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1 Grade 4 Language Standards : Conventions of Standard English Essential Questions: 1. Why is it important to have command of Standard English conventions? 2. How do I determine the meaning of an unfamiliar word or usage? 3. How do words and their use influence language? 4. How does the depth of your vocabulary contribute to your ability to read, write, listen, and speak more effectively? Essential double negatives, relative pronouns, relative adverbs, progressive verb tenses, run-ons, sentence fragments, conventional patterns, prepositional phrases, simple predicate, simple subject, coordinating conjunction, compound sentence, direct speech College and Career Readiness Anchor Standard 1 for Language: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* g. Correctly use frequently confused words (e.g., to, too, two; there, their).* explain the function of nouns, pronouns, verbs, adjectives, and adverbs. clarify how nouns, pronouns, verbs, adjectives, and adverbs function in particular sentence. construct and apply regular and irregular plural nouns. use abstract nouns (nouns which cannot be detected by your senses). construct and apply regular and irregular verbs. double negatives relative pronouns relative adverbs progressive verb tenses run-ons sentence fragments conventional patterns prepositional phrases simple predicate simple subject that using correct parts of speech when writing or speaking helps students express their ideas. that by using correct parts of speech when writing or speaking helps the reader or listener understand. that a sentence is composed of a simple subject and a simple predicate. use relative pronouns and relative adverbs when constructing and organizing written or spoken language. form and use progressive verb tenses. use modal auxiliaries to convey various conditions. order adjectives according to conventional patterns. form and use prepositional phrases. recognize and correct fragments and run-on sentences.

2 X construct and apply the use of simple tenses (past, present, and future tenses). create sentences with subject-verb and pronounantecedent agreement. construct and apply comparative and superlative adjectives and adverbs. choose between comparative and superlative adjectives and adverbs appropriately depending on what is to be modified. apply coordinating and subordinating conjunctions. produce simple, compound, and complex sentences. correctly use frequently confused words.

3 College and Career Readiness Anchor Standard 2 for Language: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade-appropriate words correctly, consulting references as needed. capitalize appropriate words in titles. use commas in addresses. use commas and quotation marks in dialogue. construct and apply possessives. use conventional spelling for high-frequency words. add suffixes to base words to spell them correctly. utilize reference material (e.g. beginning dictionary) to check and correct spelling. X coordinating conjunction compound sentence direct speech that their writing must use correct conventions and grade appropriate spelling for the reader to comprehend their text. use correct punctuation in dialogue. organize and construct writing using correct conventions and spelling, consulting references as needed. combine sentences with correct punctuation.

4 Grade 4 Language Standards : Knowledge of Language Essential Questions: 1. Why is it important to have command of standard English conventions? 2. How do I determine the meaning of an unfamiliar word or usage? 3. How do words and their use influence language? 4. How does the depth of your vocabulary contribute to your ability to read, write, listen, and speak more effectively? Essential formal English, informal discourse College and Career Readiness Anchor Standard 3 for Language: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely. b. Choose punctuation for effect. c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). choose words and phrases to enhance and convey an intended meaning. recognize the differences between spoken and written standard English and apply that knowledge when they write, speak, read, and listen. formal English informal discourse that the audience determines whether formal or informal English is used for writing, speaking, reading, or listening. that words or phrases chosen can affect the way their message is conveyed. that punctuation changes the way their message is interpreted (writing). formulate written or spoken English based on the audience or situation. connect with their audience by choosing precise vocabulary and appropriate punctuation.

5 Grade 4 Language Standards : Vocabulary Acquisition and Use Essential Questions: 1. Why is it important to have command of standard English conventions? 2. How do I determine the meaning of an unfamiliar word or usage? 3. How do words and their use influence language? 4. How does the depth of your vocabulary contribute to your ability to read, write, listen, and speak more effectively? Essential thesaurus, affix, root, phrase, similes, metaphors, idioms, adages, proverbs, antonyms, synonyms, hyperbole, action verbs, adjectives, state of being verbs, *domain and grade-specific vocabulary words College and Career Readiness Anchor Standard 4 for Language: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibility from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. utilize context to clarify the meaning of unknown words. analyze the meaning of a word when a known affix is added to a known word. infer the meaning of an unknown word when using a known root word as a clue. consult print and digital glossaries (beginning dictionaries) to clarify the precise meaning of key thesaurus affix root phrase that many sources can be utilized to comprehend text. that knowing the meanings of root words, suffixes, and prefixes will support comprehension. infer word meanings from taught roots, prefixes, and suffixes to decode words in text to assist comprehension. Infer word and phrase meanings using context clues(i.e. definitions, examples, restatements) use word reference materials (e.g., glossary, dictionary, thesaurus) to identify and comprehend unknown words.

6 words and phrases. College and Career Readiness Anchor Standard 5 for Language: Demonstrate understanding of figurative language, word relationships and nuances in word meanings. L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). distinguish the literal and nonliteral meaning of word and phrase in context. create real-life connections between words and their use. apply shades of meaning among related words that describe states of mind or certainty. X simile metaphor idioms adages proverbs antonyms synonyms hyperbole that inserting figurative language (similes and metaphors) extends the richness of their communication to others. that communication rich in figurative language helps the listener/reader visualize what is being communicated. that words have multiple meanings that can change the context of what is being communicated. identify and use similes and metaphors. construct and use common idioms, adages, and proverbs. prove their understanding of words by relating them to antonyms and synonyms.

7 College and Career Readiness Anchor Standard 6 for Language: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). acquire and utilize various forms of communication (grade-appropriate, general academic, and domainspecific). communicate through words and phrases including those that signal spatial and temporal relationships. X action verbs adjectives state of being verbs *domain and grade-specific vocabulary words that using precise vocabulary increases comprehension of communication. that using precise vocabulary shows knowledge of the topic being discussed. analyze content specific vocabulary. synthesize content specific vocabulary and apply in other contexts.

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