I can use relative pronouns, relative adverbs, progressive verb tenses, prepositional phrases, homophones, modal auxiliaries, adjectives, and complete sentences.
Reporting Category: Eng 4.1.1
Exceeds Standard 4
In addition to score 3 and 2, the students will transfer learning to more complex content and thinking, including deeper conceptual understanding and applications that go beyond what is explicitly taught in class.
At Standard Proficient 3
I can
A. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). B. Form and use the progressive (e.g., I was walking; I am walking, I will be walking) verb tenses. C. Form and use prepositional phrases.
D. Correctly use frequently confused words (e.g., too, two,; there, their, they're). E: Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
F: Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
G: Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.
Approaching Standard 2
I can
A. Recognize or recall academic vocabulary including: relative pronouns and relative adverbs. Perform basic processes such as:
-Use a relative pronoun and adverb correctly.
B. Recognize or recall academic vocabulary including: progressive verb tenses. Perform basic processes such as:
-Demonstrate by writing and using progressive verb tenses correctly. C. Recognize or recall academic vocabulary including: frequently confused words. Perform basic processes such as:
-Correctly use frequently confused words (e.g., to, too, two, there, their) adjectives. D. Recognize or recall academic vocabulary including: modal auxiliaries.
Perform basic processes such as:
-Can demonstrate using modal auxiliaries (e.g., can, may, must) to convey various conditions. E. Recognize or recall academic vocabulary including: prepositional phrases and prepositions. -Form and use prepositional phrases.
F. Perform basic processes such as:
-Demonstrating the order of adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
G. Recognize or recall academic vocabulary including: complete sentences, run-ons, fragments. Perform basic processes such as:
-Produce complete sentences, recognizing and correcting inappropriate, fragments and run-ons. -Produce simple, compound and complex sentences.
Not at
Standard 1
Grade 4 Proficiency Scale
I can write with capitalization, word usage, punctuation, and spelling.
Reporting Category: Eng 4.1.2
Exceeds
Standard
4
In addition to score 3 and 2, the students will transfer learning to more complex content and thinking,
including deeper conceptual understanding and applications that go beyond what is explicitly
taught in class.
At Standard
Proficient
3
I can demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Approaching
Standard
2
I can recognize or recall academic vocabulary including: capitalization, commas, quotations,
conjunction, spelling.
I can perform basic processes such as
-Use correct capitalization.
-Use commas and quotation marks to mark direct speech and quotations
from a text.
-Use a comma before a coordinating conjunction in a compound sentence.
-Spell grade-appropriate words correctly, consulting references as needed
Not at
Standard
1
I can write for a range of tasks, purposes, and audiences.
Reporting Category: Eng 4.1.3
Exceeds
Standard 4
In addition to score 3 and 2, the students will transfer learning to more complex content and thinking, including deeper conceptual understanding and applications that go beyond what is explicitly taught in class.
At Standard
Proficient 3
I can
A. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. B. Write informative/explanatory texts to examine a topic, and convey
ideas and information clearly.
C. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details and clear event sequences.
Approaching
Standard 2
I can
A. Recognize or recall academic vocabulary including: Opinion Perform basic processes such as
-Introduce the topic or text they are writing about, state an opinion, and create an organizational structure in which related idea are
grouped to support the writer’s purpose.
-Provide reasons that are supported by the facts and details.
-Link opinion and reasons using words and phrases (e.g., for instance,in order to, in addition) to connect opinion and reasons.
-Provide a concluding statement or section related to the opinion presented. B. Recognize or recall academic vocabulary including: Informative/Explanatory Perform basic processes such as
-Introduce a topic and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations and multimedia when useful to aiding comprehension.
-Develop the topic with facts, definitions, concrete details, quotations or other information and examples related to the topic.
-Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
-Use precise language and domain-specific vocabulary to inform about or explain the topic.
-Provide a concluding statement or section related to the information or explanation presented.
C. Recognize or recall academic vocabulary including: Narrative Perform basic processes such as
-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds
naturally.
-Use dialogue and descriptions to develop experiences and events or show the response of characters to situations.
-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 -Provide a conclusion that follows from the narrated experiences or events.
Not at
Standard 1
