Listening and Speaking
- sl.4.1. engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
o come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
o follow agreed-upon rules for discussions and carry out assigned roles.
o pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
o review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
- sl.4.2. paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
- sl.4.3. identify the reasons and evidence a speaker provides to support particular points.
- sl.4.4. report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
- sl.4.5. add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
- sl.4.6. differentiate between contexts that call for formal english (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal english when appropriate to task and situation.
o use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
o form and use the progressive (e.g., i was walking; i am walking; i will be walking) verb tenses.
o use modal auxiliaries (e.g., can, may, must) to convey various conditions.
o order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
o form and use prepositional phrases.
o produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*
o correctly use frequently confused words (e.g., to, too, two; there, their).*
- l.4.2. demonstrate command of the conventions of standard english capitalization, punctuation, and spelling when writing.
o use correct capitalization.
o use commas and quotation marks to mark direct speech and quotations from a text.
o use a comma before a coordinating conjunction in a compound sentence.
o spell grade-appropriate words correctly, consulting references as needed.
- l.4.3. use knowledge of language and its conventions when writing, speaking, reading, or listening.
o choose words and phrases to convey ideas precisely.*
o choose punctuation for effect.*
o differentiate between contexts that call for formal english (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
- l.4.4. determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
o use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
o use common, grade-appropriate greek and latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
o 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.
- l.4.5. demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
o explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
o recognize and explain the meaning of common idioms, adages, and proverbs.
o demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
- 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).