Riverside Unified School District Grade 4 English Language Arts Standards

DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT
Elementary Education Department
Grade 4 English Language Arts
Suppl.
CST Themes CST
Assess
CALIFORNIA CONTENT STANDARDS: READING # of Rel.
Form A
Items 1 2 3 4 5 6 Quest.
Quest.

1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC
VOCABULARY DEVELOPMENT: Students
understand the basic features of reading. They
select letter patterns and know how to translate them 18
into spoken language by using phonics,
syllabication, and word parts. They apply this
knowledge to achieve fluent oral and silent reading.
1.1 Word Recognition: read narrative and expository text
S All
aloud with grade-appropriate fluency and accuracy and NA* S All S All S All S1,3 S All NA* NA*
FO
with appropriate pacing, intonation, and expression
1.2 Vocabulary and Concept Development: apply 2, 19,
knowledge of word origins, derivations, synonyms, S3
S1 S1 29, 49,
antonyms, and idioms to determine the meaning of 8 RT1 (Word 1–6
(Ant.) (Syn.) 57, 61,
words and phrases Origin) 62, 63
1.3 Vocabulary and Concept Development: use
knowledge of root words to determine the meaning of 3 S1,4 S2 S1 S2 S3 6, 48 7–9
unknown words within a passage
1.4 Vocabulary and Concept Development: know
S1*
common roots and affixes derived from Greek and Latin S2 S2* 41, 56,
1 S4 S2* S2* S1* 10 – 12
and use this knowledge to analyze the meaning of S3* S3 58
S3*
complex words (e.g., international)
1.5 Vocabulary and Concept Development: use a 40, 55,
thesaurus to determine related words and concepts 1 S3 13 – 15
59, 60
1.6 Vocabulary and Concept Development: distinguish 5, 11,
and interpret multiple meaning words 5 S1 S4 S1 21, 33, 16 – 18
43, 51

* These lessons do not use Greek or Latin roots or affixes,
but they can be used to help find the meaning of complex R1.6: There are not very many lessons
words. Use the CST format for R1.4 when instructing these directly instructing multiple meaning
lessons to help students get familiar with format. words. Find multiple meaning words in
the selection vocabulary and use CST
* Not assessable in multiple-choice format format for R1.6 when instructing this 1
California Department of Education CST Blueprint/modified/RUSD/ce/ng/6-23-10 standard.

Suppl.
CST Themes CST
Assess
Form A
Quest.

2.0 READING COMPREHENSION: Students read and
understand grade-level-appropriate material. They draw
upon a variety of comprehension strategies as needed
15
(e.g., generating and responding to essential questions,
making predictions, comparing information from several
sources).
2.1 Structural Features of Informational Materials:
S3
identify structural patterns found in informational text RT3 S2
RT3,4 L2,3 8, 27,
(e.g., compare and contrast, cause and effect, sequential 1 L1,4 L1,2,3 L1 RT2 1–2
L1,3,4 I3 36
or chronological order, proposition and support) to I3 L1
I4
strengthen comprehension
2.2 Comprehension and Analysis of Grade-Level-
S1,4 S All S All S2,3,4 S1,2
Appropriate Text: use appropriate strategies when
NA* L1,3 L1,2,3 L All L1,2,3 S All L All NA* NA*
reading for different purposes (e.g., full comprehension,
I2,3 FO I1,2,3 I1,2,3 I1
location of information, personal enjoyment)
Appropriate Text: make and confirm predictions about
S2 S1 S1 S3 9, 26,
text by using prior knowledge and ideas presented in the 2 S1 L2 3–4
RT1,2 RT1,2 FO L2 28, 35
text itself, including illustrations, titles, topic sentences,
important words, and foreshadowing clues
2.4 Comprehension and Analysis of Grade-Level- S1 S3
RT1 S2,3 13,
Appropriate Text: evaluate new information and RT1,2 S3 RT3
3 I2 RT3 S3 23,
hypotheses by testing them against known information L1 RT1,3 L2
L2 38, 44
and ideas FO I2
7, 10,
2.5 Comprehension and Analysis of Grade-Level- 17,
S2 in
Appropriate Text: compare and contrast information on 3 L2 FO FO 18, 5–7
L/S/V
the same topic after reading several passages or articles 42,
45, 46
S1 IN S1,3 RT2,3
Appropriate Text: distinguish between cause and effect 3 RT1 RT3 RT1 24, 47 8 – 11
W&L RT1,3 L3
and between fact and opinion in expository text
* Not assessable in multiple-choice format 2
California Department of Education CST Blueprint/modified/RUSD/ce/ng/6-23-10

