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What's New: English Language Arts Worksheets and Study Guides

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Alphabetizing First Grade English Language Arts
Alphabetizing First Grade English Language Arts
Summarize Fifth Grade English Language Arts
Plot Features Fifth Grade English Language Arts
Genre Characteristics Fifth Grade English Language Arts
Punctuation/Capitalization Fifth Grade English Language Arts

Oklahoma Standards for Fourth Grade English Language Arts

OK.4.R. Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety texts.

4.R.1: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase vocabulary.

4.R.1:1. Words in Context - Use context clues (the meaning of the text around a word) to distinguish and interpret the meaning of multiple meaning words as well as other unfamiliar words.
4.R.1:2. Affixes, Roots, and Derivatives
4.R.1:2.a. Interpret new words by analyzing the meaning of prefixes and suffixes.
4.R.1:2.b. Use knowledge of root words (e.g., snow, snowbound, snowdrift) and word parts (therm = heat) derived from Greek and Latin to analyze the meaning of complex words (thermometer).
4.R.1:3. Synonyms, Antonyms, and Homonyms/Homophones - Apply knowledge of fourth grade level synonyms, antonyms, homonyms/homophones, multiple meaning words, and idioms to determine the meanings of words and phrases.
4.R.1:4. Using Resource Materials
4.R.1:4.a. Use a thesaurus to determine related words and concepts.
4.R.1:4.b. Determine the meanings and pronunciations of unknown words by using a glossary and/or dictionary.

4.R.3: Comprehension/Critical Literacy - The student will interact with the words and concepts in a text to construct an appropriate meaning.

4.R.3:1. Literal Understanding
4.R.3:1.a. Use prereading strategies independently to preview, activate prior knowledge, predict content of text, formulate questions that might be answered in the text, establish and adjust purposes for reading (e.g., to find out, to understand, to enjoy, to solve problems).
4.R.3:1.b. Read and comprehend poetry, fiction, and nonfiction that is appropriately designed for fourth grade.
4.R.3:2. Inferences and Interpretation
4.R.3:2.a. Use prior knowledge and experience to make inferences and support them with information presented in text.
4.R.3:2.b. Make interpretations and draw conclusions from fiction and nonfiction text beyond personal experience.
4.R.3:2.c. Make inferences and draw conclusions about characters' qualities and actions (i.e., based on knowledge of plot, setting, characters' motives, characters' appearances, and other characters' responses to a character).
4.R.3:3. Summary and Generalization
4.R.3:3.a. Paraphrase by recognizing main ideas, key concepts, key actions, and supporting details in fiction and nonfiction to recall, inform, or organize ideas.
4.R.3:3.b. Support ideas, arguments, and generalizations by reference to evidence in the text.
4.R.3:4. Analysis and Evaluation
4.R.3:4.c. Identify fact/opinion and cause and effect in various texts.
4.R.3:4.d. Analyze and explain the causes, motivations, sequences, and results of events from a text.
4.R.3:5. Monitoring and Correction Strategies
4.R.3:5.b. Predict, monitor, and check for understanding using semantic, syntactic, and graphophonic cues.

4.R.4: Literature - The student will read to construct meaning and respond to a wide variety of literary forms.

4.R.4:1. Literary Genres - Demonstrate knowledge of and appreciation for various forms (genres) of literature.
4.R.4:1.a. Identify the defining characteristics of a variety of literary genres and forms (e.g. contemporary realistic fiction, historical fiction, nonfiction, modern fantasy, poetry, drama, legends, myths, biography, autobiographies, and traditional stories such as fairy tales and fables).
4.R.4:2. Literary Elements - Demonstrate knowledge of literary elements and techniques and how they affect the development of a literary work.
4.R.4:2.a. Identify the main events of the plot, including their causes and effects of each event on future actions, and the major theme from the story.
4.R.4:2.b. Identify the purposes of different types of texts (e.g., to inform, to explain, to entertain).
4.R.4:2.d. Use knowledge of the situation, setting, a character's traits, motivations, and feelings to determine the causes for that character's actions.
4.R.4:3. Figurative Language and Sound Devices - The student will identify figurative language and sound devices in writing and how they affect the development of a literary work.
4.R.4:3.a. Interpret poetry and recognize poetic styles (e.g., rhymed, free verse, and patterned ).
4.R.4:3.b. Define figurative language, such as similes, metaphors, hyperboles, or personification, and identify its use in literary works.
4.R.4:4. Literary Works - The student will read and respond to historically and culturally significant works of literature, compare and contrast story elements from tales of different cultures (e.g., compare/contrast adventures of character types, setting, theme).

4.R.5: Research and Information - The student will conduct research and organize information.

4.R.5:1. Accessing Information - Select the best source for a given purpose.
4.R.5:1.a. Understand the organization of and access information from a variety of sources including dictionaries, encyclopedias, atlases, almanacs, tables of contents, glossaries, and indexes.
4.R.5:1.b. Identify key words to be used in searching for resources and information.
4.R.5:1.c. Cite information sources appropriately.
4.R.5:1.d. Use text formats and organization as an aid in constructing meaning from nonfiction (expository) text (e.g., heading, subheading, bold print, and italics).
4.R.5:1.e. Locate information in reference texts by using organizational features, such as prefaces and appendixes.

OK.4.V. Visual Literacy: The student will interpret, evaluate, and compose visual messages.

4.V.2: Evaluate Media - The student will evaluate visual and electronic media, such as film, as compared with print messages.

