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Criteria / Performance Indicators / 1 / 2 / 3 / 4
Fourth Grade
Third Quarter ELA
Reading Literary
ELAGSE4RL1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (Asking/Answering Questions, Inferring, Making Connections)
Prerequisites:
  • ask questions about literary text referring to specific details
  • answer questions about a literary text using explicit references to support their answer
  • find evidence within a literary text to support an answer
  • refer to text to support their conclusion

Know:
  • details and examples from the text can be used as evidence to support inferences drawn from the text
  • an inference is a logical assumption based on details from the text and their own prior knowledge and experiences
  • text contains explicit and implicit information
  • explicit information is stated directly in the text
  • implicit information is drawn from clues in the text and is not explicitly stated in the text
  • how to identify details and examples in the text that support their ideas

Do:
  • refer to explicit details from the text to explain their inferences or conclusions

ELAGSE4RL2: Determine a theme of a story, drama, or poem from details in the text; summarize the text. (summarizing)
Prerequisites:
  • analyze text to determine the central message, lesson, or moral of a piece of literary text
  • use explicit and implicit details from the text to explain how the message, lesson, or moral is communicated

Know:
  • theme is the central idea or underlying message of the text theme of a story is woven all the way through a story, drama, or poem
  • characters actions, interactions, and motivations all reflect the theme of a story, drama, or poem
  • theme is usually not stated directly in the text, but must be inferred from the details of the text
  • stories, dramas, and poems may or may not have more than one theme
  • a summary is a brief statement containing the main points of a text

Do:
  • determine the theme/themes of the text using details from the text to support their thinking
  • write a summary using details from the text

ELAGSE4RL3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Prerequisites:
  • identify character actions in a story
  • identify the sequence of events in a story
  • describe characters in a story based on their traits, motivations, feelings, thoughts, or interactions
  • explain how a character's actions contribute to or alter the sequence of events in a story

Know:
  • a drama is a story that is portrayed by characters through action and dialogue
  • a character can be described based on his/her thoughts, words, actions, decisions, physical attributes, and interactions with others a setting can be described based on the time and place
  • an event can be described based on the characters, action, impact on other events, and location within the chronological sequence of a story or drama

Do:
  • describe a character, drawing on specific details in the text regarding character's thoughts, words, actions, decisions, physical attributes, or interactions with others
  • describe a setting, drawing on specific details in the text regarding the time and place
  • describe an event, drawing on specific details in the text regarding the action and sequence of the story

ELAGSE4RL4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
Prerequisites:
  • determine the meaning of literal words and phrases within a text
  • determine the meaning of nonliteral words and phrases within a text
  • distinguish between literal and nonliteral language
  • use context clues to determine the meaning of words and phrases within a text use prior knowledge to determine the meaning of words and phrases within a text

Know:
  • phrases are sequences of words intended to have meaning context clues are the words or phrases surrounding an unknown word that can provide hints about the meaning of the word
  • many words are derived from significant characters found in mythology

Do:
  • determine the meaning of words and phrases as they are used in a text
  • use context clues to determine the meaning of words and phrases as they are used in a text
  • use prior knowledge, including knowledge of significant characters found in mythology, to determine the meaning of words and phrases as they are used in a text

ELAGSE4RL5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
Prerequisites:
  • explain how the parts of a text are arranged to progressively develop events and ideas
  • reference parts of stories, dramas, and poems when writing or speaking about a text

Know:
  • verse refers to the number of lines in each stanza of a poem
  • rhythm is a recurring pattern of aGSEented words or syllables in a poem
  • meter is the number of stressed syllables in each line of a poem
  • sound devices such as verse, rhythm, and meter are used in poetry to create a musical effect
  • casts of characters are the players in a drama
  • settings are where and when a drama takes place
  • descriptions are words written in a drama to convey information about a character or setting
  • dialogue refers to the words spoken by characters in a drama or story
  • stage directions are written instructions for an actor in the script of a drama
  • prose is ordinary speech or writing without rhythmic structure

Do:
  • describe how poems, drama and prose are arranged differently to illustrate events and ideas to create dramatic effect
  • describe how structural elements of poems, drama, and prose enhance the reader's experience of events and ideas portrayed in a text
  • analyze the components of a text to determine its structure

