DRA 2 2006 Correlated to 2007 Connecticut English Language Arts Curriculum Standards Grade 4
GRADE 4: READING Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed, and heard. STANDARD 1: READING AND RESPONDING 2007 Connecticut English Language Arts Curriculum Standard (Draft), Grade 4 Developmental Reading Assessment, 2 nd Edition (DRA2), 4-8 Word Study: 1. Know sounds for letter patterns common to multisyllable or low frequency words, e.g., ch as in machinery, chemistry and chip Students demonstrate understanding of letter patterns in the Oral Reading Fluency portion of the assessment. Examples: 4-8 Blackline Masters: pp. 91-92, 112-113, 155-156, 187-188, 197-198 Guidelines for teacher analysis are included as part of the Teacher Observation Guide. Examples: 4-8 Blackline Masters: pp. 94, 115, 157, 189, 199 Further teacher support can be found in the Good Readers: p. 6 Analyzing Performance: pp. 46-48, 53, 55 2. Know sounds and meanings for a wide range of suffixes and prefixes, including those relevant to specific content areas. Students demonstrate knowledge of suffix and prefix sounds and meanings in the Oral Reading Fluency portion of the assessment. Teachers support this skill by modeling how to take words apart and/or use word chunks to problem-solve unknown words. Examples: 4-8 Blackline Masters: pp. 62-63, 66, 71-72, 75, 80-81, 85, 123-124, 127 Further teacher support can be found in the Analyzing Performance: pp. 46-49, 53, 55 3. Use context to read and understand words with more than one pronunciation, e.g., an object vs. to object. Teachers observe and analyze students use of contextual clues in the Oral Reading Fluency portion of the assessment. Additionally, in response to Comprehension prompts, students demonstrate their ability to construct meaning of Assessment Benchmark Books, and teachers evaluate students responses in the Continuum. Analyzing Performance: pp. 49-52, 53, 55 Comprehension: pp. 68-87 2 of 18
STANDARD 1: READING AND RESPONDING, Cont. Curriculum Framework (Draft), Grade 4 Developmental Reading Assessment, 2 nd Edition (DRA2), 4-8 4. Use letter-sound correspondence, structural analysis, and analogy to decode gradeappropriate unfamiliar words across all content areas During the Oral Reading Fluency portion of the assessment, teachers observe and analyze students use of letter-sound correspondence, structural analysis, and analogy to decode unfamiliar words across content areas. Good Readers: p. 6 Components: pp. 23, 27 Analyzing Performance: pp. 46-48, 55 Moving Into Instruction: pp. 121-123 See specific examples in 4-8 Blackline Masters: Teacher Analysis Oral Reading: pp. 35, 45, 54, 64, 73 DRA2 Focus for Instruction, Oral Reading Fluency: pp. 37, 47, 56, 66, 75 Fluency: 5. Adjust reading rate to match text complexity, type of text and purpose for reading, e.g., skimming for facts, scanning for key words, and close/careful reading for understanding new or complex ideas After reading an Assessment Benchmark Book, students respond on various levels that require different reading depths, including Summary, Literal Comprehension, Interpretation, Reflection, and Metacognition. See the following examples in 4-8 Blackline Masters: pp. 11-13, 20-22, 30-32, 39-41, 59-61, 68-70 See also Good Readers: pp. 6-7 Analyzing Performance: pp. 49-55 Comprehension: pp. 70-119 Moving Into Instruction: pp. 120-124 6. Read aloud, while comprehending, unpracticed text with fluency at 120-135+ words correct per minute. Teacher s time unpracticed oral reading of selections from the Assessment Benchmark Books, and all miscues are noted. The words-per-minute range is based on the student s oral reading time and miscues determine percentage of accuracy. Components: pp. 21-22 Analyzing Performance: pp. 46-448 Specific examples in 4-8 Blackline Masters: pp. 71-74, 80-84, 91-96, 133-138, 165-170, 197-202 Vocabulary: 7. Develop a high-frequency word vocabulary list from literary and content area texts, e.g., across content vocabulary notebook. In their Summary responses, students are expected to use specific vocabulary from the text appropriately and accurately, including content vocabulary. On the Continuum, teachers evaluate students abilities to use this vocabulary. Analyzing Performance: pp. 50, 53, 55 Comprehension: pp. 73-77 3 of 18
