ELA21.4.LF.F.R
Reception
Reception
ELA21.4.LF.F.R
ELA21.4.LF.F.R.R
Reading
Reading
ELA21.4.6
Read grade-level text orally with appropriate pauses, phrasing, stress, intonation, rate, and integration to support comprehension.
Read grade-level text orally with appropriate pauses, phrasing, stress, intonation, rate, and integration to support comprehension.
Unpacked Content
Knowledge
Students know:
- Fluent readers include pauses at appropriate times, link spoken words together in phrases, stress the correct syllables and words in sentences, and use changes in voice tone to convey meaning.
- Oral reading must occur at a rate (speed) to integrate meaning and support comprehension.
Skills
Students are able to:
- Demonstrate oral reading with appropriate pauses, phrasing, stress, and intonation.
Understanding
Students understand that:
- To comprehend text that they read aloud, they must read at an appropriate speed, and include pauses, phrasing, stress, and intonation as indicated by the text.
Vocabulary
- Pauses
- Intonation
- Integration
- Stress
- Phrasing
- Rate
- Comprehension
ELA21.4.7
Read words with irregular and regular spelling patterns accurately and automatically.
Read words with irregular and regular spelling patterns accurately and automatically.
Unpacked Content
Knowledge
Students know:
- Regular and irregular spelling patterns.
- Accurately means reading without mistakes, and automatically means knowing the words immediately without sounding them out.
Skills
Students are able to:
- Read words with regular and irregular spelling patterns quickly and correctly.
Understanding
Students understand that:
- Knowing spelling patterns that are common in the English language will help them read words quickly and correctly.
Vocabulary
- Irregular spelling pattern
- Regular spelling pattern
- Accurately
- Automatically
ELA21.4.LF.F.E
Expression
Expression
ELA21.4.LF.F.E.W
Writing
Writing
ELA21.4.8
Write routinely and independently in response to text.
Write routinely and independently in response to text.
Unpacked Content
Knowledge
Student know:
- Routinely means on a consistent basis, and independently means without help from others.
- Writing skills.
Skills
Students are able to:
- Respond to text in writing on a consistent basis without support from others.
Understanding
Students understand that:
- To demonstrate comprehension of text, they can construct a written response.
Vocabulary
- Routinely
- Independently
ELA21.4.LF.V
Vocabulary
Vocabulary
ELA21.4.9
Accurately interpret general academic and domain-specific words and phrases.
Accurately interpret general academic and domain-specific words and phrases.
Unpacked Content
Knowledge
Students know:
- Academic vocabulary is language that is more formal than spoken language.
- Domain-specific vocabulary refers to words that are used specifically in school subject areas, like math, science, and social studies.
Skills
Students are able to:
- Correctly identify the meaning of general academic and domain-specific words and phrases.
Understanding
Students understand that:
- There are multiple strategies they can use to interpret the meaning of academic and domain-specific vocabulary, including using context clues in the text, their background knowledge, the morphological structure of the word, and outside resources.
Vocabulary
- Interpret
- General academic vocabulary
- Domain-specific vocabulary
ELA21.4.LF.V.R
Reception
Reception
ELA21.4.LF.V.R.R
Reading
Reading
ELA21.4.10
Interpret words and phrases, including figurative language, as they are used in a text.
Interpret words and phrases, including figurative language, as they are used in a text.
Unpacked Content
Knowledge
Students know:
- Strategies to identify word meaning in context.
- Figurative language is a creative way to use words and phrases beyond their literal definition to explain or describe something.
Skills
Students are able to:
- Explain the meaning of words and phrases that are specific to the text.
Understanding
Students understand that:
- Words and phrases, including figurative language, can have different meanings in different texts.
Vocabulary
- Interpret
- Figurative language
ELA21.4.10a
Explain how specific word choices shape meaning or tone.
Explain how specific word choices shape meaning or tone.
Unpacked Content
Knowledge
- Words have nuanced shades of meaning.