ELAGSE.4.RL.6: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. (making connections)
Prerequisites:
  • determine the narrator's and/or character's point of view in a story
  • formulate their own point of view in a story explain the differences between their own point of view and the narrator's/character's point of view

Know:
  • stories can be told from many different points of view
  • first person point of view oGSEurs when the story is being told from a character's perspective in his or her own words
  • a character who narrates the story in first person point of view refers to himself or herself with the pronoun "I"
  • third person point of view oGSEurs when the story is being told from the author's perspective, when the author is not a character in the story

Do:
  • identify the point of view from which a story is being told
  • compare and contrast stories that use the same point of view
  • compare and contrast stories that use different points of view
  • find similarities and differences in narration between a story written in first person and a story written in third person

ELAGSE.4.RL.7: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
Prerequisites:
  • explain how aspects of a text's illustrations contribute to what is conveyed by the words in a text
  • explain how aspects of a text's illustrations contribute to creating mood in a text
  • explain how aspects of a text's illustrations contribute to emphasizing aspects of a character in a text explain how aspects of a text's illustrations contribute to emphasizing aspects of the setting in a text

Know:
  • making connections between written, visual, and oral versions of a text improves comprehension
  • making connections while reading requires an awareness of the text and reader's background knowledge
  • descriptions and directions in written, visual, or oral presentations of a text

Do:
  • make connections using concrete details, quotations, or other information from the text being compared
  • compare written text with an oral or visual presentation of that text

ELAGSE.4.RL.9: Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
Prerequisites:
  • compare how themes, settings, and plots are similar in stories written by the same author about the same or similar characters (e.g., in books from a series) contrast how themes, settings, and plots are different in stories written by the same author about the same or similar characters

Know:
  • a theme is a central, unifying message of a literary work (e.g., story, myth, legend, tall tale, fable, etc.)
  • a topic is the subject of a literary work (e.g., love or friendship)
  • themes and topics are revealed by literary elements in stories (e.g., characters, settings, and events in stories)
  • literary works often use specific story patterns (e.g., quest, rite of passage, reversal, initiation, surprise, rescue, union)
  • culture is the ideas, beliefs, and values shared by a group of people stories, myths, and traditional literature reflect the values and beliefs of the culture from which they come

Do:
  • compare and contrast themes and topics in stories, myths and traditional literature from different cultures
  • compare and contrast patterns of events in stories, myths and traditional literature from different cultures
  • explain how themes and topics are revealed by characters, settings and events in stories
  • explain how stories, myths, and traditional literature reflect the values and beliefs of the culture from which they come

ELAGSE4RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Prior Learning (CCGPS) Students are expected to read within the Lexile levels of 740-1010 by the end of fourth grade.
  • Read between the Lexile ranges of 740-1010

  • Demonstrate understanding of the text they read by answering higher order questions

  • Independently choose to read various genres.

Reading Informational
ELAGSE4RI1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.(Asking and answering Questions, Inferring, Making Connections)
Pre-requisite:
  • ask questions about an informational text referring to explicit details and examples from the text
  • answer questions about an informational text using explicit details and examples from the text to support their answer
  • find evidence within an informational text to support an answer
  • refer to text when drawing conclusions

Know:
  • details and examples from the informational text can be used as evidence to support conclusions drawn from the text
  • an inference is a logical assumption based on details and examples from the informational text and their own prior knowledge and experience
  • informational text contains explicit and implicit information
  • explicit information is stated directly in the informational text
  • implicit information is drawn from clues in the informational text

Do:
  • identify details and examples from informational text to support their inferences and conclusions

ELAGSE4RI2: Determine the main idea of a text and explain how it is supported by key details; summarize the text. (Determining Importance)
Pre-requisite:
  • identify details from the text that were used to determine the main idea
  • explain how the details from the text support the main idea
  • determine the main idea of a text
  • use signal words to locate supporting details in the text

Know:
  • main idea of a text is the central thought or the point the author is making about a topic
  • main idea of a text is often explicitly stated in informational text
  • key details in an informational text help determine the main idea
  • a summary contains only the most important details from the text

Do:
  • identify details from the informational text that support the main idea
  • explain how details from the text support the main idea
  • select and use key details to summarize the text

