FOURTH GRADE
Standards, Learning Expectations and
Draft Performance Indicators
Reading
Content Standard: 1.0
The student will develop
the reading and listening skills necessary for word recognition, comprehension,
interpretation, analysis, evaluation, and appreciation of print and non-print
text.
Fourth Grade
Benchmarks Reading
Performance Indicators State
As documented through state assessment -
At Level 1, the student is able to
4.1.spi.2. use table of contents, title page, and
glossary to locate information.
4.1.spi.3. use prefixes, suffixes and root words as aids
in determining meaning within context.
4.1.spi.4. recognize plot features of fairy tales, folk
tales, fables, and myths.
4.1.spi.5. identify characters, setting, and plot in a
passage.
At Level 2, the student is able to
4.1.spi.6. determine the problem of a story and
recognize its solution.
4.1.spi.8. use headings, graphics, and captions to make
meaning from texts.
4.1.spi.9. select appropriate synonyms, antonyms, and
homonyms within context.
4.1.spi.11. recognize and use grade appropriate
vocabulary within text.
4.1.spi.12. evaluate texts for elements of fact/opinion
and reality/fantasy.
4.1.spi.13. distinguish between fact and opinion within
text.
4.1.spi.14. interpret information using a chart, map, or
timeline.
4.1.spi.15. use available text features (e.g., graphics,
glossaries, and illustrations) to make meaning from text.
4.1.spi.17. make predictions about text.
4.1.spi.18. select questions to clarify thinking.
4.1.spi.19. identify different forms of text (e.g.,
poems, drama, fiction, non-fiction).
4.1.spi.20. recognize cause and effect relationships
within text.
At Level 3, the student is able to
4.1.spi.21. identify and interpret similes and
metaphors.
4.1.spi.22. determine appropriate inferences and draw
conclusions from text.
4.1.spi.23. select sources from which to gather
information on a given topic.
4.1.spi.24. locate information to support opinions,
predictions, and conclusions.
4.1.spi.25. identify the author's purpose (to entertain,
to inform, to persuade, to share feelings).
4.1.spi.26. recognize the sounds of language (i.e.,
alliteration, rhyme, and repetition).
4.1.spi.27. choose a logical word to complete an analogy
using synonyms and antonyms.
Performance Indicators Teacher
As documented through teacher observation-
At Level 1, the student is able to
4.1.tpi.1 listen attentively by facing the speaker,
asking questions and paraphrasing.
4.1.tpi.2 use established rules of conversation
consistently (taking turns, raising hands).
4.1.tpi.3. decode words using learned strategies.
4.1.tpi.4. demonstrate an awareness of the sounds of
language, including rhyming patterns.
4.1.tpi.5. reflect punctuation while reading.
4.1.tpi.6. formulate and respond to questions from
teacher and other group members.
At Level 2, the student is able to
4.1.tpi.7. identify a purpose for reading
4.1.tpi.8. understand, follow and give oral multi-step
directions.
4.1.tpi.9. preview the text to activate prior knowledge.
4.1.tpi.10. read and recognize various literary genres
(e.g., poems, plays, chapter books and textbooks).
4.1.tpi.11. use metacognitive strategies to improve
comprehension.
4.1.tpi.12. predict outcomes based on prior knowledge
and adjust as additional knowledge is acquired.
4.1.tpi.13. express personal opinions and reactions to
text (e.g., reading journal).
4.1.tpi.14. relate literary experiences, (e.g., literacy
circles, written/oral reports).
4.1.tpi.15. summarize materials read and/or lessons
learned.
4.1.tpi.16. connect life experiences to texts read.
4.1.tpi.17. respond creatively to texts.
4.1.tpi.18. use common text features to enhance
understanding.
4.1.tpi.19. read aloud frequently using appropriate
expression and rate.
4.1.tpi.20. read fluently basic grade-appropriate
selections.
4.1.tpi.21. make connections among various texts showing
similarities and differences related to setting, events, and characters.
At Level 3, the student is able to
4.1.tpi.22. organize prior knowledge, using a variety of
strategies (e.g., brain-storming, graphic organizers, webbing, and mapping).
4.1.tpi.23. use content specific vocabulary.
4.1.tpi.24. use library media sources to access
information (e.g., encyclopedias, Internet, electronic catalog).
4.1.tpi.25. compare and contrast elements of stories
from different cultures.
4.1.tpi.26. extend ideas presented in text.
4.1.tpi.27. read daily and independently.
4.1.tpi.28. recognize propaganda techniques (i.e.,
bandwagon, loaded words, testimonials).
4.1.tpi.29. deliver an oral presentation on an assigned
topic.
4.1.tpi.30. verify the meaning/usage of a
multiple-meaning word through the use of a dictionary or thesaurus.
4.1.tpi.31. draw conclusions from evidence within the
text.