Suppl.
CST Themes CST
Assess
Form A
Quest.
15,
16,
Appropriate Text: follow multiple-step instructions in a 12 –
3 L3 L3 S1 25,
basic technical manual (e.g., how to use computer 16
34,
commands or video games)
37, 39

S = Selection
RT = Revisiting the Text
+ = QAR Strategies (using side margin questions)
L = Link
I = Informational Study Skills
RWW = Reading Writing Workshop
FO = Focus On



Suppl.
CST Themes CST
Assess
Form A
Quest.
3.0 LITERARY RESPONSE AND ANALYSIS: Students
read and respond to a wide variety of significant
works of children’s literature. They distinguish
9
between the structural features of the text and the
literary terms or elements (e.g., theme, plot, setting,
characters).
3.1 Structural Features of Literature: describe the
structural differences of various imaginative forms of
1 RT All RT4 FO 1, 54 1–3
literature, including fantasies, fables, myths, legends,
and fairy tales
3.2 Narrative Analysis of Grade-Level-Appropriate Text: RT3
S1 S4 RT1 4, 20,
identify the main events of the plot, their causes, and the 2 I1 4–5
RT1 RT3,4 FO 52
influence of each event on future actions RWW
3.3 Narrative Analysis of Grade-Level-Appropriate Text:
use knowledge of the situation and setting and of a 3, 32,
1 RT1 FO
character’s traits and motivations to determine the 50
causes for that character’s actions
compare and contrast tales from different cultures by
S2 in 14,
tracing the exploits of one character type and develop 2 FO 6–8
L/S/V 22, 53
theories to account for similar tales in diverse cultures
(e.g., trickster tales)
define figurative language (e.g., simile, metaphor, S4 12,
3 RT2 RT3 FO 9 – 12
hyperbole, personification) and identify its use in literary FO 30, 31
works

S = Selection
L = Link
* Not assessable in multiple-choice format RWW = Reading Writing Workshop 4
California Department of Education CST Blueprint/modified/RUSD/ce/ng/6-23-10 FO = Focus On


Themes Suppl.
CST CST
Assess.
CALIFORNIA CONTENT STANDARDS: WRITING # of Rel.
1 2 3 4 5 6 Form A
Items Quest.
Quest.
1.0 WRITTEN AND ORAL ENGLISH LANGUAGE
CONVENTIONS: Students write and speak with a
command of standard English conventions 18
appropriate to this grade level.
1.1 Sentence Structure: use simple and compound 83, 95,
sentences in writing and speaking 3 S2,3 S2 97, 1–3
106
1.2 Sentence Structure: combine short, related sentences 74, 86,
with appositives, participial phrases, adjectives, 2 S3 S2,3 S3 89, 4–6
adverbs, and prepositional phrases 112
1.3 Grammar: identify and use regular and irregular verbs, 79, 91,
adverbs, prepositions, and coordinating conjunctions in S All S All 94,
4 S1,2 104,
7 – 12
writing and speaking RWW RWW
109
1.4 Punctuation: use parentheses, commas in direct
S1,4 66, 80,
quotations, apostrophes in the possessive case of 2 RWW S3 90
13 – 15
L1
nouns and in contractions
1.5 Punctuation: use underlining, quotations marks, or 84,
italics to identify titles of documents 1 RWW 16 – 18
111
1.6 Capitalization: capitalize names of magazines,
newspapers, works of art, musical compositions, 16 – 18
2 S1 RWW RWW 77
organizations, and the first word in quotations when 19 - 21
appropriate
1.7 Spelling: spell correctly roots, inflections, suffixes and 64, 82,
S All S All S1
prefixes, and syllable constructions 4 S All S All S All 96, 98, 22 - 29
RWW RWW RWW 105


