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NJ.L.4.Progress Indicators for Language
Progress Indicators for Language
Conventions of Standard EnglishL.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.4.1.D. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).Quiz, Flash Cards, Worksheet, Game & Study Guide Adjectives Quiz, Flash Cards, Worksheet, Game & Study Guide Vocabulary Quiz, Flash Cards, Worksheet, Game & Study Guide Vocabulary
L.4.1.E. Form and use prepositional phrases.
L.4.1.F. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.Quiz, Flash Cards, Worksheet, Game Grammar
L.4.1.G. Correctly use frequently confused words (e.g., to, too, two; there, their).
L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.4.2.A. Use correct capitalization.
L.4.2.B. Use commas and quotation marks to mark direct speech and quotations from a text.
L.4.2.D. Spell grade-appropriate words correctly, consulting references as needed.
Knowledge of LanguageL.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.4.3.A. Choose words and phrases to convey ideas precisely.
L.4.3.B. Choose punctuation for effect.
L.4.3.C. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
Vocabulary Acquisition and UseL.4.4. 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.L.4.4.A. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.Quiz, Flash Cards, Worksheet, Game & Study Guide Vocabulary Quiz, Flash Cards, Worksheet, Game & Study Guide Vocabulary
L.4.4.B. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).Quiz, Flash Cards, Worksheet, Game & Study Guide Root Words
L.4.4.C. 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.
L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.4.5.A. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
L.4.5.C. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).Quiz, Flash Cards, Worksheet, Game & Study Guide Antonyms Quiz, Flash Cards, Worksheet, Game & Study Guide Synonyms Quiz, Flash Cards, Worksheet, Game & Study Guide Vocabulary Quiz, Flash Cards, Worksheet, Game & Study Guide Vocabulary
L.4.6. 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 basic to a particular topic (e.g
NJ.RF.4.Progress Indicators for Reading Foundation Skills
Progress Indicators for Reading Foundation Skills
Phonics and Word RecognitionRF.4.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words.RF.4.3.A. 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.Quiz, Flash Cards, Worksheet, Game Phonics Quiz, Flash Cards, Worksheet, Game & Study Guide Root Words
FluencyRF.4.4. Read with sufficient accuracy and fluency to support comprehension.RF.4.4.B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.Quiz, Flash Cards, Worksheet, Game Genre Quiz, Flash Cards, Worksheet, Game Genre
RF.4.4.C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.Quiz, Flash Cards, Worksheet, Game & Study Guide Vocabulary Quiz, Flash Cards, Worksheet, Game & Study Guide Vocabulary
NJ.RI.4.Progress Indicators for Informational Text
Progress Indicators for Informational Text
Key Ideas and DetailsRI.4.1. Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.Quiz, Flash Cards, Worksheet, Game & Study Guide Inference
RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.Quiz, Flash Cards, Worksheet, Game & Study Guide Main Idea Quiz, Flash Cards, Worksheet, Game & Study Guide Summarize Quiz, Flash Cards, Worksheet, Game & Study Guide Summarizing
RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Craft and StructureRI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
RI.4.5. 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.
Integration of Knowledge and IdeasRI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it a
RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.
RI.4.9. Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably.Quiz, Flash Cards, Worksheet, Game Genre Quiz, Flash Cards, Worksheet, Game Genre
NJ.RL.4.Progress Indicators for Reading Literature
Progress Indicators for Reading Literature
Key Ideas and DetailsRL.4.1. Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.Quiz, Flash Cards, Worksheet, Game & Study Guide Inference
RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.Quiz, Flash Cards, Worksheet, Game & Study Guide Summarize Quiz, Flash Cards, Worksheet, Game & Study Guide Summarizing
RL.4.3. 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).
Range of Reading and Complexity of TextRL.4.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.Quiz, Flash Cards, Worksheet, Game Genre Quiz, Flash Cards, Worksheet, Game Genre
Craft and StructureRL.4.5. 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 Quiz, Flash Cards, Worksheet, Game Genre Quiz, Flash Cards, Worksheet, Game Genre
RL.4.6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
Integration of Knowledge and IdeasRL.4.7. Make connections between specific descriptions and directions in a text and a visual or oral representation of the text.
RL.4.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.Quiz, Flash Cards, Worksheet, Game Genre Quiz, Flash Cards, Worksheet, Game Genre
NJ.W.4.Progress Indicators for Writing
Progress Indicators for Writing
Text Types and PurposesW.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.W.4.1.A. 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.
W.4.1.C. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.4.2.A. 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.
W.4.2.B. Develop the topic with facts, definitions, concrete details, text evidence, or other information and examples related to the topic.
W.4.2.C. Link ideas within paragraphs and sections of information using words and phrases (e.g., another, for example, also, because).
W.4.2.D. Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.4.2.E. Provide a conclusion related to the information or explanation presented.
W.4.3. Write narratives to develop real or imagined experiences or events using narrative technique, descriptive details, and clear event sequences.W.4.3.A. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.4.3.B. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
W.4.3.C. Use a variety of transitional words and phrases to manage the sequence of events.
W.4.3.D. Use concrete words and phrases and sensory details to convey experiences and events precisely.
W.4.3.E. Provide a conclusion that follows from the narrated experiences or events.
Range of WritingW.4.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Production and Distribution of WritingW.4.4. 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 above.)
W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Research to Build and Present KnowledgeW.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.8. 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.
W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.W.4.9.A. 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].”).
W.4.9.B. 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”).