Hampton School District
English Competencies and Standards for Grade 4
▪ Know and apply grade-level phonics and word analysis skills in decoding words.
▪ Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
▪ Read grade-level text with purpose and understanding.
▪ Read with sufficient accuracy and fluency to support comprehension.
▪ Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
▪ Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
▪ Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
▪ Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
▪ Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
▪ Determine a theme of a story, drama, or poem from details in the literary text.
▪ Determine the meaning of words and phrases as they are used in a literary text, including those that allude to significant characters found in mythology (e.g., Herculean).
▪ Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a literary text.
▪ Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
▪ Read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
▪ Refer to details and examples in a literary text when explaining what the text says explicitly and when drawing inferences from the text.
▪ Summarize a literary text.
▪ Compare and contrast a firsthand and secondhand account of the same event or topic in informational texts.
▪ Describe the differences in focus and the information provided.
▪ Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas,
concepts, or information in a text or part of a text.
▪ Determine the main idea of a text and explain how it is supported by key details.
▪ Determine the meaning of general academic and domain-specific words or phrases in an informational text relevant to a grade 4 topic or subject area.
▪ Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the informational text.
▪ Explain how an author uses reasons and evidence to support particular points in an informational text.
▪ Integrate information from two informational texts on the same topic in order to write or speak about the subject knowledgeably.
▪ Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.
▪ Read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 complexity band.
▪ Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
▪ Summarize an informational text.
▪ Apply grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text").
▪ Apply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions].").
▪ Conduct short research projects that build knowledge through investigation of different aspects of a topic.
▪ Demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
▪ Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
▪ Draw evidence from literary or informational texts to support analysis, reflection, and research.
▪ Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
▪ Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
▪ Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
▪ Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
▪ Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
▪ Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3.)
▪ Provide a concluding statement or section related to the information or explanation presented.
▪ Provide a concluding statement or section related to the opinion presented.
▪ Provide a conclusion that follows from the narrated experiences or events.
▪ Provide reasons that are supported by facts and details.
▪ Recall relevant information from experiences or gather relevant information from print and digital sources.
▪ Take notes and categorize information, and provide a list of sources.
▪ Use a variety of transitional words and phrases to manage the sequence of events.
▪ Use concrete words and phrases and sensory details to convey experiences and events precisely.
▪ Use dialogue and description to develop experiences and events or show the responses of characters to situations.
▪ Use precise language and domain-specific vocabulary to inform about or explain the topic.
▪ With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3.)
▪ With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others.
▪ Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
▪ Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
▪ Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
▪ Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
▪ 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
▪ Choose punctuation for effect.*
▪ Choose words and phrases to convey ideas precisely.*
▪ 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.
▪ Correctly use frequently confused words (e.g., to, too, two; there, their).*
▪ Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
▪ Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
▪ Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
▪ Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but
not identical meanings (synonyms).
▪ 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.
▪ Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal
discourse is appropriate (e.g., small-group discussion).
▪ Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
▪ Form and use prepositional phrases.
▪ Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
▪ Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small
▪ Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*
▪ Recognize and explain the meaning of common idioms, adages, and proverbs.
▪ Spell grade-appropriate words correctly, consulting references as needed.
▪ Use a comma before a coordinating conjunction in a compound sentence.
▪ Use commas and quotation marks to mark direct speech and quotations from a text.
▪ Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g.,
telegraph, photograph, autograph).
▪ Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
▪ Use correct capitalization.
▪ Use knowledge of language and its conventions when writing, speaking, reading, or listening.
▪ Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
▪ Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
SPEAKING AND LISTENING
▪ Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
▪ Come to discussions prepared, having read or studied required material.
▪ Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
▪ 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.
▪ Explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
▪ Follow agreed-upon rules for discussions and carry out assigned roles.
▪ Identify the reasons and evidence a speaker provides to support particular points.
▪ Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
▪ 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.
▪ 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.
▪ Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
▪ Speak clearly, at an understandable pace.
▪ Use formal English when appropriate to task and situation.
Hampton School District
English Competencies and Standards for Grade 4
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