ELAGSE4RI3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Pre-requisite:
  • describe relationships between procedures, events, ideas, or concepts

Know:
  • events, procedures, ideas, and concepts in different kinds of informational texts

Do:
  • explain events, procedures, ideas, and concepts in different kinds of texts
  • explain what happened and why based on information in the text

ELAGSE4RI4: Determine the meaning of general academic language and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area
Pre-requisite:
  • make connections between a series of historical events, scientific ideas/concepts, or steps in technical proceduresdescribe the relationship between a series of historical events, scientific ideas/concepts, or steps in technical procedures in a text with regard to time, sequence, and cause/effect

Know:
  • definitions, examples, and restatements are all types of context clues
  • a restatement is when something is restated again in a different way
  • a thesaurus is a book of synonyms and antonyms alphabetically arranged

Do:
  • use context such as definitions, examples, or restatements to determine the meaning of words or phrases
  • use common Greek and Latin affixes and roots to determine the meaning of an unknown word
  • use a glossary, dictionary, or thesaurus to determine the meaning of unknown words

ELAGSE.4.RI.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Pre-requisite:
  • use synonyms and relevant descriptive words to generate key words
  • use key words while conducting text and Internet searches to locate information relevant to a topic quickly and efficiently
  • use sidebars and hyperlinks to locate relevant information quickly and efficiently
  • explain how text features and search tools help readers navigate the text and locate additional information relevant to a topic
  • determine whether information is relevant to a given topic
  • choose the appropriate text feature or search tool to complete a task efficiently
  • evaluate how text features connect to the greater text

Know:
  • text structure refers to the way authors organize information in a text
  • authors use different structures to communicate events, ideas, concepts and information in a text
  • readers use text structure to monitor their comprehension and help them make better sense of the information in a text
  • texts organized chronologically describe events in the order they happened, or tell the ordered steps to do or make something
  • sequence words (e.g. first, following, soon, finally) indicate a text is organized chronologically
  • texts organized in a compare/contrast structure tell about the similarities and differences between two or more things
  • to compare is to show how two or more things are alike
  • to contrast is to show how two or more things are different
  • words that signal a text are organized using a compare/contrast structure (e.g. same, alike, as opposed to, on the other hand)
  • texts organized in a cause effect structure describe why one or more events occurred
  • a cause is an action or event which has one or more outcomes
  • an effect is an action or event which occurs as a result of another event (the cause)
  • words that signal a text are organized using a cause/effect structure (e.g. so, because, therefore, consequently, as a result)
  • texts organized in a problem/solution structure describe a problem then give one or more possible solutions
  • a problem is an obstacle that has one or more possible solutions
  • a solution is how a problem is overcome
  • phrases that signal a text is organized using a problem/solution structure (e.g. the problem is, a possible solution, to solve this, in order to overcome)
  • texts are organized in a descriptive structure describe a topic by listing characteristics, features, and examples
  • words that signal a text are organized using a descriptive structure (e.g. for example, characteristics, to illustrate)

Do:
  • determine the overall text structure by using signal or sequence words and determining how events or ideas relate to one another
  • evaluate how the text structure connects the events, ideas, concepts and information presented in the text
  • determine why an author chose a text structure
  • describe the order of events in a chronologically organized text
  • describe the cause and explain why it led to a specific effect
  • describe the problem and possible solution(s) to the problem from a text

ELAGSE4RI6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
Pre-requisite:
  • identify the author's point of view in a text
  • identify their own point of view on the same subject
  • compare their own point of view with the author's, noting the similarities and difference describe how the author's point of view is shaped by background and experience (e.g., difference in generation, location, social status, etc.)

Know:
  • a firsthand account (primary source) is told from the perspective of a participant in an event
  • a secondhand account (secondary source) is told from the perspective of someone who did not participate in the event
  • the point of view (firsthand or secondhand) of an account affects the focus and information provided in the account
  • there will be similarities and differences between firsthand and secondhand accounts of the same event

Do:
  • identify important details from the text which indicate the author's focus
  • determine the focus of both firsthand and secondhand accounts of an event or topic
  • contrast the details and information provided in different accounts of the same event or topic
  • compare and contrast a firsthand and secondhand account of the same event or topic

ELAGSE.4.RI.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.