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| MCHCS
Standards Checklist - Language
Arts
- Fourth Grade |
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| K
| 1st | 2nd
| 3rd | 4th
| 5th | 6th
| 7th | 8th |
| The
language arts content standards describe skills, knowledge,
and abilities all students should be able to master at
specific grade levels. Language skills are essential tools
because they serve as the basis for future learning and
career development. They enrich, foster responsible citizenship,
and secure our collective wisdom as a nation. |
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Literature |
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Read a minimum of 12 grade-level books, including
4-6 from the approved list. |
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Word
Analysis, Fluency, and Systematic Vocabulary
Development |
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Read narrative and expository text aloud with
grade-appropriate fluency, accuracy, and with
appropriate pacing, intonation, and expression.
Use knowledge of root words to determine the
meaning of unknown words within a passage.
Know common roots and affixes.
Use a thesaurus to determine related words
and concepts.
Distinguish and interpret words with multiple
meanings. |
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Reading
Comprehension |
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Make and confirm predictions about text by
using prior knowledge and ideas presented
in the text itself. (This includes illustrations,
titles, topic sentences, important words,
and foreshadowing clues).
Distinguish between cause & effect and
between fact & opinion in expository text. |
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Literary
Response and Analysis |
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Identify the main events of the plot, the
causes, and the influence of each event on
future actions.
Using knowledge of the situation, the setting,
and of a character's traits and motivations,
determine the cause(s) for that character's
actions.
Define simile, metaphor and personification. |
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Writing
Skills and Strategies |
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Use the writing process to create multiple-paragraph
compositions with:
A brief introduction stating the main idea.
Support paragraphs with a topic sentence at
the beginning of each with simple facts and/or
details to explain and clarify the topic sentence.
A brief conclusion to emphasize the main idea
or summarize main points.
Revisions of first drafts:
Add and/or delete information/material.
Change the order of sentences or paragraphs.
Combine and improve sentences.
Indent paragraphs (final draft).
Identify and use adverbs, prepositional phrases,
and coordinating conjunctions.
Use simple and compound sentences.
Locate information in reference texts using
tables of contents and appendixes.
Use various reference materials (dictionary,
thesaurus, encyclopedia, library online catalogue,
etc.) as aids to writing.
Demonstrate basic keyboard skills and familiarity
with basic computer terminology (mouse, cursor,
etc.). |
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Writing
Applications |
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Write autobiographical narratives.
Write responses to literature that:
Demonstrate understanding.
Refer to the text to support ideas, conclusions,
and opinions.
Write summaries that emphasize the main ideas
and most important details of a text.
Write information reports that:
Choose a topic or situation for a focus.
Use facts and details to support main points.
Are based on at least two sources of information. |
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Writing
Conventions |
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Use parentheses, commas in direct quotations,
and apostrophes in possessive forms correctly.
Underline (or italicize) titles of books,
films, and other long works.
Capitalize names of magazines, newspapers,
works of art, musical compositions, organizations,
and first word in quotations.
Spell words using knowledge of root forms
and inflections/affixes (plural forms, verb
endings, prefixes and suffixes). |
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Listening
and Speaking |
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Ask thoughtful questions and respond appropriately
to questions.
Summarize major ideas and supporting evidence
presented in spoken messages.
Give precise directions and instructions.
In an oral presentation:
Provide effective introductions and conclusions
so that the listener will understand the important
ideas.
Emphasize points that will help the listener
follow important concepts.
Use details, examples, anecdotes, or experiences
to explain information.
Use volume, pitch, phrasing, pace and gestures
to enhance meaning.
Deliver oral summaries of articles and books.
Recite brief poems (two or three stanzas),
using clear diction, tempo, volume, and phrasing. |
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