- Authors choose to use specific words to convey intended meaning and create tone in the text.
Skills
- Explain how the specific word choices of an author create meaning and indicate tone in the text.
Understanding
- Words can determine the tone of the text and contribute to text meaning.
Vocabulary
- Word choice
- Meaning
- Tone
ELA21.4.10b
Explain how figurative language contributes to the meaning of text, including simile, metaphor, alliteration, personification, hyperbole, and idioms.
Explain how figurative language contributes to the meaning of text, including simile, metaphor, alliteration, personification, hyperbole, and idioms.
Unpacked Content
Knowledge
- Figurative language is a creative way to use words and phrases beyond their literal definition to explain or describe something.
- Examples of figurative language include similes, metaphors, alliteration, personification, hyperbole, and idioms.
Skills
- Identify examples of similes, metaphors, alliteration, personification, hyperbole, and idioms in text.
- Explain how figurative language contributes to the meaning of the text.
Understanding
- Figurative language carries meaning other than the literal meaning of the words or phrases, and authors choose to include figurative language in text to enhance the text's meaning.
Vocabulary
- Figurative language
- Simile
- Metaphor
- Alliteration
- Personification
- Hyperbole
- Idiom
ELA21.4.10c
Use the relationships between synonyms, antonyms, and homographs to increase understanding of word meanings.
Use the relationships between synonyms, antonyms, and homographs to increase understanding of word meanings.
Unpacked Content
Knowledge
- Words with opposite meanings are antonyms, and words with similar meanings are synonyms.
- Homographs are words that are spelled the same, but not necessarily pronounced the same and have different meanings and origins.
Skills
- Use synonyms, antonyms, and homographs to interpret word meaning.
Understanding
- The relationships between words can be used to increase vocabulary knowledge.
Vocabulary
- Synonym
- Antonym
- Homograph
ELA21.4.LF.V.E
Expression
Expression
ELA21.4.LF.V.E.W
Writing
Writing
ELA21.4.11
Use commonly misused words correctly in writing.
COS Examples
Examples: accept/except; effect/affect; racket/racquet; its/it’s; your/you’re; our/are; quiet/quit/quite
Use commonly misused words correctly in writing.
COS Examples
Examples: accept/except; effect/affect; racket/racquet; its/it’s; your/you’re; our/are; quiet/quit/quite
Unpacked Content
Knowledge
Students know:
- Words must be used correctly in writing to convey the intended message.
Skills
Students are able to:
- Correctly write commonly misused words, such as accept/except; effect/affect; racket/racquet; its/it's; your/you're; our/are; quiet/quit/quite.
Understanding
Students understand that:
- It is important to use the correct spellings and forms of words in their writing to clearly communicate their ideas.
Vocabulary
- Commonly misused words
ELA21.4.LF.V.E.S
Speaking
Speaking
ELA21.4.12
Consult reference materials to find the pronunciation of unknown words and phrases.
Consult reference materials to find the pronunciation of unknown words and phrases.
Unpacked Content
Knowledge
Students know:
- Reference materials, such as dictionaries, can be used to find the proper pronunciations of unknown words and phrases.
Skills
Students are able to:
- Use reference materials to identify correct pronunciations of words and phrases.
Understanding
Students understand that:
- They have tools to help them determine the correct pronunciation of unknown words and phrases.
Vocabulary
- Reference materials
- Pronunciation
ELA21.4.13
Use grade-appropriate general academic and domain-specific words and phrases in presentations and discussions.
Use grade-appropriate general academic and domain-specific words and phrases in presentations and discussions.
Unpacked Content
Knowledge
Students know:
- Academic vocabulary is language that is more formal than spoken language.
- Domain-specific vocabulary refers to words that are used specifically in school subject areas, like math, science, and social studies.
- Academic, domain-specific vocabulary should be used in school for presentations and discussions.
Skills
Students are able to:
- Use academic and domain-specific words in speech.
Understanding
Students understand that:
- It is important to use academic, domain-specific vocabulary in formal settings, like school discussions and presentations.
