Lake Tahoe Unified School District. 4th GRADE - ESSENTIAL ENGLISH LANGUAGE ARTS STANDARDS

Lake Tahoe Unified School District

4th GRADE - ESSENTIAL ENGLISH LANGUAGE ARTS STANDARDS

CDE LANGUAGE ENGLISH STUDENT FRIENDLY LANGUAGE SPANISH STUDENT FRIENDLY LANGUAGE Word Analysis, Fluency, Systematic

Vocabulary Development Word Analysis, Fluency, Systematic _{Vocabulary Development}

Análisis de palabras, fluidez en la lectura y desarrollo sistemático para la adquisición de

vocabulario.

1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases.

1.2 When I am reading I can use the

base/root word, synonyms (like words), antonyms (opposite words) and idioms to find the meaning of a word or phrase I do not know.

1.2 Cuando leo puedo usar el origen de las palabras, los sinónimos (palabras similares), los antónimos (palabras opuestas) y las expresiones idiomáticas para determinar el significado de las palabras que no conozco.

1.3 Use knowledge of root words to determine the meaning of unknown words within a passage.

1.3 When I am reading I can use the root word to find the meaning of a word I do not know.

1.3 Cuando leo puedo usar la raíz de la palabra para determinar el significado de una palabra que no conozco.

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

1.4 When I am reading I can use the root words, prefixes, or suffixes to find the meaning of difficult words.

1.4 Cuando leo puedo usar las raíces de las palabras, los prefijos, o los sufijos para encontrar el significado de las palabras difíciles.

1.6 Distinguish and interpret words with

multiple meanings. 1.6 When I am reading I can figure out the correct meaning of a word that has more than one definition. For example, wave can mean an ocean wave or wave can mean a hand movement when saying good-bye.

1.6 Cuando leo puedo entender el significado correcto de una palabra que tiene más de una definición. Por ejemplo, la palabra “wave” puede significar, ola oceánica o “wave” puede significar el movimiento de la mano cuando uno dice adiós.

Reading Comprehension Reading Comprehension Comprensión de lectura

2.3 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.

2.3 As I read, I can make predictions, and check them, using pictures, title, topic sentences, and important words. I can also use clues to figure out what is going to happen in the story.

2.3 Cuando leo, puedo predecir y verificar mi predicción usando fotos, títulos, oraciones de tesis y palabras importantes. También puedo usar claves para predecir lo que va a pasar en la historia.

2.5 Compare and contrast information on the same topic after reading several passages or articles.

2.5 I can gather information after reading and I can find the similarities and the differences on a given topic.

2.5 Puedo recolectar información después de haber leído y encontrar las diferencias y las similitudes de un tema especifico. 2.6 Distinguish between cause and effect

and between fact and opinion in expository text.

2.6 While I am reading non-fiction (information) I can figure out the cause (why things happen) and effect (results).

2.6 Cuando leo temas reales (información) puedo entender la causa (por que pasan las cosas) y el efecto (los resultados).

Lake Tahoe Unified School District

4th GRADE - ESSENTIAL ENGLISH LANGUAGE ARTS STANDARDS

be proven) and opinion (what cannot be proven).

También puedo entender los hechos (lo que se puede probar) y las opiniones (lo que no se puede probar)

CDE LANGUAGE ENGLISH STUDENT FRIENDLY LANGUAGE SPANISH STUDENT FRIENDLY LANGUAGE Literary Response and Analysis Literary Response and Analysis Respuestas y análisis literario

3.1 Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales.

3.1 I can tell the difference between fantasy (story that could not happen in real life), fable (story with a lesson to be learned), myth (story that is not true or partly true), legend (story based on a heroic act or person), and fairy tales.

3.1 Puedo determinar la diferencia entre la fantasía (una historia que no puede pasar en la realidad), las fábulas (historias con una moraleja), los mitos (historias falsas o parcialmente verdaderas), las leyendas (historias basadas en un acto heroico o en un personaje), y los cuentos de hadas. 3.2 Identify the main events of the plot,

their causes, and the influence of each event on future actions.

3.2 I can tell the main events of the story. I can tell why the events happened and I know how the events affected the rest of the story.

3.2 Puedo decirte los eventos importantes de una historia. Puedo decirte por que pasaron ciertos eventos y como esos eventos afectaron el resto de la historia. 3.4 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).

3.4 After I read stories from different parts of the world I can tell what is the same and what is different about the character. I can also tell that people from different parts of the world see and think about things in very much the same way.

3.4 Después de haber leído historias de diferentes partes del mundo puedo decirte en que se parece y en que no se parece un personaje. También me doy cuenta de que personas en diferentes partes del mundo piensan y ven las cosas casi de la misma manera.

3.5 Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works.

3.5 When reading I can explain and show examples of the following:

 Simile (comparing unlike things using “like” or “as”)

 Metaphor (comparing unlike things using “is”)

 Hyperbole (using exaggeration).  Personification (using human

qualities for non-human objects)

3.5 Cuando leo puedo explicar y dar ejemplos de lo siguiente:

 Similitud (comparar cosas diferentes usando “like” o “as”)

 Metáfora (comparar cosas diferentes usando “is”)

 Hipérbola (usando exageración).

