meaning

Use complete sentences, using age- and

content-appropriate vocabulary

Use logical order in presentations

Standard 2: Students will read, write, listen, and speak for literary response and expression.

Present original works, such as stories, poems, and plays, to classmates

Give book reviews

Describe characters, setting, and plot

Make inferences and draw conclusions

Explain cultural and ethnic features in literary texts

Ask questions to clarify and interpret literary texts and performances and respond to the

questions of classmates

Use complete sentences, correct verb tense, age appropriate vocabulary, and logical order in oral presentation

Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

Discuss the impact of vocabulary, format, illustrations, and titles in evaluating ideas, information, and experiences

Express an opinion about school and community issues

Express an opinion about the accuracy of the content of literary works, editorials, reviews, and advertisements supported by the text

Speak with appropriate rate and volume for the audience

Take turns speaking in a group

Speaking

Standard 4: Students will read, write, listen, and speak for social interaction.

Respect the age, gender, position, and cultural traditions of the listener when speaking

Discuss the content of friendly notes, cards, letters, and personal narrative, with a partner or small group, in order to get to know the writer and each other

Use the rules of conversation, such as avoid interrupting and respond respectfully