Vocabulary
- Academic vocabulary
- Domain-specific vocabulary
- Presentations
- Discussions
ELA21.4.LF.C
Comprehension
Comprehension
ELA21.4.14
Demonstrate comprehension of literary and informational text by utilizing its content when discussing or writing in response to the text.
Demonstrate comprehension of literary and informational text by utilizing its content when discussing or writing in response to the text.
Unpacked Content
Knowledge
Students know:
- Comprehension of text can be demonstrated by referring to the text in discussions or written responses.
- Informational text is nonfiction text, and literary text is fictional.
Skills
Students are able to:
- Demonstrate understanding of literary and informational text by referring to the text in discussions.
- Demonstrate understanding of literary and informational text by referring to the text in written responses.
Understanding
Students understand that:
- They can show that they understood literary and informational text by discussing or writing about specific content from the text.
Vocabulary
- Comprehension
- Literary text
- Informational text
- Discussing
- Writing
- Response
ELA21.4.LF.C.R
Reception
Reception
ELA21.4.LF.C.R.R
Reading
Reading
ELA21.4.15
Analyze in depth a character, setting, or event in a story or drama, drawing on specific details in the text.
Analyze in depth a character, setting, or event in a story or drama, drawing on specific details in the text.
Unpacked Content
Knowledge
Students know:
- Characters are any person, animal, or figure that affect the events of the story.
- Setting is when and where a story takes place.
- Events are situations that are described in the story.
- A drama is a story with dialogue that can be read by different people.
- Details in the text provide information about the characters, setting, and events.
Skills
Students are able to:
- Use specific details from the text to explain attributes of the characters, setting, or event in a story or drama.
Understanding
Students understand that:
- They can explain details about characters, settings, and events in a story or drama by using evidence from the text.
Vocabulary
- Analyze
- Character
- Setting
- Event
- Story
- Drama
- Specific details
ELA21.4.15a
Identify and explain attitudes and influences of multiple characters within a text.
Identify and explain attitudes and influences of multiple characters within a text.
Unpacked Content
Knowledge
- Characters are any person, animal, or figure that affect the events of the story.
- Characters in text are described as having certain attributes, like attitude.
- Characters in text can be influenced by other characters or events in the text.
Skills
- Identify attitudes and influences of multiple characters within a text.
- Explain the reasoning behind characters' attitudes and influences.
Understanding
- There are influences that affect characters' behavior and attitude in a text.
Vocabulary
- Attitude
- Influence
- Characters
ELA21.4.15b
Explain how the main character changes throughout the story, using explicit evidence from the text.
Explain how the main character changes throughout the story, using explicit evidence from the text.
Unpacked Content
Knowledge
- The main character is the focus of the plot and often displays changes in attitude or beliefs during the story.
- Explicit evidence refers to direct quotations from the text.
Skills
- Identify the main character in a story.
- Use explicit evidence from text to explain how the main character changed in the story.
Understanding
- A story usually focuses on one main character who changes throughout the text.
- Their explanations can be supported with direct quotations from the text.
Vocabulary
- Main character
- Explicit evidence
ELA21.4.15c
Make an inference about a character’s behavior, the setting, and/or specific events, using explicit details from the story.
Make an inference about a character’s behavior, the setting, and/or specific events, using explicit details from the story.
Unpacked Content
Knowledge
- Making an inference requires using observation and background knowledge to reach a logical conclusion.
- Inferences can be drawn by using information from the text.
Skills
- Use explicit details from a story to support inferences about a character's behavior, the story's setting, and/or specific events.
Understanding
- Making an inference requires them to use information from the text and their background knowledge to draw conclusions about characters, settings, and events in a story.
Vocabulary
- Inference
- Character
- Behavior
- Setting
- Specific events
- Explicit details
ELA21.4.16
Describe how authors use literary devices and text features to convey meaning in prose, poetry, and drama.
Describe how authors use literary devices and text features to convey meaning in prose, poetry, and drama.