STANDARD 1: READING AND RESPONDING, Cont. Curriculum Framework (Draft), Grade 4 Developmental Reading Assessment, 2 nd Edition (DRA2), 4-8 8. Identify specific words or phrases causing comprehension difficulties and apply strategies to support comprehension. As students read selections from Assessment Benchmark Books, miscues are recorded on the Continuum. The Teacher Observation Guide then enables teachers to determine the type of support students require to improve comprehension. Furthermore, the Focus for Instruction helps teachers outline the direction for instruction that best matches the student s need identified on the Continuum. Components: pp. 26-27 Analyzing Performance: pp. 51, 54, 55 Comprehension: pp. 73-77 Specific examples in 4-8 Blackline Masters: pp. 91-96, 112-117, 133-138, 155-159, 176-181 9. Explain common homophones, homographs, e.g., maid/made; to/two/too; pencil lead vs. to lead the way, words with multiple meanings, and meanings of words specific to various content areas, e.g., product in math. Students demonstrate comprehension of homophones, homographs, multiple-meaning words, and content area vocabulary as they read and then respond to what they have read in After Reading activities throughout the DRA2 program. Teachers note any misinterpretation of words on the Continuum to prepare to model problem-solving of unknown or confusing words. Good Readers, p. 6 Components: pp. 26-27 Analyzing Performance: pp. 50-55 10. Infer word meanings from common roots, prefixes, suffixes, e.g., port: transportation, porter, import, report. Students demonstrate knowledge of suffix and prefix meanings in the Oral Reading Fluency portion of the assessment. Teachers support this skill by modeling how to take words apart and/or use word chunks to problem-solve unknown words. Examples: 4-8 Blackline Masters: pp. 62-63, 66, 71-72, 75, 80-81, 85, 123-124, 127 Further teacher support can be found in the Analyzing Performance: pp. 46-49, 53, 55 4 of 18
STANDARD 1: READING AND RESPONDING, Cont. Curriculum Framework (Draft), Grade 4 Developmental Reading Assessment, 2 nd Edition (DRA2), 4-8 11. Use new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in oral and written communication. In their Summary, Comprehension, and Interpretation responses to all types of text, students are expected to use specific vocabulary from the text accurately and appropriately. On the Continuum, teachers evaluate students abilities to use this vocabulary. Analyzing Student Performance: pp. 50, 53, 55 Comprehension: pp. 73-77 See examples of Summary and Comprehension activities in 4-8 Blackline Masters: pp. 59-60, 68-69, 99, 119-121, 161-163, 183-185 12. Understand and respond to words in directions, e.g., mainly, brief, evidence, information, support. In Before Reading, During Reading, and After Reading activities throughout the Student Booklet, students respond to written directions. Analyzing Student Performance: pp. 49-52 Examples of directions included in 4-8 Blackline Masters: pp. 58-59, 86-89, 108-110, 130-131, 141-142 13. Define words and concepts necessary for understanding math, science, social studies, literature and other content area text Benchmark Assessment Books draw from many content areas. Students must be able to define words and concepts used in each to understand the texts. See the following examples of content area texts: Science: Energy from the Sun and Incredible Journeys Social Studies: Amelia Earhart: The Woman Who Wanted to Fly and The Navajo Way Literature: A Journey to Freedom and Upar and the Great Nut Tree Geography: Mount Washington and Surtsey: Birth of an Island Some of the Benchmark Assessment Books also contain a Glossary of specialized vocabulary to enhance student learning and retention. See, for example, Energy from the Sun, Incredible Journeys: Animal Migration, Amelia Earhart, and The Navajo Way. See related activities in 4-8 Blackline Masters pp. 30-31, 150-153, 193-195, 204-206, 232-233, 241-242, 268-269, 277-278 5 of 18
STANDARD 1: READING AND RESPONDING, Cont. Curriculum Framework (Draft), Grade 4 Developmental Reading Assessment, 2 nd Edition (DRA2), 4-8 14. Explain that some words have a different meaning in different content areas, e.g., concept of shade in science and art. In their Summary responses, students are expected to use specific vocabulary from the text appropriately and accurately, including content vocabulary. On the Continuum, teachers evaluate students abilities to use this vocabulary. Analyzing Performance: pp. 50, 53, 55 Comprehension: pp. 73-77 15. Apply the necessary strategy, e.g., Concept of Definition Map, Context Clues for Determining Word Meanings, List-Group- Label, Possible Sentences, Semantic Feature Analysis, Word Walls, Knowledge Rating Scale to better comprehend vocabulary. Students use multiple strategies to enhance comprehension, including questioning, listing, charting, notetaking, surveying context, and using graphic organizers. Analyzing Performance: pp. 49-51, 126-130 6 of 18
