Grade 4 ela cst standards alignment draft june 2010

RIVERSIDE UNIFIED SCHOOL DISTRICT Elementary Education Department

Grade 4 English Language Arts

* Not assessable in multiple-choice format 1 California Department of Education CST Blueprint/modified/RUSD/ce/ng/6-23-10

DRAFT

CALIFORNIA CONTENT STANDARDS: READING CST # of

Items

Themes CST Rel.

Quest.

Suppl. Assess Form A Quest. 1 2 3 4 5 6

1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

18

1.1 Word Recognition: read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression

NA* S All S All FO S All S All S1,3

S All NA* NA*

1.2 Vocabulary and Concept Development: apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases

8 S1 (Ant.)

S1 (Syn.) RT1

S3 (Word Origin)

2, 19, 29, 49, 57, 61, 62, 63

1 – 6

1.3 Vocabulary and Concept Development: use knowledge of root words to determine the meaning of unknown words within a passage

3 S1,4 S2 S1 S2

S3 6, 48 7 – 9

1.4 Vocabulary and Concept Development: know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., international)

1 S4 S2 S3* S2*

S1* S2* S3*

S1*

S2* S3

41, 56, 58 10 – 12

1.5 Vocabulary and Concept Development: use a thesaurus to determine related words and concepts 1 S3

40, 55, 59, 60 13 – 15

1.6 Vocabulary and Concept Development: distinguish and interpret multiple meaning words 5 S1

S4

S1

5, 11, 21, 33, 43, 51

16 – 18

* These lessons do not use Greek or Latin roots or affixes, but they can be used to help find the meaning of complex words. Use the CST format for R1.4 when instructing these lessons to help students get familiar with format.

R1.6: There are not very many lessons directly instructing multiple meaning words. Find multiple meaning words in the selection vocabulary and use CST format for R1.6 when instructing this standard.




DRAFT


Items

Themes CST Rel.

Quest.


2.0 READING COMPREHENSION: Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources).

15

2.1 Structural Features of Informational Materials: identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension

1 S3

RT3,4 L1,3,4

I4

RT3 L1,4

I3

L2,3 I3 L1,2,3 L1

S2 RT2 L1

8, 27, 36 1 – 2

2.2 Comprehension and Analysis of Grade-Level-Appropriate Text: use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment)

NA* S1,4 L1,3 I2,3

S All L1,2,3

FO

S All L All

I1,2,3

S2,3,4 L1,2,3 I1,2,3

S All S1,2 L All

I1 NA* NA*

2.3 Comprehension and Analysis of Grade-Level-Appropriate Text: make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues

2 S2 RT1,2 S1 L2 S1

RT1,2 S1 FO

S3 L2

9, 26, 28, 35 3 – 4

2.4 Comprehension and Analysis of Grade-Level-Appropriate Text: evaluate new information and hypotheses by testing them against known information and ideas

3 RT1 I2

S1 RT1,2

L1 FO

S3 RT1,3

S2,3 RT3 L2

S3

S3 RT3 L2 I2

13, 23,

38, 44

2.5 Comprehension and Analysis of Grade-Level-Appropriate Text: compare and contrast information on the same topic after reading several passages or articles

3 L2 S2 in L/S/V FO FO

7, 10, 17, 18, 42,

45, 46

5 – 7

2.6 Comprehension and Analysis of Grade-Level-Appropriate Text: distinguish between cause and effect and between fact and opinion in expository text

3 RT1 RT3 RT1 S1 IN W&L

S1,3 RT1,3

RT2,3 L3 24, 47 8 – 11




DRAFT


Items

Themes CST Rel.

Quest.


2.7 Comprehension and Analysis of Grade-Level-Appropriate Text: follow multiple-step instructions in a basic technical manual (e.g., how to use computer commands or video games)

3 L3 L3 S1

15, 16, 25, 34,

37, 39

12 – 16

S = Selection RT = Revisiting the Text + = QAR Strategies (using side margin questions) L = Link I = Informational Study Skills RWW = Reading Writing Workshop FO = Focus On




DRAFT


Items

Themes CST Rel.

Quest.


3.0 LITERARY RESPONSE AND ANALYSIS: Students read and respond to a wide variety of significant works of children’s literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters).

