4th Grade Foundational Skills/Language/Speaking & Listening Learning Targets 2014-15
Year Long Learning Targets
These are standards that do not have a particular emphasis in one or more quarters. They should be addressed throughout
the school year.
RF3a- Combine phonics and word analysis skills to decode unfamiliar multisyllabic words in and out of context.
RF4a- Set a purpose for reading and understanding text.
RF4c- Evaluate their understanding of the text and use strategies for self-correction.
SL1a- Read and study materials in order to be prepared for class.
SL1b- Use rules for collaborative discussions.
SL1c- Ask questions to clarify information.
SL4- Use a clear understandable voice, an appropriate pace and make eye contact when presenting.
SL6- Recognize situations when formal and informal English should be used in order to generate an appropriate response.
SL6- Use complete sentences in formal presentations or when constructing written essays.
SL6- Use Standard English grammar and language conventions when constructing a formal response.
L1f- Create and recognize complete sentences.
L1h- Write legibly using cursive or joined italics.
L2a- Use correct capitalization.
L2b- Understand the use of quotation marks to denote that someone is speaking.
L2d- Spell grade level words correctly.
L3a- Use precise language in writing and speaking.
L3c- Distinguish between situations that call for formal English and those where informal English is appropriate.
L4c- Use a pronunciation guide in a dictionary to help read unknown words.
L5- Understand that words have various levels of meaning, including literal and figurative.
L6- Determine which words best describe an action, emotion or state of being; understand that words have nuances and
various shades of meaning; and acquire and use words that are basic to understanding a concept.
Student Learning Targets- Quarter 1
RF3a- Understand the meaning of the suffix –ment and explain how it changes the meaning of a base word.
RF3a- Understand the meaning of the prefix inter- and explain how it changes the meaning of a base word.
RF3a- Understand the meaning of the roots cent and port and explain how they change the meaning of a base word.
RF4b- Orally read prose and poetry with accuracy, appropriate rate and expression.**
SL1b- Understand the responsibilities of the different roles given for accomplishing a task while working in a group.
SL4- Use strategies for organizing a presentation such as: brainstorming, the use of graphic organizers, or thinking maps.
SL4- Use structures for organizing presentations such as: chronologically, problem/solution, cause and effect, before and
after.
SL6- Understand formal language is used in academic settings, with teachers, and in formal writing and informal speech is the
language used when talking to friends, in journals writing or taking notes.
L1a- Form and use sentences using interrogative relative pronouns orally and in writing.**
L1b- Form and use sentences using present progressive verbs (I am walking; She is walking; They are walking; etc.)
L4a- Use context (definitions) as a clue to the meaning of a word or phrase.
L4b- Identify the meaning of a word based on understanding of affixes inter- and –ment, and the roots cent and port. (see
target RF3).
L4c- Access reference materials, including digital, to help determine the precise meaning of key words.
L5a- Identify simple similes and metaphors.
L5b- Recognize idioms, adages (a traditional saying) and proverbs in isolation and within text.
L5c- Identify the synonym and/or antonym of a given word.
** Taught in multiple quarters
Revised 7-24-14
1
4th Grade Foundational Skills/Language/Speaking & Listening Learning Targets 2014-15
Year Long Learning Targets
These are standards that do not have a particular emphasis in one or more quarters. They should be addressed throughout
the school year.
RF3a- Combine phonics and word analysis skills to decode unfamiliar multisyllabic words in and out of context.
RF4a- Set a purpose for reading and understanding text.
RF4c- Evaluate their understanding of the text and use strategies for self-correction.
SL1a- Read and study materials in order to be prepared for class.
SL1b- Use rules for collaborative discussions.
SL1c- Ask questions to clarify information.
SL4- Use a clear understandable voice, an appropriate pace and make eye contact when presenting.
SL6- Recognize situations when formal and informal English should be used in order to generate an appropriate response.
SL6- Use complete sentences in formal presentations or when constructing written essays.
SL6- Use Standard English grammar and language conventions when constructing a formal response.