STANDARD 2: EXPLORING AND RESPONDING TO LITERATURE Reading Comprehension: Students will independently accomplish all before, during and after comprehension grade-level expectations. Teachers will continue to spiral all previous grade-level expectations. Students will read, view, listen to and write about a variety of fiction and nonfiction contemporary, classical, multicultural and culturally relevant texts in all content areas. Teachers will be culturally responsive to students. Students will provide evidence from text to support all oral, written and presented responses about text Curriculum Framework (Draft), Grade 4 Before and During Reading: 16. Activate prior knowledge before reading, e.g., Direct Reading-Thinking Activity, KWL Chart, anticipation Guide, Response Notebooks.. Developmental Reading Assessment, 2 nd Edition (DRA2), 4-8 In response to Prediction prompts, students predict several things they think are likely to occur in a given text and pose several questions based on their initial experiences with the text. Teachers use the Continuum to evaluate how students use these preparation strategies to activate prior knowledge. Analyzing Student Performance: pp. 49, 53, 55 Comprehension: pp. 68-71 Examples from the 4-8 Blackline Masters, pp. 38, 58, 67, 86, 107, 118 17. Examine the text before reading, e.g., Chapter Tour, Read Around the Text, Concept of Definition Map. In selecting a benchmark book for assessment students have the opportunity to examine texts and choose which one they would like to read. Illustrations, headings, table of contents, charts, and other text features of Benchmark Assessment Books invite students to look through the text before reading. Analyzing Performance, pp. 49, 55 Comprehension: pp. 68-71 Examples fro the 4-8 Blackline Masters: pp. 214, 223, 231, 240, 249, 258 18. Evaluate predictions and adjust as necessary. Students make predictions before or early on during reading. As they continue to read, they record actual setting, characters, events and resolution as they are revealed. Further activities completed after reading help students to further evaluate and adjust their predictions. Examples from the 4-8 Blackline Masters, pp. 29, 48, 67, 86, 128, 139, 160 7 of 18
STANDARD 2: EXPLORING AND RESPONDING TO LITERATURE - READING COMPREHENSION, Cont. Curriculum Framework (Draft), Grade 4 Developmental Reading Assessment, 2 nd Edition (DRA2), 4-8 19. Use cueing system and context clues to determine meanings of words. Teachers observe and analyze students ability to determine word meanings through the use of a cueing system and context clues in the Oral Reading Fluency portion of the assessment. Additionally, in response to Comprehension prompts, students demonstrate their ability to construct meaning of what they read, and teachers evaluate students responses in the Continuum. Analyzing Performance: pp. 49-52, 53, 55 Comprehension: pp. 68-87 20. Summarize information to maintain focus and provide clarity. The After Reading Summary activities give students an opportunity to compose a written passage that reflects their understanding about what they have read. In their Summary responses, students determine the important ideas and supporting details within a text and then synthesize this information into an organized and meaningful composition. Teachers evaluate students ability to do this on the Continuum. Analyzing Student Performance, pp. 50, 53, 55 Comprehension, pp. 73-77 Moving Into Instruction, pp. 121-124 Examples from the 4-8 Blackline Masters, pp. 30, 49, 77, 88, 120, 141, 173, 194 21. Use appropriate resources to locate information, e.g., index, glossary, dictionary, thesaurus, directory, website on a specific topic or for a specific purpose. Several of the Benchmark Assessment Books include a Table of Contents and/or a Glossary. Some also include maps, charts, and other reference tools. See these examples: Energy from the Sun Incredible Journeys: Animal Migration Amelia Earhart: The Woman Who Wanted to Fly The Navajo Way The Amazing Octopus A Pack of Wolves Lights! Camera! Action! Storm Chasers 8 of 18