9

3.1 Structural Features of Literature: describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales

1 RT All RT4 FO 1, 54 1 – 3

3.2 Narrative Analysis of Grade-Level-Appropriate Text: identify the main events of the plot, their causes, and the influence of each event on future actions

2 S1 RT1

RT3 I1

RWW

S4 RT3,4

RT1 FO 4, 20,

52 4 – 5

3.3 Narrative Analysis of Grade-Level-Appropriate Text: use knowledge of the situation and setting and of a character’s traits and motivations to determine the causes for that character’s actions

1 RT1 FO 3, 32, 50

3.4 Narrative Analysis of Grade-Level-Appropriate Text: compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures (e.g., trickster tales)

2 S2 in L/S/V FO 14,

22, 53 6 – 8

3.5 Narrative Analysis of Grade-Level-Appropriate Text: define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works

3 RT2 RT3 S4 FO FO 12,

30, 31 9 – 12





DRAFT

CALIFORNIA CONTENT STANDARDS: WRITING CST # of

Items

Themes CST Rel.

Quest.

Suppl. Assess. Form A Quest.

1 2 3 4 5 6

1.0 WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions appropriate to this grade level.

18

1.1 Sentence Structure: use simple and compound sentences in writing and speaking 3 S2,3 S2

83, 95, 97, 106

1 – 3

1.2 Sentence Structure: combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and prepositional phrases

2 S3 S2,3 S3 74, 86,

89, 112

4 – 6

1.3 Grammar: identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking

4 S All RWW S1,2 S All

RWW

79, 91, 94, 104, 109

7 – 12

1.4 Punctuation: use parentheses, commas in direct quotations, apostrophes in the possessive case of nouns and in contractions

2 S1,4 L1 RWW S3 66, 80,

90 13 – 15

1.5 Punctuation: use underlining, quotations marks, or italics to identify titles of documents 1 RWW 84,

111 16 – 18

1.6 Capitalization: capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations when appropriate

2 S1 RWW RWW 77 16 – 18 19 - 21

1.7 Spelling: spell correctly roots, inflections, suffixes and prefixes, and syllable constructions 4 S All S All S All

RWW S All S All RWW

S1 RWW

64, 82, 96, 98,

105 22 - 29




DRAFT


Items

Themes CST Rel.

Quest.


1 2 3 4 5 6

1.0 WRITING STRATEGIES: Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (i.e., pre-writing, drafting, revising, editing successive versions).

15

1.1 Organization and Focus: select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements

2 S1,4 RWW

S All I3 FO

S All RT2

RWW

S1,3,4 FO

S1,2 RT1

RWW FO

S2,3 85, 102

1.2 Organization and Focus: create multiple-paragraph compositions that RWW RWW

1) provide an introductory paragraph 0 RWW RWW none

2) establish and support a central idea with a topic sentence at or near the beginning of the first paragraph 1 RWW 78

3) include supporting paragraphs with simple facts, details, and explanations 1 RWW RWW 73,

113

4) conclude with a paragraph that summarizes the points 1 RWW 67,

101

5) use correct indentation NA* NA*

1.3 Organization and Focus: use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question)

2 RWW S1,2,3

I3 FO

S1,2 RWW

S2,3 L2 FO

S All RWW

S3 RWW 108

1.4 Penmanship: write fluidly and legibly in cursive or joined italic NA* S All S All S All

RWW S1,2,3 S All RWW

S All RWW NA* NA*

1.5 Research and Technology: quote or paraphrase information sources, citing them appropriately 1 S3 70,

100 1 – 3




DRAFT


Items

Themes CST Rel.

Quest.


1 2 3 4 5 6

1.6 Research and Technology: locate information in reference texts by using organizational features (e.g., prefaces, appendices)

1 I1 I4 I4 76, 107 4 – 7

1.7 Research and Technology: use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, on-line information) as an aid to writing

1 S1,2 L3

RWW

S2 I All

S2 L3 I4 S1 in

L/S/V I3 71, 88 8 – 10

1.8 Research and Technology: understand the organization of almanacs, newspapers, and periodicals and how to use those print materials

2 L4 I1,4

S1 in L/S/V

I1

72, 75, 92, 110, 114

11 – 13

1.9 Research and Technology: demonstrate basic keyboarding skills and familiarity with computer terminology (e.g., cursor, software, memory, disk drive, hard drive)

NA* I2 S1 in L/S/V NA* 14 –

16

1.10 Evaluation and Revision: edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text

3 RWW RWW RWW RWW

65, 68, 69, 81, 87, 93, 99, 103

TOTALS 75





DRAFT


Items

Themes CST Rel.

Quest.