 Personificación (usando cualidades humanas en objetos

Lake Tahoe Unified School District

4th GRADE - ESSENTIAL ENGLISH LANGUAGE ARTS STANDARDS

CDE LANGUAGE STUDENT FRIENDLY LANGUAGE SPANISH STUDENT FRIENDLY LANGUAGE Writing Strategies Writing Strategies Estrategias para la escritura

1.2 Create multiple-paragraph

compositions:

a) Provide an introductory paragraph. b) Establish and support a central idea

with a topic sentence at or near the beginning of the first paragraph. c) Include supporting paragraphs with

simple facts, details, and explanations.

d) Conclude with a paragraph that summarizes the points.

e) Use correct indention.

1.2 When I write compositions I can write 3 or more paragraphs with a plot, setting, and an ending.

1.2 Cuando escribo composiciones puedo escribir tres o más párrafos usando la trama, el escenario, y una conclusión.

1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating and rearranging text.

1.10 I can correct and update my writing to

make it better. 1.10 Puedo corregir y redactar mi escritura para mejorarla.

2.1 Write narratives:

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

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

c) Provide a context to enable the reader to imagine the world of the event or experience.

d) Use concrete sensory details.

e) Provide insight into why the selected event or experience is memorable.

2.1 I can write a story with a plot (that is described, not told), point of view, setting, and conflict, and make personal connections among fiction, nonfiction, and my own experience.

2.1 Puedo escribir una historia con una trama (que se describe y no se dice) un punto de vista, el escenario, el conflicto, y hacer conexiones personales entre la ficción, la realidad y mis propias experiencias.

2.2 Write responses to literature:

a) Demonstrate an understanding of

2.2 After I read a story I can show in writing

Lake Tahoe Unified School District

4th GRADE - ESSENTIAL ENGLISH LANGUAGE ARTS STANDARDS

b) Support judgments through references to both the text and prior knowledge.

said and not said) by using details and ideas in the story and what I already know from my life.

se dijo y no se dijo) usando detalles e ideas de la historia y lo que yo conozco de mi propia vida.

CDE LANGUAGE STUDENT FRIENDLY LANGUAGE SPANISH STUDENT FRIENDLY LANGUAGE

2.3 Write information reports:

a) Frame a central question about an issue or situation.

b) Include facts and details for focus. c) Draw from more than one source of

information (e.g., speakers, books, newspapers, other media sources).

2.3 I can write a research report on a topic (main idea) using questions about the topic to find facts, details, examples and reasons about the topic.

2.3 Puedo escribir un reporte de investigación de un tema (la idea principal) haciendo preguntas acerca del tema para encontrar los hechos, los detalles, los ejemplos y las razones del tema.

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

2.4 I can write a summary of a reading selection that contains the main idea, and significant details.

2.4 Puedo escribir un resumen de una selección literaria que contenga la idea principal y los detalles relevantes.

Writing Applications Writing Applications Aplicaciones de la escritura

2.1 Write narratives:

a) Provide a context within which an action takes place.

b) Include well-chosen details to develop the plot.

c) Provide insight into why the selected incident is memorable.

2.1 I can write narratives that explain why an event took place. I can also explain the event using details and explain why it was important to me.

2.1 Puedo escribir narraciones que explican porqué pasó algún evento. Puedo también explicar el evento usando detalles y explicando porqué fue importante para mí.

2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.

2.2 I can write a description of people, places, things, and events that include how something felt, smelled, tasted, or sounded.

2.2 Puedo escribir descripciones de personas, lugares, cosas y eventos que incluyan como olió, como sonó, como supo o como se sintió.

Written and Oral English Language

Conventions Written and Oral English Language Conventions Normativas del ingles oral y escrito

1.2 Combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and prepositional phrases.

1.2 When writing I can put two related sentences together using the following:  appositives (a group of words which

describe the subject and is offset by

1.2 Cuando escribo puedo combinar dos oraciones relacionadas usando lo siguiente:

Lake Tahoe Unified School District

4th GRADE - ESSE

NTIAL ENGLISH LANG

UAGE ARTS STANDARDS

 participial phrases  adjectives

 adverbs

 prepositional phrases

describen el sujeto y esta compensado con comas)

 frases participativas  adjetivas

 adverbiales

 frases preposicionales 1.3 Identify and use regular and irregular

verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking.

1.3 I can find and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions (joining two independent clauses using for, and, or but, yet) when I write and when I talk.

1.3 Puedo encontrar y usar los verbos regulares e irregulares, las preposiciones, y conjunciones coordinadas (combinar dos cláusulas independientes usando “for”, “and’, “or”, “but”, “yet”) cuando escribo y cuando hablo.

1.4 Use parentheses, commas in direct quotations, apostrophes in the possessive case of nouns, and in contractions.

1.4 When I write I can use parentheses ( ). When I write I also use commas before a quote and I can use apostrophes to show ownership and in contractions (is not = isn’t; can not = can’t).

1.4 Cuando escribo puedo usar paréntesis ( ). Cuando escribo uso comas para citas directas y puedo usar apóstrofos para mostrar posesión y contracciones (is not = isn’t; can not = can’t).

1.5 Use underlining, quotation marks, or

italics to identify titles of documents. 1.5 I can use underlining, quotation marks, or italics to identify titles. 1.5 Puedo usar comillas, subrayar o usar letras itálicas para identificar títulos. 1.7 Spell correctly roots, inflections, suffixes