4.1 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to:
(A) read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.
4.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(B) use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words; -R
4.6 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.
4.8 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding.
4.9 Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to:
(A) read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).
Figure 19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:
(A) establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension;
(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions);
4.15 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals);
(B) develop drafts by categorizing ideas and organizing them into paragraphs; -R
(C) revise drafts for coherence, organization, use of simple and compound sentences, and audience; -R
(D) edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric; and -R
(E) revise final draft in response to feedback from peers and teacher and publish written work for a specific audience.
4.17 Writing. Students write about their own experiences. Students are expected to:
(A) write about important personal experiences. -R
4.18 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.
Oral & Written Conventions
(B) use the complete subject and the complete predicate in a sentence; and -R
(C) use complete simple and compound sentences with correct subject-verb agreement. -S
(A) write legibly by selecting cursive script or manuscript printing as appropriate;
(A) spell words with more advanced orthographic patterns and rules:
(D) use spelling patterns and rules and print and electronic resources to determine and check correct spellings.