STANDARD 2: EXPLORING AND RESPONDING TO LITERATURE - READING COMPREHENSION, Cont. Curriculum Framework (Draft), Grade 4 Developmental Reading Assessment, 2 nd Edition (DRA2), 4-8 After Reading General Understanding: 22. Explain steps in a process, e.g., problem solving in mathematics, life cycle of a butterfly. Several of the Benchmark Assessment Books explain steps in a process. In answering comprehension questions, students provide written sequence of steps indicating an understanding of the process described in the text. Analyzing Performance, pp. 49, 55 Comprehension: pp. 68-71 See examples from the 4-8 Blackline Masters: pp. 69, 215, 242 23. Summarize information, including main idea, most important text-based facts, details, and/or ideas, e.g., newspaper, magazine, Internet articles, content journals. The After Reading Summary activities give students an opportunity to compose a written passage that reflects their understanding about what they have read. In their Summary responses, students determine the important ideas and supporting details within a text and then synthesize this information into an organized and meaningful composition. Comprehension questions in During and After Reading exercises help students identify main ideas and details. Teachers evaluate students ability to do this on the Continuum. Analyzing Student Performance, pp. 50, 53, 55 Comprehension, pp. 73-77 Moving Into Instruction, pp. 121-124 Examples from the 4-8 Blackline Masters, pp. 30-31, 49-50, 77-78, 87-89, 119-121, 140-142, 172-174, 193-195 24. Describe the components of setting, e.g., time, location, descriptive surroundings. The During Reading Comprehension activities and After Reading Summary and Comprehension activities give students many opportunities to describe components of setting. Teachers evaluate students ability to do this on the Continuum. Analyzing Student Performance, pp. 50, 53, 55 Comprehension, pp. 73-77, 80 Moving Into Instruction, pp. 122-124 Examples from the 4-8 Blackline Masters, pp. 60, 108, 129, 140, 151, 183, 204 9 of 18
STANDARD 2: EXPLORING AND RESPONDING TO LITERATURE - READING COMPREHENSION, Cont. Curriculum Framework (Draft), Grade 4 Developmental Reading Assessment, 2 nd Edition (DRA2), 4-8 25. Infer characteristics, setting, plot events, theme, conflict. Developing an Interpretation: 26. Identify and explain the elements of particular literary forms, e.g., poetry, short story, biography, journalistic writing, narrative. The Before Reading activities call for students to read part of the story and then make predictions regarding what might happen in the rest of the story. During Reading Comprehension activities and After Reading Summary and Comprehension activities give students many opportunities to infer characteristics, setting, plot, events, theme and conflict. Teachers evaluate students ability to do this on the Continuum. Analyzing Student Performance, pp. 50, 53, 55 Comprehension, pp. 73-85 Moving Into Instruction, pp. 122-124 Examples from the 4-8 Blackline Masters: 19-21, 29-31, 86-89, 107-110, 118-121, 160-163 Many literary forms are represented by the Benchmark Assessment Books. Each text is tied to activities designed to help students identify and explain its features. See the following examples and relevant pages in 4-8 Blackline Masters: Journalistic writing: Lights! Camera! Action! (pp. 67-69) Short Story: Froggy and Princess (pp. 86-89) Biography: Mike Fink: King of the Keelboatmen (pp. 107-110) Nonfiction: Mount Washington (pp. 150-153) Science Fiction: The Missing Link (pp. 182-185) Myth: Upar and the Great Nut Tree (pp. 203-206) Narrative: A Journey to Freedom (pp. 29-31) 27. Distinguish fact vs. opinion in text. In answering Literal Comprehension questions students distinguish between fact and opinion by identifying facts from the text and then offering their opinion about which ideas in the text are the most important. 28. Use multiple texts to compare and contrast characters, settings, plots, themes, conflicts and points of view. See the following examples in 4-8 Blackline Masters: pp. 21, 40, 78, 233, 242, 278 While no direct comparison of different texts is included, students answer similar questions and fill out similar graphs for many of the readings, thus addressing implied comparisons throughout. Additionally, they compare and contrast within a single reading. During metacognition activities students make comparisons and connections between the text just read and other similar texts they have read. See examples from 4-8 Blackline Masters: pp. 50, 60, 69, 78. 10 of 18
STANDARD 2: EXPLORING AND RESPONDING TO LITERATURE - READING COMPREHENSION, Cont. Curriculum Framework (Draft), Grade 4 Developmental Reading Assessment, 2 nd Edition (DRA2), 4-8 29. Recognize organizational patterns of text, e.g., main ideas and supporting details, compare/contrast, cause/effect, sequence of events. The Benchmark Assessment Books were developed to include a variety of genre, organizational structures, content, and themes. In their During and After Reading responses, students determine the important ideas and supporting details within a text, as well as the fundamental organizational structure. Teachers evaluate students abilities to do this on the Continuum. Components: pp. 12-20 Analyzing