L1f- Create and recognize complete sentences.
L1h- Write legibly using cursive or joined italics.
L2a- Use correct capitalization.
L2b- Understand the use of quotation marks to denote that someone is speaking.
L2d- Spell grade level words correctly.
L3a- Use precise language in writing and speaking.
L3c- Distinguish between situations that call for formal English and those where informal English is appropriate.
L4c- Use a pronunciation guide in a dictionary to help read unknown words.
L5- Understand that words have various levels of meaning, including literal and figurative.
L6- Determine which words best describe an action, emotion or state of being; understand that words have nuances and
various shades of meaning; and acquire and use words that are basic to understanding a concept.
Student Learning Targets- Quarter 2
RF3a- Students will understand the meanings of the suffixes –tion and –ion and explain how they change the meaning of a
base word.
RF3a- Students will understand the meaning of the prefixes ir- and il- and explain how they change the meaning of a base
word.
RF3a- Students will understand the meaning of the root ment and explain how it changes the meaning of a base word.
RF4b- Students will orally read prose and poetry with accuracy, appropriate rate and expression.**
SL1c- Students will orally offer comments and responses linked to questions, for clarification and the remarks of others.**
SL1d- Students will understand and use appropriate language to build on the ideas of others.
SL2- Students will recognize what information is being conveyed and paraphrase information obtained through listening to
myths and other stories.
SL3- Students will understand that media sources include online, visual and print sources.
SL3- Students will understand that evidence can be examples, facts or images.
SL4- Students will use structures for organizing presentations such as: chronologically, problem/solution, cause and effect,
before and after.
SL5- Students will create visual displays such as legends, charts, graphs and display boards to convey information. **
SL6- Students will orally use academic, content specific vocabulary when presenting formally.
L1a- Students will form and use sentences using interrogative relative pronouns orally and in writing.**
L1a- Students will form sentences using relative adverbs orally and in writing. **
L1b- Students will form and use sentences using past progressive verbs (I was walking; She was walking; They were walking;
etc.).
L1e- Students will identify and understand the use of prepositional phrases. **
L1f- Students will recognize run-on and fragmented sentences. **
L1g- Students will recognize and use frequently confused words/homophones (two, too, to; their, there; etc..). **
L2b- Students will use commas and quotation marks to mark direct speech.
** Taught in multiple quarters
Revised 7-24-14
2
4th Grade Foundational Skills/Language/Speaking & Listening Learning Targets 2014-15
L3b- Students will use punctuation marks (commas, exclamation and question marks) to create an effect.
L4a- Students will use context (examples) as a clue to identify the meaning of a word or phrase.
L4b- Students will identify the meaning of a word based on understanding of affixes ir-, il-, -tion, and -ion, and the root ment.
(see target RF3).
L5a- Students will explain the meaning of simple similes and metaphors in context.
L5b- Students will explain the meaning of common idioms, adages and proverbs.
L5c- Students will identify the relationship of words by comparing a word to the synonym and/or antonym of the given word.
** Taught in multiple quarters
Revised 7-24-14
3
4th Grade Foundational Skills/Language/Speaking & Listening Learning Targets 2014-15
Year Long Learning Targets
These are standards that do not have a particular emphasis in one or more quarters. They should be addressed throughout
the school year.
RF3a- Combine phonics and word analysis skills to decode unfamiliar multisyllabic words in and out of context.
RF4a- Set a purpose for reading and understanding text.
RF4c- Evaluate their understanding of the text and use strategies for self-correction.
SL1a- Read and study materials in order to be prepared for class.
SL1b- Use rules for collaborative discussions.
SL1c- Ask questions to clarify information.
SL4- Use a clear understandable voice, an appropriate pace and make eye contact when presenting.
SL6- Recognize situations when formal and informal English should be used in order to generate an appropriate response.
SL6- Use complete sentences in formal presentations or when constructing written essays.
SL6- Use Standard English grammar and language conventions when constructing a formal response.