Themes Suppl.
CST CST
Assess.
1 2 3 4 5 6 Form A
Items Quest.
Quest.
1.0 WRITING STRATEGIES: Students write clear,
coherent sentences and paragraphs that develop a
central idea. Their writing shows they consider the
15
audience and purpose. Students progress through
the stages of the writing process (i.e., pre-writing,
drafting, revising, editing successive versions).
S1,2
1.1 Organization and Focus: select a focus, an S All S All
S1,4 S1,3,4 RT1 85,
organizational structure, and a point of view based upon 2 I3 RT2 S2,3 102
RWW FO RWW
purpose, audience, length, and format requirements FO RWW
FO
1.2 Organization and Focus: create multiple-paragraph
RWW RWW
compositions that
1) provide an introductory paragraph 0 RWW RWW none

2) establish and support a central idea with a topic
1 RWW 78
sentence at or near the beginning of the first paragraph
3) include supporting paragraphs with simple facts, 73,
1 RWW RWW
details, and explanations 113
4) conclude with a paragraph that summarizes the 67,
1 RWW
points 101
5) use correct indentation NA* NA*
1.3 Organization and Focus: use traditional structures for
S1,2,3 S2,3
conveying information (e.g., chronological order, cause S1,2 S All S3
2 RWW I3 L2 108
and effect, similarity and difference, and posing and RWW RWW RWW
FO FO
answering a question)
1.4 Penmanship: write fluidly and legibly in cursive or S All S All S All
NA* S All S All S1,2,3 NA* NA*
joined italic RWW RWW RWW
1.5 Research and Technology: quote or paraphrase 70,
1 S3 100
1–3
information sources, citing them appropriately


Themes Suppl.
CST CST
Assess.
1 2 3 4 5 6 Form A
Items Quest.
Quest.
1.6 Research and Technology: locate information in
76,
reference texts by using organizational features (e.g., 1 I1 I4 I4 4–7
107
prefaces, appendices)
1.7 Research and Technology: use various reference S1,2
S2 S2 S1 in
materials (e.g., dictionary, thesaurus, card catalog, 1 L3 I4 I3 71, 88 8 – 10
I All L3 L/S/V
encyclopedia, on-line information) as an aid to writing RWW
72,
1.8 Research and Technology: understand the S1 in 75,
L4 11 –
organization of almanacs, newspapers, and periodicals 2 L/S/V 92,
I1,4 13
and how to use those print materials I1 110,
114
1.9 Research and Technology: demonstrate basic
keyboarding skills and familiarity with computer S1 in 14 –
NA* I2 NA*
terminology (e.g., cursor, software, memory, disk drive, L/S/V 16
hard drive)
65,
68,
69,
1.10 Evaluation and Revision: edit and revise selected
81,
drafts to improve coherence and progression by adding, 3 RWW RWW RWW RWW
87,
deleting, consolidating, and rearranging text
93,
99,
103
TOTALS 75

S = Selection
L = Link
FO = Focus On


Suppl.
CST Themes CST
Assess.
Form A
Quest.

2.0 Writing Applications (Genres and Their Characteristics)
Students write compositions that describe and explain
familiar objects, events, and experiences. Student writing NA NA
NA
demonstrates a command of standard American English and
the drafting, research, and organizational strategies outlined
in Writing Standard 1.0.
2.1 Using the writing strategies of grade four outlined in RWW
NA RWW RWW NA NA
Writing Standard 1.0, students: Write narratives: FO
a. Relate ideas, observations, or recollections of an event or
NA RWW RWW RWW NA NA
experience.
b. Provide a context to enable the reader to imagine the
world of the event or experience.
c. Use concrete sensory details. NA RWW RWW RWW NA NA
d. Provide insight into why the selected event or experience
is memorable.
2.2 Write responses to literature: NA S2,3 FO FO NA NA

a. Demonstrate an understanding of the literary work. NA S2,3 NA NA
b. Support judgments through references to both the text and
NA S1 NA NA
prior knowledge.
S1
2.3 Write information reports: NA S1,3 NA NA
RWW
a. Frame a central question about an issue or situation. NA RWW NA NA
b. Include facts and details for focus. NA S2 RWW NA NA
c. Draw from more than one source of information (e.g.,
NA RWW NA NA
speakers, books, newspapers, other media sources).
2.4 Write summaries that contain the main ideas of the reading
NA S3 NA NA
selection and the most significant details.