Performance: pp. 50,-53, 55 Comprehension: pp. 73-77 Examples from 4-8 Blackline Masters: pp. 78, 129-131, 140-142, 172-173, 224-225, 250-251 30. Determine character traits, using knowledge of the characters situations. After students read biographical and fictional Benchmark Assessment Books, they respond to questions regarding character traits. Teachers evaluate students abilities to do this on the Continuum. Components: pp. 12-20 Analyzing Performance: pp. 50-53, 55 Comprehension: pp. 73-77 Examples from 4-8 Blackline Masters: pp. 31, 50, 60-61, 142, 185, 204, 225, 251 31. Identify and explain the difference between first-, second- and third-person point of view 32. Determine an author s purpose for including or omitting details to create meaning Point of view is not discussed in DRA2. After students read Benchmark Assessment Books, they respond to questions regarding details and meaning. Teachers evaluate students abilities to do this on the Continuum. Components: pp. 12-20 Analyzing Performance: pp. 50-53, 55 Comprehension: pp. 73-77 Examples from 4-8 Blackline Masters: pp. 69, 100, 110, 121, 131, 153, 163, 174 11 of 18
STANDARD 2: EXPLORING AND RESPONDING TO LITERATURE - READING COMPREHENSION, Cont. Curriculum Framework (Draft), Grade 4 Developmental Reading Assessment, 2 nd Edition (DRA2), 4-8 33. Determine an author s purpose for choosing a certain genre. Making Reader /Text Connections: 34. Analyze how characters deal with diversity and adversity relating to real-world situations. Author s choice of genre is not directly addressed, but students are exposed to many different genres through the Benchmark Assessement Books and can see the different purposes for each type. The Benchmark Assessment Books cover a variety of genre including realistic and historical fiction, biographies and other nonfiction that show how characters and real people deal with diversity and adversity. Students discuss these experiences in their responses to comprehension prompts. Examples from 4-8 Blackline Masters: 100, 121, 131, 142, 174, 225 35. Identify the best/worst part of an event or situation in text. After students read Benchmark Assessment Books, they analyze the events or situations in the text by using metacognitive strategies such as prior knowledge, personal connections and visualization and provide examples of how they used these strategies. Examples from 4-8 Blackline Masters: pp. 51, 61, 110, 131, 195, 206 Content and Structure: 36. Identify literacy devices the author uses to appeal to the reader, e.g., humor, imagery. 37. Identify and explain the author s use of metaphor and onomatopoeia. 38. Synthesize information in the text to extend the meaning, e.g., what might the next paragraph be about. Literary devices are not discussed in DRA2. Metaphor and onomatopoeia are not discussed in DRA2. Prediction questions in the Before Reading activity assess students ability to synthesize information and extend meaning from the beginning of the text and use that information to make reasonable guesses about future content. Teachers evaluate students abilities to do this on the Continuum. Analyzing Performance: pp. 49, 53, 55 Comprehension: pp. 68-71 39. Recognize and discuss an author s values, ethics and beliefs included in many texts. 40. Make generalizations about a topic after reading more than one text, e.g., life during the Civil War after reading several informational/expository and literary/narrative accounts of this historic period. Examples from 4-8 Blackline Masters: pp. 38, 48, 58, 67, 171, 182, 192 During their Comprehension responses, students may indicate they recognize values and beliefs included in the Benchmark Assessment Books. During Metacognition activities, students make connections between the text just read and other similar texts they have read. 12 of 18
STANDARD 2: EXPLORING AND RESPONDING TO LITERATURE - READING COMPREHENSION, Cont. Curriculum Framework (Draft), Grade 4 Developmental Reading Assessment, 2 nd Edition (DRA2), 4-8 Reading Reflection/Behaviors 41. Choose a variety of genres to read for personal enjoyment. 42. Elicit, discuss and respect the opinions of others about written, oral and visual texts. 43. Share opinions and judgments based on texts. In the Student Reading Survey students identify different types of reading they enjoy, give reasons for their preferences, and identify the criteria they use for their selections. 