4.V.2:1. Interpret and describe important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations.

OK.4.W. Writing/grammar/usage and mechanics - The student will express ideas effectively in written modes for a variety of purposes and audiences.

4.W.1: Writing Process - The student will use the writing process to write coherently.

4.W.1:1. Use a variety of prewriting activities such as brainstorming, clustering, illustrating, webbing, and using graphic organizers.
4.W.1:2. Understand and demonstrate familiarity with writing process/format of beginning, middle, and ending.
4.W.1:5. Write one or more drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs in to longer text.
4.W.1:6. Revise selected drafts by adding, elaborating, deleting, combining, and rearranging text.
4.W.1:7. Edit/proofread drafts, using standard editing marks, to ensure standard usage, mechanics, spelling, and varied sentence structure.

4.W.2: Modes and Forms of Writing. Communicate through a variety of written forms, for various purposes, and to a specific audience or person.

4.W.2:1. Communicate through a variety of written modes and for various audiences to inform, persuade, entertain, and reflect.
4.W.2:2. Write narrative, creative, descriptive, expository, and persuasive paragraphs and longer compositions that:
4.W.2:2.a. Have topic sentences.
4.W.2:2.b. Use concrete sensory supporting details.
4.W.2:2.c. Provide a context to allow the reader to imagine the event.
4.W.2:2.d. Support a logical conclusion.
4.W.2:3. Write creative stories and poems using figurative language (alliteration, personification, simile, and metaphor) and varied word choice to make writing interesting and engaging to audience.
4.W.2:4. Write personal, and formal letters, thank-you notes, and invitations including, the date, greeting, body, closing, and signature.
4.W.2:5. Write informational pieces with multiple paragraphs that:
4.W.2:5.a. Provide an introductory paragraph that asks a central question about an idea or issue.
4.W.2:5.b. Establish and support a central theme or idea with a topic sentence.
4.W.2:5.c. Include supporting paragraphs with simple facts, details, and explanations for focus.
4.W.2:5.d. Present important ideas and events in sequence, chronological order, or order of importance.
4.W.2:5.e. Provide details and transitions to link paragraphs.
4.W.2:5.f. Conclude with a paragraph that summarizes the points.
4.W.2:5.g. Use correct indention at the beginning of paragraphs and to indicate dialogue.
4.W.2:5.h. Use more than one source of information, including speakers, books, newspapers, media sources, and online information citing source title, author, and page numbers, if applicable.
4.W.2:6. Write responses to literature that:
4.W.2:6.b. Support judgments by referring to both the text and prior knowledge.

4.W.3: Grammar/Usage and Mechanics - The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing.

4.W.3:1. Grammar/Usage: Students are expected to recognize and use nouns, pronouns, verbs, adjectives, adverbs, contractions, and conjunctions correctly in their writing.
4.W.3:1.a. Singular, plural, and possessive forms of nouns
4.W.3:1.b. Common and proper nouns
4.W.3:1.d. Subject, direct object, and object of prepositions
4.W.3:1.e. Present, past, future, past participle, and present perfect verbs tense
4.W.3:1.f. Regular, irregular, and auxiliary (helping) verbs
4.W.3:1.g. Simple and complete predicate
4.W.3:1.h. Positive, comparative, and superlative adjectives
4.W.3:1.i. Time, place, manner, and degree adverbs
4.W.3:1.j. Comparative forms of adverbs
4.W.3:1.k. Coordinating and correlating conjunctions
4.W.3:1.m. Prepositional and participial phrases
4.W.3:1.n. Subject-verb agreement
4.W.3:2. Mechanics: Students are expected to demonstrate appropriate language mechanics in writing.
4.W.3:2.a. Correctly capitalize the first word of a sentence, the pronoun ''I,'' geographical names, holidays, dates, proper nouns, book titles, titles of respect, sentences, and quotations.
4.W.3:2.b. Capitalize correctly familial relations, proper adjectives, and conventions of letter writing.
4.W.3:3. Punctuation: Students are expected to demonstrate appropriate punctuation in writing.
4.W.3:3.b. Quotation marks
4.W.3:3.c. Terminal punctuation
4.W.3:3.d. Punctuation in common abbreviations and after an initial
4.W.3:3.e. Apostrophes in contractions and possessives
4.W.3:3.f. Commas
4.W.3:4. Sentence Structure: The student will demonstrate appropriate sentence structure in writing.
4.W.3:4.b. Create interesting declarative, imperative, interrogative, and exclamatory sentences using words that describe, explain, or provide additional details and connections, such as adjectives, adverbs, appositives, participial phrases, direct objects, prepositional phrases, and conjunctions.
4.W.3:4.c. Correct sentence fragments and run-ons.
4.W.3:5. Spelling: Students are expected to demonstrate appropriate application of spelling knowledge to the revising and editing stages of writing.
4.W.3:5.a. Spell correctly roots, inflections (e.g., -s/es, -ing, -ly, -er), suffixes (e.g., -ment, -ness, -able, -sion, -tion), and prefixes (e.g., dis-, in-, un-, re-, mis-, pre-).
4.W.3:5.b. Spell homophones correctly according to usage (e.g., to, too, two; there, their, they're).
4.W.3:5.c. Use more complex patterns in producing conventional spellings (e.g., ought = brought, fought; urse = nurse, purse).
4.W.3:5.d. Use word reference materials including glossary, dictionary, and technology to check correct spelling.

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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