Themes Suppl.
CST CST
CALIFORNIA CONTENT STANDARDS: LISTENING AND Assess.
# of Rel.
SPEAKING 1 2 3 4 5 6 Form A
Items Quest.
Quest.
1.0 LISTENING AND SPEAKING STRATEGIES Students listen
critically and respond appropriately to oral communication.
They speak in a manner that guides the listener to NA NA NA
understand important ideas by using proper phrasing, pitch,
and modulation.
1.1 Comprehension Ask thoughtful questions and respond to
NA S1,2 S ALL S1,2 S1,3 S2,3 NA NA
relevant questions with appropriate elaboration in oral settings.
1.2 Comprehension Summarize major ideas and supporting
evidence presented in spoken messages and formal NA S2 NA NA
presentations.
1.3 Comprehension Identify how language usages (e.g., sayings,
NA NA NA
expressions) reflect regions and cultures.
1.4 Comprehension Give precise directions and instructions. NA S3 S1 NA NA
1.5 Organization and Delivery of Oral Communication Present
effective introductions and conclusions that guide and inform the NA S3 NA NA
listener’s understanding of important ideas and evidence.
1.6 Organization and Delivery of Oral Communication Use
traditional structures for conveying information (e.g., cause and S3
NA S3,4 S3 S2,3 NA NA
effect, similarity and difference, posing and answering a FO
question).
1.7 Organization and Delivery of Oral Communication Emphasize
points in ways that help the listener or viewer to follow important NA S1,3,4 S3,4 S3 S3,4 S3 NA NA
ideas and concepts.
1.8 Organization and Delivery of Oral Communication Use details,
examples, anecdotes, or experiences to explain or clarify NA FO S2 S1,3 S2 NA NA
information.


Themes Suppl.
CST CST
# of Rel.
SPEAKING 1 2 3 4 5 6 Form A
Items Quest.
Quest.
1.9 Organization and Delivery of Oral Communication Use
S1
volume, pitch, phrasing, pace, modulation, and gestures NA S3 S2,4 NA NA
FO
appropriately to enhance meaning.
1.10 Analysis and Evaluation of Oral Media Communication
Evaluate the role of the media in focusing attention on events and NA S4 NA NA
in forming opinions on issues.
*Standards listed with an “S” are from the Listening/Speaking/Viewing lessons within the Green Strand only.

S = Selection
L = Link
FO = Focus On


Themes Suppl.
CST CST
# of Rel.
SPEAKING Form A
Quest.
2.0 SPEAKING APPLICATIONS (Genres and Their
Characteristics) Students deliver brief recitations and oral
presentations about familiar experiences or interests that are
organized around coherent thesis statement. Students NA NA NA
speaking demonstrates a command of standard American
English and the organizational and delivery strategies
outlined in Listening and Speaking Standard 1.0.
2.1 Make narrative presentations: NA S4 NA NA

a. Relate ideas, observations, or recollections about an event or
NA S4 S1 NA NA
experience.
b. Provide a context that enables the listener to imagine the
NA S4 NA NA
circumstances of the event or experience.
c. Provide insight into why the selected event or experience is
NA S4 NA NA
memorable.
2.2 Make informational presentations: NA S3 S4 S1 NA NA

a. Frame a key question NA S4 S1 NA NA
b. Include facts and details that help listeners to focus. NA S1 NA NA
c. Incorporate more than one source of information (e.g.,
NA S1 NA NA
speakers, books, newspapers, television or radio reports).
2.3 Deliver oral summaries of articles and books that contain the
NA S3 NA NA
main ideas of the event or article and the most significant details.

2.4 Recite brief poems (i.e., two or three stanzas), soliloquies, or
dramatic dialogues, using clear diction, tempo, volume, and NA S1 S2 NA NA
phrasing.
*Standards listed with an “S” are from the Listening/Speaking/Viewing lessons within the Green Strand only.


Riverside Unified School District Grade 4 English Language Arts Standards

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