Fourth Grade

Communication Arts Essential Outcomes

Anchor
Standards

Evidenc
e of
Proficie
ncy

Prior
Skills
Needed

Common
Summative
Assessmen
t

When
Taught

RF 4.3:
Know and apply
gradelevel phonics
and word analysis skills
in decoding words

*Identifyin
g level of
mastery
for
phonics,
* using
weekly
worksheet
s relating
to the
story ,
*DIBEL
scores
*spelling
inventory

Phonemes
and phonics
skills from K3

*Daily
activities/works
heets
*Weekly
Activities
*Weekly
Assessment

*Weekly
*Throughout
the year
*Spiraled

*Teacher
Observatio
n,
*Conferenc
ing with
students
*making
connection
s with
the text
*DIBEL
scores
*Students
keep track
on ORF
sheet
Ability to
understan
d the
purpose of
the
question
and
accurately
answer the
question
at hand
with the
support
from the
text
*Teacher
Observatio
n,

Phonemes
and phonics
skills from K3
*Set a
purpose for
reading
*Vocabulary
through 3rd
grade

Weekly to
monthly
depending on
range
according to
DIBELS
data/criteria
* Quarterly
Common Core
Benchmarks

Daily

Students need
to know the
gist of the
question
and how to
restate the
essential part
of the
question in
their response

*Assessed
daily/weekly
*daily work
*weekly tests
* Quarterly
Common Core
benchmarks

*Throughout
the
year
*Continuousl
y
spiraled

*Answer basic
comprehensio
n skills to read

*Weekly
Activities
*weekly

*Weekly/mon
thly
depending

RF 4.4:
Read gradelevel text
with sufficient accuracy
and fluency to support
comprehension

RL/RI 4.1
Ask and answer
questions to
demonstrate
understanding of a
text,
referring explicitly to
the text as the basis
for the answers

RL 4.2
Determine the central
ideas or theme,

*Quarterly
Common Core
Benchmarks

summarize the key

supporting details and
ideas

RL/RI 4.10:
By the end of
the year, read and
comprehend
informational
texts/literature
independently and
proficiently

RI/RL 4.2
Students will
identify main idea and
find key details in the
text

RI/RL 4.4
Determine
the meaning of
unknown
words and phrases in
text

*Conferenc
ing with
students
*making
connection
s with
the text
Students
will be on
current
grade level
according
to STAR.
Students
will apply
strategies
(connectio
ns,
visualizatio
ns,
questionin
g,
inferring,
rereading)
Students
can
determine
the most
important
who/what
in the
reading
and
use
relevant
details
from
the text
that
support
their
answers
Students
understan
d that
words
have
multiple
meanings,
*use root
words,
*Latin
Greek
*prefixes
*suffixes
*antonyms
*synonyms
as clues to
find the
meaning
of the
grade level

alouds and
read text
*Prior
introduction
with
assistance in
3rd grade
Answer basic
comprehensio
n skills to read
alouds and
read text

assessments
*Quarterly
Common Core
Benchmarks

on the type
of the
literature
during that
time
*Spiraled

*Continuously
assessed
depending on
their rate
of fluency and
comprehension
*STAR reading
assessments
*Quarterly
Common Core
benchmarks
Weekly/monthl
y DIBEL scores

Daily

*Reading
accurately
*Prior
introduction
with
assistance in
1-2
*Mastered on
own by the
end of 3rd
grade

*2nd4th
Quarter
Common
Assessments.
*Weekly
Activities
*Study Island
*Quarterly
Common Core
Benchmarks

Throughout
the year

*Phonics skills
from K3
*chunking/syll
ables
*develop
vocabulary
through
listening to
and
discussing
unknown
words in text
*figurative
language

*Assessed
daily/weekly
daily work
weekly tests
*Study Island
*Quarterly
Common Core
Benchmarks

Daily/weekly
throughout
the year

words

W4.1
Write opinion pieces on
topics or texts,
supporting a point of
view with reasons and
sufficient evidence

Students
produce
writing
that stays
focused
and
relevant to
main idea
&
supporting
details
*basic
writing
skills from
2-3
(4 square)

*Adding
details that
describe main
idea
*Familiar with
paragraph
structure and
complete
sentence
formation

*Weekly
Writing Prompt
*Quarterly
Writing Prompt
Assessment

*Modeled
throughout
the
Year
*Continuousl
y
spiraled.

W4.3
Write personal stories,
real or imagined, with
an effective technique,
descriptive details, and
clear event sequence.
Clear beginning,
middle & end

Writing
should be
focused,
detailed,
organized,
and
sequenced
in a way
that
clearly
communic
ates the
ideas to
the reader.
basic
writing
skills from
2-3
(4 square)

*Weekly
Writing Prompt
*Quarterly
Writing Prompt
Assessment

*Modeled
throughout
the
Year
*Continuousl
y
spiraled.

W4.5:
With guidance and
support from peers and
adults, develop and
strengthen writing by
planning, revising, and
editing

Producing
a final
product
that has
clear ideas
as a
writer,
with clear
evidence
of applying
the six
traits of
writing.
*basic
writing
skills from
2-3
(4 square)

*Weekly
Writing Prompt
*Quarterly
Writing Prompt
Assessment

*Modeled
throughout
the
Year
*Continuousl
y
spiraled.

L4.1 .L4.2

Capability

*Know what
good writers
do.
*Understand
the
purpose for
their writing
and how to
develop
narrative
skills,
components,
and story
structures
*Familiar with
paragraph
structure and
complete
sentence
formation
*Understandin
g of six traits
scoring guide
with
examples of
strong
writing.
*Guided
through
the entire
writing
process
multiple
times.
*Familiar with
paragraph
structure and
complete
sentence
formation
*Complete

*Weekly

*Modeled

Use appropriate
sentence grammar
match verb to subject,
beginning/capitalizatio
n and
ending/punctuation &
grade level spelling
(when speaking and
writing)

to score a
3 or
higher on
six trait
scoring
guide in
the
convention
s
category.
Apply rules
of
capitalizati
on,
commas in
dates,
separate
city and
state, and
in a series.
Spell
high
frequency
words and
apply
spelling
rules
*basic
grammar
skills from
1-3rd

sentences
with
a subject and
predicate start
with capital
and end with
punctuation.
*Exposure to
first word in
sentence,
*nouns/pronou
ns, and
months need
capitalized.
*Spell grade
appropriate
high
frequency
words.
*Commas in
friendlyletter
format.
*Quotation
marks
indicate
dialogue
*Familiar with
paragraph
structure and
complete
sentence
formation.

Writing Prompt
*Quarterly
Writing Prompt
Assessment

throughout
the
Year
*Continuousl
y
spiraled.