Grade 4

Other Oklahoma English Language Arts sets

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Correctly form words in print and cursive and use appropriate spacing for letters, words, and sentences.4.2.PC

Decode unfamiliar and multisyllabic words using their combined knowledge of the following phonics skills:- letter-sound correspondences- all major syllable types (i.e., closed, consonant +le, open, vowel digraphs, vowel silent e, r-controlled)4.2.PWS.1

Decode words by applying knowledge of structural analysis:- contractions- abbreviations- common roots and related affixes- morphology- semantics4.2.PWS.2

Expand their sight word vocabulary by reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.4.2.F.1

Orally and accurately read grade-level text at a smooth rate with expression that connotes comprehension.4.2.F.2

Use correct spelling when writing unfamiliar and multisyllabic words, using their combined knowledge of the following skills:- letter-sound correspondences- all major syllable types (i.e., closed, consonant +le, open, vowel digraphs, vowel silent e, r-controlled)4.2.SE.1

Use structural analysis to correctly spell the following parts of words:- contractions- abbreviations- common spelling rules related to adding prefixes and suffixes4.2.SE.2

Determine the key details that support the main idea of a text.4.2.R.1

Compare fiction, poetry, and nonfiction to distinguish various genres.4.2.R.2

Summarize and sequence the important events of a story.4.2.R.3

Summarize facts and details from an informational text.4.2.R.4

Routinely use a recursive process to prewrite, organize, and develop narrative, informative, and opinion drafts that display evidence of paragraphing.4.2.W.1

Routinely use a recursive process to revise content for clarity, coherence, and organization (e.g., logical order and transitions).4.2.W.2

Routinely and recursively edit drafts for punctuation, capitalization, and correctly-spelled grade-level words, using resources as needed.4.2.W.3

Routinely use a recursive process to publish final drafts for an authentic audience (e.g., reading aloud, posting on blog, displaying, entering contest).4.2.W.4

Determine the author's purpose (i.e., entertain, inform, persuade) by identifying key details.4.3.R.1

Determine whether a grade-level literary text is narrated in first- or third-person point of view.4.3.R.2

Find textual evidence of literary elements:- setting- plot- characters (i.e., protagonist, antagonist)- characterization- conflict4.3.R.3

Find textual evidence of literary devices:- metaphor- idiom- personification- hyperbole- simile- alliteration- onomatopoeia4.3.R.4

Answer inferential questions using evidence from one or more texts to support answers.4.3.R.5

Distinguish fact from opinion in an informational text and explain how reasons and facts support specific points.4.3.R.6

Distinguish the structures of an informational text:- cause/effect- problem/solution- description- sequential4.3.R.7

Compose narratives reflecting real or imagined experiences that:- include plots with a climax and resolution- include developed characters who overcome conflicts and use dialogue- use a consistent point of view- unfold in chronological sequence- use sentence variety, sensory details, and vivid language to create interest- model literary elements and/or literary devices from mentor texts4.3.W.1

Compose informative essays that:- introduce and develop a topic- incorporate evidence (e.g., specific facts, examples)- maintain an organized structure with transitional words and phrases- use sentence variety and word choice to create interest- model literary devices from mentor texts4.3.W.2

Write opinion essays that:- introduce a topic and state an opinion- incorporate relevant, text-based evidence to support the opinion- use sentence variety and word choice to create interest- maintain an organized structure with transitional words and phrases4.3.W.3

Identify relationships among words, including synonyms, antonyms, analogies, homophones, and homographs.4.4.R.1

Use context clues to clarify the meaning of words.4.4.R.2

Use word parts (e.g., affixes, Latin roots, stems) to define and determine the meaning of new words.4.4.R.3

Consult reference materials (e.g., dictionaries, glossaries, thesauruses) to comprehend the words in a text.4.4.R.4

Acquire new grade-level vocabulary, relate new words to prior knowledge, and apply vocabulary in various contexts.4.4.R.5

Use grade-level vocabulary in writing to clearly communicate ideas.4.4.W.1

Use precise and vivid vocabulary in writing for the intended mode and effect on the audience.4.4.W.2

Recognize simple and compound sentences.4.5.R.1

Recognize parts of speech in sentences:- irregular possessive nouns (e.g., children's )- irregular and past participle verbs and verb tense to identify settings, times, and sequences- subject and verb agreement- comparative and superlative adjectives- prepositional phrases- possessive pronouns and the nouns they replace (i.e., antecedents)- coordinating conjunctions- comparative and superlative adverbs- interjections4.5.R.2

Compose simple and compound declarative, interrogative, imperative, and exclamatory sentences, avoiding and correcting fragments.4.5.W.1

Use nouns, verbs, adjectives, prepositions, and adverbs to add clarity and variety to their writing.4.5.W.2

Recognize and correct errors in subject and verb agreement.4.5.W.3

Capitalize familial relations, proper adjectives, conventions of letter writing, and the first letter of a quotation.4.5.W.4

Use periods with declarative and imperative sentences, question marks with interrogative sentences, and exclamation points with exclamatory sentences.4.5.W.5

Use apostrophes to show possession of singular and plural nouns and recognize and remove apostrophes used to form plurals.4.5.W.6

Use commas in greetings and closings in letters and emails, to separate individual words in a series, and to indicate dialogue.4.5.W.7

Use a colon to introduce a list (e.g., Deb only needed three things from the grocery store: milk, eggs, and bread.).4.5.W.8

Use quotation marks to indicate dialogue, quoted material, and titles of works.4.5.W.9

Use underlining or italics to indicate titles of works.4.5.W.10

Conduct research to answer questions, including self-generated questions, and to build knowledge, using multiple sources (e.g., visual and text reference sources, electronic resources, and/or interviews).4.6.R.1

Identify and use text features (e.g., graphics, captions, headings/subheadings, bold/italicized words, charts, tables, legends) to comprehend informational texts.4.6.R.2

Determine the relevance of the information gathered.4.6.R.3

Generate a viable research question about a topic.4.6.W.1

Organize information found during research, following a modified citation style (i.e., author, title, publication year).4.6.W.2

Write informative texts independently for short timeframes (e.g., a single sitting or a day or two) that organize related information about a topic and convey details and quotations from two or more sources.4.6.W.3

Locate and use information from a variety of alphabetic, aural, visual, spatial, and/or gestural content to compare and contrast perspectives about ideas and topics.4.7.R

Communicate their ideas, thoughts, and feelings by combining two or more kinds of content:- writing/alphabetic- sound, visual, and/or spatial- movement4.7.W

Read selected texts independently and for various lengths of time, choosing genres to suit and expand their personal preferences and purposes.4.8.R

Write independently using print, cursive, and/or typing for various lengths of time, choosing modes and genres to suit their audience and purpose.4.8.W