L1f- Create and recognize complete sentences.
L1h- Write legibly using cursive or joined italics.
L2a- Use correct capitalization.
L2b- Understand the use of quotation marks to denote that someone is speaking.
L2d- Spell grade level words correctly.
L3a- Use precise language in writing and speaking.
L3c- Distinguish between situations that call for formal English and those where informal English is appropriate.
L4c- Use a pronunciation guide in a dictionary to help read unknown words.
L5- Understand that words have various levels of meaning, including literal and figurative.
L6- Determine which words best describe an action, emotion or state of being; understand that words have nuances and
various shades of meaning; and acquire and use words that are basic to understanding a concept.
Student Learning Targets- Quarter 3
RF3a- Understand the meanings of the suffixes –active and –itive and explain how they change the meaning of a base word.
RF3a- Understand the meaning of the prefixes sub- and under- and explain how they change the meaning of a base word.
RF3a- Understand the meaning of the root phon and explain how it changes the meaning of a base word.
SL1c- Orally offer comments and responses linked to questions, for clarification and the remarks of others.**
SL1d- Understand and use appropriate language to build on the ideas of others.
SL3- Understand that facts, examples, and explanations can be used as support for a particular point.
SL5- Create visual displays such as legends, charts, graphs and display boards to convey information.**
SL6- Use academic, content specific vocabulary when presenting formally.
L1a- Form and use sentences using relative adverbs orally and in writing. **
L1b- Form and use sentences using future progressive verbs (I will be walking; She will be walking; They will be walking; etc.).
L1c- Form and use modal auxiliaries to express conditions (can, may, must). **
L1d- Understand adjectives have an order when used in a sentence.
L1e-Form and use prepositional phrases. **
L1f- Recognize and correct run-on and fragmented sentences. **
L1g- Recognize and use frequently confused words/homophones (two, too, to; their, there; etc..). **
L2b- Use commas and quotation marks to mark quotations from a text.
L2c- Use a comma before a coordinating conjunction (and, but, or) in a compound sentence.
L3b- Use punctuation marks (commas, exclamation and question marks) to create an effect.
L4a- Use context (restatements) as a clue to identify the meaning of a word or phrase.
L4b- Identify the meaning of a word based on understanding of affixes sub-, under-, -active, and -itive, and the root phon.
(see target RF3).
L5a- Explain the meaning of simple similes and metaphors in context.
L5b- Explain the meaning of common idioms, adages and proverbs.
L5c- Identify the relationship of words by comparing a word to the synonym and/or antonym of the given word.
** Taught in multiple quarters
Revised 7-24-14
4
4th Grade Foundational Skills/Language/Speaking & Listening Learning Targets 2014-15
Year Long Learning Targets
These are standards that do not have a particular emphasis in one or more quarters. They should be addressed throughout
the school year.
RF3a- Combine phonics and word analysis skills to decode unfamiliar multisyllabic words in and out of context.
RF4a- Set a purpose for reading and understanding text.
RF4c- Evaluate their understanding of the text and use strategies for self-correction.
SL1a- Read and study materials in order to be prepared for class.
SL1b- Use rules for collaborative discussions.
SL1c- Ask questions to clarify information.
SL4- Use a clear understandable voice, an appropriate pace and make eye contact when presenting.
SL6- Recognize situations when formal and informal English should be used in order to generate an appropriate response.
SL6- Use complete sentences in formal presentations or when constructing written essays.
SL6- Use Standard English grammar and language conventions when constructing a formal response.
L1f- Create and recognize complete sentences.
L1h- Write legibly using cursive or joined italics.
L2a- Use correct capitalization.
L2b- Understand the use of quotation marks to denote that someone is speaking.
L2d- Spell grade level words correctly.
L3a- Use precise language in writing and speaking.
L3c- Distinguish between situations that call for formal English and those where informal English is appropriate.
L4c- Use a pronunciation guide in a dictionary to help read unknown words.
L5- Understand that words have various levels of meaning, including literal and figurative.