Unpacked Content
Knowledge
Students know:
- Literary devices are language that carries meaning other than the literal meaning of the words or phrases.
- Text features are items other than the main text that provide additional or clarifying information about details in a text.
- Poetry is a genre of text that uses distinctive style and rhythm to aid in the expression of feelings, while prose is written in ordinary language.
- A drama is a story with dialogue that can be read by different people.
Skills
Students are able to:
- Describe how literary devices and text features convey meaning in prose, poetry, and drama.
Understanding
Students understand that:
- Authors use literary devices and text features to further explain and enhance specific details in prose, poetry, and drama.
Vocabulary
- Literary devices
- Text features
- Prose
- Poetry
- Drama
ELA21.4.16a
Identify clues in the text to recognize implicit meanings.
Identify clues in the text to recognize implicit meanings.
Unpacked Content
Knowledge
- An implicit meaning is not directly stated in the text, it is implied or suggested.
- Authors often provide clues about their intended implicit meaning of the text.
Skills
- Identify text clues that could be used to determine the implicit meaning of the text.
Understanding
- Sometimes authors will not state their intended message in the text, so they must use clues to draw a conclusion about the implicit meaning of the text.
Vocabulary
- Clues
- Implicit meanings
ELA21.4.16b
Apply prior knowledge to textual clues to draw conclusions about the author’s meaning.
Apply prior knowledge to textual clues to draw conclusions about the author’s meaning.
Unpacked Content
Knowledge
- A reader's background knowledge can be used to draw conclusions about the meaning of the text.
Skills
- Use their prior knowledge and text clues to draw conclusions about an author's meaning.
Understanding
- Their background knowledge can be combined with clues from the text to make inferences about the author's intended meaning.
Vocabulary
- Prior knowledge
- Textual clues
- Draw conclusions
ELA21.4.16c
Make an inference about the meaning of a text and support it with textual evidence.
Make an inference about the meaning of a text and support it with textual evidence.
Unpacked Content
Knowledge
- Making an inference requires using observation and background knowledge to reach a logical conclusion.
- Inferences can be drawn by using information from the text.
Skills
- Make inferences about text meaning and use text evidence to support their thinking.
Understanding
- Making an inference requires them to use information from the text and their background knowledge to draw logical conclusions, that are supported with evidence from the text.
Vocabulary
- Inference Textual evidence
ELA21.4.17
Identify the narrator’s point of view in a literary text and explain how it differs from a character’s perspective.
Identify the narrator’s point of view in a literary text and explain how it differs from a character’s perspective.
Unpacked Content
Knowledge
Students know:
- A narrator is the speaker who is telling the story.
- Different characters in a story can have different perspectives, or viewpoints.
Skills
Students are able to:
- Identify the narrator's point of view in a literary text.
- Explain how the narrator's point of view is different from a character's perspective.
Understanding
Students understand that:
- Narrators and characters can have different points of view and perspectives within the same story.
Vocabulary
- Narrator
- Point of view
- Literary text
- Perspective
ELA21.4.17a
Explain the difference between first person and third person narration, including omniscient and third person limited.
Explain the difference between first person and third person narration, including omniscient and third person limited.
Unpacked Content
Knowledge
- The features of different narration styles, including first person, third person omniscient, and third person limited.
- Pronouns used by the author can indicate the narrator's point of view.
Skills
- Explain how first person, third person, omniscient and third person limited narration styles differ in literary texts.
Understanding
- In first person narration the narrator is a character in the story and is telling the story from their perspective. The pronouns I, me, we, or us are often used.
- In third person narration, the narrator is not part of the story and the characters never acknowledge the narrator's presence. The pronouns he, she, it, or they are often used.
- Third person narration can be limited or omniscient.
- An third person omniscient narrator is all-seeing and all-knowing and can tell the story from multiple characters' perspectives, while a third person limited narrator tells the story from only one character's perspective.
Vocabulary
- First person narration
- Third person narration
- Third person limited
- Omniscient