Suppl. Assess. Form A Quest. 1 2 3 4 5 6

2.0 Writing Applications (Genres and Their Characteristics) Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.

NA NA NA

2.1 Using the writing strategies of grade four outlined in Writing Standard 1.0, students: Write narratives: NA RWW RWW RWW

FO NA NA

a. Relate ideas, observations, or recollections of an event or experience. NA RWW RWW RWW NA NA

b. Provide a context to enable the reader to imagine the world of the event or experience. NA RWW RWW RWW NA NA

c. Use concrete sensory details. NA RWW RWW RWW NA NA d. Provide insight into why the selected event or experience

is memorable. NA RWW RWW RWW NA NA

2.2 Write responses to literature: NA S2,3 FO FO NA NA

a. Demonstrate an understanding of the literary work. NA S2,3 NA NA b. Support judgments through references to both the text and

prior knowledge. NA S1 NA NA

2.3 Write information reports: NA S1,3 S1 RWW NA NA

a. Frame a central question about an issue or situation. NA RWW NA NA b. Include facts and details for focus. NA S2 RWW NA NA c. Draw from more than one source of information (e.g.,

speakers, books, newspapers, other media sources). NA RWW NA NA

2.4 Write summaries that contain the main ideas of the reading selection and the most significant details. NA S3 NA NA




DRAFT

CALIFORNIA CONTENT STANDARDS: LISTENING AND SPEAKING

CST # of

Items

Themes CST Rel.

Quest.


1 2 3 4 5 6

1.0 LISTENING AND SPEAKING STRATEGIES Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.

NA NA NA

1.1 Comprehension Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings. NA S1,2 S ALL S1,2 S1,3 S2,3 NA NA

1.2 Comprehension Summarize major ideas and supporting evidence presented in spoken messages and formal presentations.

NA S2 NA NA

1.3 Comprehension Identify how language usages (e.g., sayings, expressions) reflect regions and cultures. NA NA NA

1.4 Comprehension Give precise directions and instructions. NA S3 S1 NA NA

1.5 Organization and Delivery of Oral Communication Present effective introductions and conclusions that guide and inform the listener’s understanding of important ideas and evidence.

NA S3 NA NA

1.6 Organization and Delivery of Oral Communication Use traditional structures for conveying information (e.g., cause and effect, similarity and difference, posing and answering a question).

NA S3 FO S3,4 S3 S2,3 NA NA

1.7 Organization and Delivery of Oral Communication Emphasize points in ways that help the listener or viewer to follow important ideas and concepts.

NA S1,3,4 S3,4 S3 S3,4 S3 NA NA

1.8 Organization and Delivery of Oral Communication Use details, examples, anecdotes, or experiences to explain or clarify information.

NA FO S2 S1,3 S2 NA NA




DRAFT


CST # of

Items

Themes CST Rel.

Quest.


1 2 3 4 5 6

1.9 Organization and Delivery of Oral Communication Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning.

NA S1 FO S3 S2,4 NA NA

1.10 Analysis and Evaluation of Oral Media Communication Evaluate the role of the media in focusing attention on events and in forming opinions on issues.

NA S4 NA NA

*Standards listed with an “S” are from the Listening/Speaking/Viewing lessons within the Green Strand only.





DRAFT


CST # of

Items

Themes CST Rel.

Quest.

Suppl. Assess. Form A Quest. 1 2 3 4 5 6

2.0 SPEAKING APPLICATIONS (Genres and Their Characteristics) Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around coherent thesis statement. Students speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

NA NA NA

2.1 Make narrative presentations: NA S4 NA NA

a. Relate ideas, observations, or recollections about an event or experience. NA S4 S1 NA NA

b. Provide a context that enables the listener to imagine the circumstances of the event or experience. NA S4 NA NA

c. Provide insight into why the selected event or experience is memorable. NA S4 NA NA

2.2 Make informational presentations: NA S3 S4 S1 NA NA

a. Frame a key question NA S4 S1 NA NA b. Include facts and details that help listeners to focus. NA S1 NA NA c. Incorporate more than one source of information (e.g., speakers, books, newspapers, television or radio reports). NA S1 NA NA

2.3 Deliver oral summaries of articles and books that contain the main ideas of the event or article and the most significant details. NA S3 NA NA

2.4 Recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues, using clear diction, tempo, volume, and phrasing.

NA S1 S2 NA NA

*Standards listed with an “S” are from the Listening/Speaking/Viewing lessons within the Green Strand only.

Documents

Grade 4 ela cst standards alignment draft june 2010