4-8 Blackline Masters Student Reading Survey, Wide Reading, p. 3 Good Readers: p. 6 Assessment Guidelines: pp. 44-45 Reading Engagement: pp. 61-67 Moving Into Instruction: pp. 120-133 DRA2 is an evaluation of individual student s reading performance. Students work independently during the assessment except to interact with the administering teacher when noted. Opinions and judgments are recorded in response to Interpretation and Reflection questions/prompts. Teachers evaluate students abilities to do this on the Continuum. Analyzing Performance: pp. 51-53, 55 Comprehension: pp. 81-85 Examples from 4-8 Blackline Masters: pp. 69, 89, 121, 142, 163, 174, 185. 44. Explain the appeal of a text. In the Reading Survey students are given the opportunity to list their favorite books and authors and give reasons for their preferences. See 4-8 Blackline Masters, p. 1. 45. Identify reading strengths and weaknesses and select targets on which to work. A Self-Assessment/Goal Setting form is included as part of the DRA2 Student Reading Survey. Students identify things they do well as readers, things they need to work on, and a plan to improve reading skills. In addition, after the student is assessed with DRA, the teacher uses the information on the Continuum to identify the students areas of strengths and weaknesses and the Focus for Instruction to plan instruction to address areas of need. See 4-8 Blackline Masters: p. 2, 4, 8, 9, 17, 18, 27, 28 Good Readers: p. 6 Reading Engagement: pp. 65-67 13 of 18
GRADE 4: ORAL LANGUAGE Students will listen and speak to communicate ideas clearly. STANDARD 3: COMMUNICATING WITH OTHERS Curriculum Framework (Draft), Grade 4 Listening/Speaking: 1. Speak in a clear voice with fluency to communicate an accurate message (i.e., present dramatic interpretations of experiences, stories, poems, plays, directions 2. Pose questions, listen to the ideas of others, and contribute own information and ideas in group discussions. 3. Make oral presentations that show appropriate consideration of audience, purpose and information to be conveyed. 4. Use volume, pitch, phrasing, pace, modulation and gestures to enhance meaning. Developmental Reading Assessment, 2 nd Edition (DRA2), 4-8 Students demonstrate their oral language skills during the following portions of the assessment: DRA2 Levels 20-24 in the Bridge Pack: Reading Engagement (oral or written); Oral Reading with focus on expression, phrasing, rate, and accuracy; Prediction; Summary; Literal Comprehension; Interpretation; Reflection DRA2 Levels 28-38 in the Bridge Pack: Reading Engagement (oral or written); Oral Reading with focus on expression, phrasing, rate, and accuracy; Prediction DRA2 Levels 40-50: Oral Reading with focus on expression, phrasing, rate and accuracy DRA2 is an evaluation of individual student s reading performance. Students work independently during the assessment except to interact with the administering teacher when noted. DRA2 is an evaluation of individual student s reading performance. Students work independently during the assessment except to interact with the administering teacher when noted. In the DRA2 Oral Reading Continuum, teachers assess students use of expression and phrasing. Good Readers: p. 6 Analyzing Performance: pp. 46, 48, 53, 55 Moving Into Instruction: pp. 121-122 14 of 18
GRADE 4: WRITING Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations. STANDARD 4: APPLYING ENGLISH LANGUAGE CONVENTIONS Curriculum Framework (Draft), Grade 4 Spelling: 5. Use spelling rules and patterns from previous grades 6. Spell grade-appropriate words taught as part of the curriculum across content areas. Examples: - Affixes, e.g., -en, -in, -on, -an at end of words - Rules such as -ge after long vowel, -dge after short vowel, e.g., rage and edge 7. Spell high-frequency words correctly, e.g., people, water. 8. Spell common homophones, e.g., its, it s; know, no; your, you re. 9. Use knowledge about morphology and structural analysis as an aid to spelling words. 10. Apply spelling knowledge in writing (vowels, patterns, etc.). Capitalization/Punctuation/Usage: 11. Use capitalization, punctuation, and usage rules from previous grades. 12. Capitalize important words in a title of a book or article, e.g., Martin s Big Words: The Life of Dr. Martin Luther King, Jr. 13. Capitalize abbreviations correctly, e.g., Calif. or CA, Mr., Dr. Developmental Reading Assessment, 2 nd Edition (DRA2), 4-8 the assessment and the assessment and the assessment and the assessment and the assessment and the assessment and Students use of capitalization and punctuation is not assessed during DRA2. Students use of capitalization and punctuation is not assessed during DRA2. Students use of capitalization and punctuation is not assessed during DRA2. 14. Use resources to correct capitalization. Students use of capitalization and punctuation is not assessed during DRA2. 15. Indent paragraphs consistently. Students use of capitalization and punctuation is not assessed during DRA2. 16. Cite sources, e.g., lists titles and authors alphabetically. Students use of capitalization and punctuation is not assessed during DRA2. 15 of 18
