Narrative Text

        Students will…

	R.NT.04.01	Describe and discuss the shared human experience depicted in classic and contemporary literature from around the world recognized for quality and literary merit.
	R.NT.04.02	Identify and describe a variety of narrative genre (e.g., poetry, myths/legends, fantasy, adventure).
	R.NT.04.03	Analyze characters’ thoughts and motivation through dialogue; various character roles and functions (e.g., hero, villain, narrator); know first person point of viewand conflict/resolution.
	R.NT.04.04	Explain how authors use literary devices (i.e., flash forward, flashback, simile) to depict time, setting, conflicts, and resolutions that enhance the plot and create suspense across a variety of texts.

      

 

 

      Comprehension

          Students will…

	R.CM.04.01	Connect personal knowledge, experience, and understanding of the world to themes and perspectives in text through oral and written responses.
	R.CM.04.02	Retell and summarize grade level appropriate narrative and informational text.
	R.CM.04.03	Explain oral and written relationships among themes, ideas, and characters within and across texts to create a deeper understanding (e.g., categorize and classify, compare and contrast, draw parallels across time and culture).
	R.CM.04.04	Apply significant knowledge from what is read in grade level science and social studies texts.

 

 

         Students will…

	R.MT.04.01	Independently self-monitor comprehension when reading or listening to text by automatically using and discussing the strategies used by mature readers to increase comprehension and engage in interpretive discussions (e.g., predicting, constructing mental images, representing ideas in text, questioning, rereading or listening again inferring, summarizing).
	R.MT.04.02	Plan, monitor, regulate, and evaluate skills, strategies and processes to construct and convey meaning (e.g., use morphemic, syntactical, and semantic knowledge to decode unknown words, use graphic organizers to deepen their understanding of compare and contrast and sequence organizational patterns).

           Students will…

R.CS.04.01

Develop, discuss, and apply individual and shared standards (e.g., student and class created rubrics), and begin to self-assess the quality, accuracy, and relevance of personal or other written text.

             Students will...

	W.GN.04.01	Write a narrative piece (e.g., myth/legend, fantasy, adventure) creating relationships among setting, characters, theme, and plot.
	W.GN.04.02	Write poetry based on reading a wide variety of grade level appropriate published poetry.
	W.GN.04.03	Write a comparative piece to demonstrate understanding of central ideas and supporting ideas using an effective organizational pattern (e.g., compare and contrast) and a boldface and/or italicized print.
	W.GN.04.04	Use the writing process to produce and present a research project using a teacher-approved topic —finding and narrowing research questions —using a variety of resources —taking notes —organizing relevant information to draw conclusions.

 

 

                    Students will…

	W.PR.04.01	Set a purpose, consider audience, and replicate authors’ styles and patterns when writing narrative or informational text.
	W.PR.04.02	Apply a variety of drafting strategies for both narrative and informational text (e.g., graphic organizers such as story maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., plot, connecting time, setting, conflicts, resolutions, definition/description, chronological sequence).
	W.PR.04.03	Use a variety of drafting techniques when writing an essay with connected, coherent, and mechanically sound paragraphs.
	W.PR.04.04	Constructively and specifically respond orally to the writing of others by identifying  sections of the text to improve organization (e.g., rear-ranging paragraphs and/or sequence, relating main and supporting ideas, using comparative transitions).
	W.PR.04.05	Edit and proofread their writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups.

                    Students will…

W.PS.04.01

Exhibit individual style and voice to enhance the written message (e.g., in narrative text: strong verbs, figurative language, sensory images; in informational text: precision, established importance, transitions).

          

 

            Grammar and Usage

            In the context of writing, students will…

W.GR.04.01

Use simple and compound sentences, direct and indirect objects, prepositional phrases, adjectives, common and proper nouns as subjects and objects, pronouns as antecedents, regular and irregular verbs; use hyphens between syllables, apostrophes in contractions, and commas in salutations to set off words, phrases, and dialogue; and use quotation marks or italics to identify titles or names.

           

 

           Spelling

           In the context of writing, students will…

W.SP.04.01

Spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers).

 

           Handwriting

                   Students will…

W.HW.04.01

Write neatly and legibly.

 

          Writing Attitude

                   Students will…

W.AT.04.01

Be enthusiastic about writing and learning to write.

 

SPEAKING



           Conventions

                    Students will…

	S.CN.04.01	Express ideas using more complex ideas.
	S.CN.04.02	Adjust their use of language to communicate effectively with a variety of audiences and for different purposes (e.g., community-building, appreciation / invitations, cross-curricular discussions).
	S.CN.04.03	Make presentations or reports in standard American English if it is their first language. (Students whose first language is not English will present their work in their developing version of standard American English.)
	S.CN.04.04	Be aware that language differs from region to region of the country and as a function of linguistic and cultural group membership. (They can provide examples of language differences in the United States.)

 

            Spoken Discourse

                      Speaking clearly and audibly in complete sentences, students will…

	S.DS.04.01	Engage in interactive, extended discourse to socially construct meaning (e.g., book clubs,  literature circles, partnerships, or other conversation protocols).
	S.DS.04.02	Discuss narratives (e.g., mystery, myths and legends, tall tales, poetry), conveying the story grammar (i.e., various character roles, plot, story level theme) and emphasizing facial expressions, hand gestures, and body language.
	S.DS.04.03	Respond to multiple text types by reflecting, making connections, taking a position and sharing understandings.
	S.DS.04.04	Plan and deliver presentations or reports focusing on a key question using an informational organizational pattern (e.g., descriptive, problem/solution, cause and effect), supportive facts, and details reflecting and emphasizing facial expressions, hand gestures, and body language.

 

                    

 

LISTENING &

VIEWING




           

             Conventions

                 Students will…

	L.CN.04.01	Respond to questions asked of them, providing appropriate elaboration and details.
	L.CN.04.02	Listen and interact appropriately and view knowledgably in small and large group settings.
	L.CN.04.03	Distinguish between and explain how verbal and non-verbal strategies enhance understanding of spoken messages and promote effective listening behaviors.
	L.CN.04.04	Recognize and analyze the various roles of the communication process (e.g., to persuade, critically analyze, flatter, explain, dare) in focusing atten-tion on events and in shaping opinions.

 

 

              Response

                   Students will…

	L.RP.04.01	Listen to or view in a variety of genres and compare their responses to those of their peers.
	L.RP.04.02	Select, listen to, view, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.
	L.RP.04.03	Respond to multiple text types listened to or viewed by speaking, illustrating, and/or writing in order to clarify meaning, make connections, take aposition, and/or show deep understanding.
	L.RP.04.04	Combine skills to reveal strengthening literacy (e.g., viewing then analyzing in writing, listening then giving an opinion orally).
	L.RP.04.05	Summarize the major ideas and evidence presented in spoken messages and formal presentations.

 

MICHIGAN DEPARTMENT OF EDUCATION ■ v.6.04 ■ ENGLISH LANGUAGE ARTS  FOURTH GRADE