Writing
Content Standard: 2.0
The student will develop
the structural and creative skills of the writing process necessary to produce
written language that can be read, presented to, and interpreted by various
audiences.
Fourth Grade
Benchmarks (Writing)
Performance Indicators State
As documented through state assessment -
At Level 1, the student is able to
4.2.spi.1. choose a topic sentence for a paragraph.
4.2.spi.2. rearrange sentences to form a sequential,
coherent paragraph.
4.2.spi.3. identify the purpose for writing (i.e., to
entertain, to inform, to share experiences) .
4.2.spi.4. rearrange events in a sequential or
chronological order in a writing selection.
4.2.spi.5. select the best title for a text.
At Level 2, the student is able to
4.2.spi.8. identify the most reliable sources of
information for preparing a report.
4.2.spi.9. select the best way to combine sentences to
provide syntactic variety within context.
4.2.spi.10. select details that support a topic
sentence.
4.2.spi.11. choose the supporting sentence that best
develops a topic sentence.
4.2.spi.12. choose the supporting sentence that best
fits the context and flow of ideas in a paragraph.
4.2.spi.13. identify the audience for which a text is
written.
At Level 3, the student is able to
4.2.spi.14. supply a missing piece of information in a
simple outline.
4.2.spi.15. identify sentences irrelevant to a
paragraph's theme or flow.
4.2.spi.16. select an appropriate concluding sentence
for a well-developed paragraph.
Performance Indicators Teacher
As documented through teacher observation-
At Level 1, the student is able to
4.2.tpi.1. generate ideas for writing.
4.2.tpi.2. use prewriting strategies to organize ideas
and to access prior knowledge.
4.2.tpi.3. write for a variety of purposes (e.g., to
construct journal responses, answers to essay questions, and friendly and
business letters).
4.2.tpi.4. write frequently in the descriptive mode.
At Level 2, the student is able to
4.2.tpi.5. write friendly and business letters.
4.2.tpi.6. produce written work in various genres and
formats (e.g., poems, stories, instructions).
4.2.tpi.7. write in response to literature.
4.2.tpi.8. write creatively and imaginatively.
4.2.tpi.9. show evidence of written work in all
disciplines.
4.2.tpi.10. recognize and use all steps in the writing
process.
4.2.tpi.11. understand and use prompts and rubrics.
4.2.tpi.12. use resources to aid in the writing process.
4.2.tpi.13. write frequently in the narrative mode.
4.2.tpi.14. use grade level appropriate vocabulary when
writing.
4.2.tpi.15. construct clear, coherent, organized
multi-paragraphed works.
At Level 3, the student is able to
4.2.tpi.16. develop methods of sharing written work.
4.2.tpi.17. use a variety of sources to gather
information.
4.2.tpi.18. write with a sense of audience.
4.2.tpi.19. begin to write in the expository mode.
4.2.tpi.20. produce multiple drafts.
4.2.tpi.21. write, using knowledge from the content
areas.
4.2.tpi.22. compare and contrast two persons, places, or
things.
4.2.tpi.23. evaluate own and others' writing, using the
Tennessee Writing Assessment rubric.
Elements of Language
Content Standard: 3.0
The student will use standard English conventions and
proper spelling as appropriate to speaking and writing.
Fourth Grade
Benchmarks (Elements of Language)
Performance Indicators State
As documented through state assessment -
At Level 1, the student is able to
4.3.spi.3. select the best way to correct incomplete
sentences within context.
At Level 2, the student is able to
4.3.spi.4. identify the correct use of pronouns (i.e.,
subject, object, and agreement), and adverbs (i.e., comparison forms and
negatives) within context.
4.3.spi.7. identify correctly spelled words in context.
4.3.spi.8. choose the correct formation of plurals,
contractions and possessives within context.
At Level 3, the student is able to
4.3.spi.9. choose the correct use of quotation marks and
commas in direct quotations.
4.3.spi.10. identify sentences with correct subject-verb
agreement (person and number).
Performance Indicators Teacher
As documented through teacher observation-
At Level 1, the student is able to
4.3.tpi.2. spell grade level words correctly.
4.3.tpi.3. observe appropriate language structures,
including correct use of verb tenses, in writing and in speaking.
4.3.tpi.4. use voice intonation to indicate appropriate
punctuation.
At Level 2, the student is able to
4.3.tpi.5. recognize and revise incomplete and run-on
sentences.
4.3.tpi.6. regularly use correct punctuation when
writing.
4.3.tpi.7. recognize and correct usage errors (e.g.,
troublesome pairs) in speech and in writing.
4.3.tpi.8. spell high-frequency words and commonly
misspelled words correctly as appropriate to grade level.
4.3.tpi.9. correct own writing for spelling,
capitalization, and punctuation.
At Level 3, the student is able to
4.3.tpi.10. use correctly punctuated dialog in writing.
4.3.tpi.11. form possessives, plurals, and contractions
correctly.