L6- Determine which words best describe an action, emotion or state of being; understand that words have nuances and
various shades of meaning; and acquire and use words that are basic to understanding a concept.
Student Learning Targets- Quarter 4
RF3a- Review and use suffixes, prefixes and roots learned in the first three quarters.
SL1c- Orally offer comments and responses linked to questions, for clarification and the remarks of others.**
SL1d- Verbally summarize ideas from several students during a discussion.
SL3- Identify the reasons a speaker gives to support their points.
SL4a- Carefully plan presentations that include relevant details and clear content.
SL5- Use digital programs (like PowerPoint, Clip Art, etc.) to add visuals to a narrative presentation.
SL5- Create visual displays such as charts, graphs and display boards to convey information in a narrative presentation.
SL6- Use academic, content specific vocabulary when presenting formally.
L1b- Form and use sentences using present, past and future progressive verbs.
L1c- Use modal auxiliaries to express conditions (can, may, must). **
L1d- Use the order of adjectives in a sentence correctly.
L1e- Form and use prepositional phrases correctly. **
L1f- Recognize and correct run-on and fragmented sentences. **
L1g- Use frequently confused words/homophones (to, too, two; there, their) correctly, in writing.
L2b- Use commas and quotation marks to mark quotations in writing.
L2c- Use a comma before a coordinating conjunction (and, but, or) in a compound sentence.
L3b- Use punctuation marks (commas, exclamation and question marks) to create an effect. **
L4a- Use context (definitions, examples and restatements) as clues to identify the meaning of a word or phrase.
L4b- Identify the meaning of a word based on understanding of affixes and root words previously learned (see target RF3).
L5a- Explain the meaning of simple similes and metaphors in context.
L5b- Explain the meaning of common idioms, adages and proverbs.
L5c- Identify the relationship of words by comparing a word to the synonym and/or antonym of the given word.
** Taught in multiple quarters
Revised 7-24-14
5
4th Grade Foundational Skills/Language/Speaking & Listening Learning Targets 2014-15
Review Standards from 3rd Grade
L1f- Create/recognize complete sentences (varied types) with students (3rd grade standard: L1i).
L2b- Understand that the use of quotation marks denotes that someone is speaking (3rd grade standard: L2c).
SL2- Recognize the main idea presented in text (3rd grade standard: SL2).
Suggestions
Suffix meanings and possible example
-tion- meaning state or quality- attention, caution, fascination
-ion- meaning action or process- celebration, completion, navigation
-ive- meaning inclined to; quality of; that which- attractive, expensive, repulsive
-ative- added to verbs (to create adjective) to show ability to perform- creative, preservative, talkative
-itive- added to verbs (to create adjective) to show ability to perform- definitive, competitive, repetitive
-ment- meaning action, result- movement, placement, shipment
Prefix meanings and possible examples
inter- meaning between, among- interact, interchange, intercept
ir- meaning not- irregular, irresponsible
il- meaning not- illegal, illegal, illegible
sub- meaning under, below, from, secretly, instead of – submerge, submarine, substitute
under- meaning not enough, below- underbrush, underwhelmed
Root meanings and possible examples
photo- meaning light- photography, photograph, photosynthesis
cent- meaning hundred- century, centennial, centipede
port- meaning carry- transport, import, export, report
phon- meaning sound- phonograph, phonetic, symphony
Order of Adjectives
1.Quantity or number
2.Quality or opinion
3.Size
4.Age
5.Shape
6.Color
7.Proper adjective (often nationality, other place of origin, or material)
8.Purpose or qualifier
Examples:
1. I love that really big old green antique car that is parked at the end of the street.
2. My sister has a beautiful big white dog.
When there are two or more adjectives that are from the same group, the word and is placed between the two adjectives:
3. My dad has a red and green car.
When there are three or more adjectives from the same adjective group, place a comma between each of the coordinate adjectives (no
comma between the adjective and noun):
4. My dad has a red, brown and green house.
** Taught in multiple quarters
Revised 7-24-14
6