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  • English Language Arts and Reading
  • Grade 4
  • Response skills

English Language Arts and Reading.4.7.B

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The student is expected to

write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;

A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”

  • Overview
  • Alignments
  • Resources
Detailed Alignment 

ENGLISH LANGUAGE ARTS AND READING.4.7.B — Vertical Alignment

Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.

Previous grade
ELA.K.6.B

provide an oral, pictorial, or written response to a text;

ELA.1.7.B

write brief comments on literary or informational texts;

ELA.2.7.B

write brief comments on literary or informational texts that demonstrate an understanding of the text;

ELA.3.7.B

write a response to a literary or informational text that demonstrates an understanding of a text;

ELA.4.7.B

write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;

ELA.5.7.B

write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;

ELA.6.6.B

write responses that demonstrate understanding of texts, including comparing sources within and across genres;

ELA.7.6.B

write responses that demonstrate understanding of texts, including comparing sources within and across genres;

ELA.8.6.B

write responses that demonstrate understanding of texts, including comparing sources within and across genres;

ELA.E1.5.B
write responses that demonstrate understanding of texts, including comparing texts within and across genres;
ELA.E2.5.B
write responses that demonstrate understanding of texts, including comparing texts within and across genres;
ELA.E3.5.B
write responses that demonstrate analysis of texts, including comparing texts within and across genres;
ELA.E4.5.B
write responses that demonstrate analysis of texts, including comparing texts within and across genres;
Next grade

ENGLISH LANGUAGE ARTS AND READING.4.7.B — Breakout of skills

Breakouts are the component parts that make up a student expectation. A breakout shows a distinct concept a student should know or a distinct skill that a student should be able to demonstrate.

The student is expected to
write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources

ENGLISH LANGUAGE ARTS AND READING.4.7.B — Focal Points

Oral and Written Expression

Students develop and sustain oral and written language skills to communicate their ideas effectively using appropriate language conventions. Students consider audience and purpose while applying appropriate genre characteristics and craft and determining the appropriate mode of delivery.

ELA.4.1.A

listen actively, ask relevant questions to clarify information, and make pertinent comments;

ELA.4.1.B

follow, restate, and give oral instructions that involve a series of related sequences of action;

ELA.4.1.C

express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively; and

ELA.4.2.B.i

spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

ELA.4.2.B.ii

spelling homophones;

ELA.4.2.B.iii

spelling multisyllabic words with multiple sound-spelling patterns;

ELA.4.2.B.iv

spelling words using advanced knowledge of syllable division patterns;

ELA.4.2.B.v

spelling words using knowledge of prefixes; and

ELA.4.2.B.vi

spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and

ELA.4.3.C

determine the meaning of and use words with affixes such as mis-, sub-, -ment, and -ity/ty and roots such as auto, graph, and meter; and

ELA.4.3.D

identify, use, and explain the meaning of homophones such as reign/rain.

ELA.4.7.A

describe personal connections to a variety of sources, including self-selected texts;

ELA.4.7.B

write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;

ELA.4.7.C

use text evidence to support an appropriate response;

ELA.4.7.D

retell, paraphrase, or summarize texts in ways that maintain meaning and logical order;

ELA.4.7.E

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

ELA.4.7.F

respond using newly acquired vocabulary as appropriate; and

ELA.4.7.G

discuss specific ideas in the text that are important to the meaning.

ELA.4.9.A

demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, legends, myths, and tall tales;

ELA.4.9.B

explain figurative language such as simile, metaphor, and personification that the poet uses to create images;

ELA.4.9.C

explain structure in drama such as character tags, acts, scenes, and stage directions;

ELA.4.9.D.i

the central idea with supporting evidence;

ELA.4.9.D.ii

features such as pronunciation guides and diagrams to support understanding; and

ELA.4.9.D.iii

organizational patterns such as compare and contrast;

ELA.4.9.E.i

identifying the claim;

ELA.4.9.E.ii

explaining how the author has used facts for an argument; and

ELA.4.9.E.iii

identifying the intended audience or reader; and

ELA.4.9.F

recognize characteristics of multimodal and digital texts.

ELA.4.10.A

explain the author's purpose and message within a text;

ELA.4.10.B

explain how the use of text structure contributes to the author's purpose;

ELA.4.10.C

analyze the author's use of print and graphic features to achieve specific purposes;

ELA.4.10.D

describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices such as alliteration and assonance achieves specific purposes;

ELA.4.10.E

identify and understand the use of literary devices, including first- or third-person point of view;

ELA.4.10.F

discuss how the author's use of language contributes to voice; and

ELA.4.10.G

identify and explain the use of anecdote.

ELA.4.11.A

plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;

ELA.4.11.B.i

organizing with purposeful structure, including an introduction, transitions, and a conclusion; and

ELA.4.11.B.ii

developing an engaging idea with relevant details;

ELA.4.11.C

revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;

ELA.4.11.D.i

complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;

ELA.4.11.D.ii

past tense of irregular verbs;

ELA.4.11.D.iii

singular, plural, common, and proper nouns;

ELA.4.11.D.iv

adjectives, including their comparative and superlative forms;

ELA.4.11.D.v

adverbs that convey frequency and adverbs that convey degree;

ELA.4.11.D.vi

prepositions and prepositional phrases;

ELA.4.11.D.vii

pronouns, including reflexive;

ELA.4.11.D.viii

coordinating conjunctions to form compound subjects, predicates, and sentences;

ELA.4.11.D.ix

capitalization of historical periods, events, and documents; titles of books; stories and essays; and languages, races, and nationalities;

ELA.4.11.D.x

punctuation marks, including apostrophes in possessives, commas in compound sentences, and quotation marks in dialogue; and

ELA.4.11.D.xi

correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and

ELA.4.11.E

publish written work for appropriate audiences.

ELA.4.12.A

compose literary texts such as personal narratives and poetry using genre characteristics and craft;

ELA.4.12.B

compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;

ELA.4.12.C

compose argumentative texts, including opinion essays, using genre characteristics and craft; and

ELA.4.12.D

compose correspondence that requests information.

ELA.4.13.A

generate and clarify questions on a topic for formal and informal inquiry;

ELA.4.13.B

develop and follow a research plan with adult assistance;

ELA.4.13.C

identify and gather relevant information from a variety of sources;

ELA.4.13.D

identify primary and secondary sources;

ELA.4.13.E

demonstrate understanding of information gathered;

ELA.4.13.F

recognize the difference between paraphrasing and plagiarism when using source materials;

ELA.4.13.G

develop a bibliography; and

ELA.4.13.H

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

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