STANDARD 4: APPLYING ENGLISH LANGUAGE CONVENTIONS, Cont. Curriculum Framework (Draft), Grade 4 Developmental Reading Assessment, 2 nd Edition (DRA2), 4-8 17. Use comma to set off titles or initials, e.g., Dr. Smith, M.D. 18. Use comma in complete address, e.g., 345 Oak Ave., Hartford, CT. 19. Use comma after an introductory phrase, e.g., After the scary movie, she wished she had read the book, or clause, e.g., After she went to the movie, she wanted to read the book. 20. Use italics, underlining, or quotation marks for titles. 21. Use colon after greeting in a business letter. 22. Use hyphen between syllables at line breaks. 23. Use single/plural agreement between nouns and modifiers, e.g., one child and two children. 24. Logically use conjunctions, e.g., I like dogs, but I am allergic to them. 25. Use correct placement of pronouns. Correct examples: - Juanita and I went to the store. - She gave candy to Juanita and me. Incorrect examples: - Me and Juanita went to the store. - She gave the candy to Juanita and I 26. Use resources to find correct spelling for words identified as misspelled, e.g., electronic spellers, dictionaries, personal dictionaries Writing Process: 27. Plan: choose an appropriate written, oral or visual format based on audience and purpose. 28. Draft: complete a draft demonstrating connections among ideas. 29. Revise: revise a completed draft, incorporating feedback from peers and teacher, e.g., helped me understand the topic more clearly, I was confused by, Be more clear about, Use a better word for... Students use of capitalization and punctuation is not assessed during DRA2. Students use of capitalization and punctuation is not assessed during DRA2. Students use of capitalization and punctuation is not assessed during DRA2. Students use of capitalization and punctuation is not assessed during DRA2. Students use of capitalization and punctuation is not assessed during DRA2. Students use of capitalization and punctuation is not assessed during DRA2. the assessment and the assessment and the assessment and the assessment and Writing is not assessed in DRA2. This may be observed during Writing is not assessed in DRA2. This may be observed during Writing is not assessed in DRA2. This may be observed during 16 of 18
STANDARD 4: APPLYING ENGLISH LANGUAGE CONVENTIONS, Cont. 2007 Connecticut English Language Arts Curriculum Framework (Draft), Developmental Reading Assessment, 2 nd Edition (DRA2), 4-8 Grade 4 30. Edit: use multiple resources, e.g., dictionary, glossary, thesaurus, for proofreading and editing. 31. Publish/Present: publish and present final products in a variety of ways, including the arts and technology, e.g., book of poetry, a theatrical performance, a newscast 32. Reflect: critique one s own and a peer s writing, using established criteria, e.g., I improved on, This piece demonstrates how well I elaborate. Writing Genres, Traits and Crafts Write in logically organized progression of unified paragraphs. Use a variety of transition words and phrases to make connections between and within paragraphs. Adjust voice to suit audience Descriptive: 33. Write a descriptive anecdote within a narrative and expository piece to enhance elaboration Narrative: 34. Write a myth, legend or fantasy piece, using literary devices, e.g., personification, metaphor, hyperbole. 35. Provide a specific account of an event. 36. Write a personal narrative in own voice, e.g., Spinach makes me gag. Expository: 37. Write a report with accurate use of appropriate text structure, e.g., organization, transition and sequence. 38. Write a news article with a strong lead and supporting detail. Persuasive: 39. Write to persuade an audience to purchase a product or change a rule, e.g., advertisement, letter to principal about dress code 17 of 18
STANDARD 4: APPLYING ENGLISH LANGUAGE CONVENTIONS, Cont. 2007 Connecticut English Language Arts Curriculum Framework (Draft), Developmental Reading Assessment, 2 nd Edition (DRA2), 4-8 Grade 4 Poetic: 40. Write an imagery poem 41. Write a cinquain poem. 42. Write a refrain poem. Fluency: 43. Easy flow and rhythm, use complete sentences in writing. 44. Write a variety of sentence beginnings, e.g., starts with an introductory adverb clause: If you want to see an ant up close, you should use a magnifying glass 45. Write a variety of sentence lengths. 46. Write a variety of sentence structures, e.g., My dog enjoys music and howls when we listen to certain songs. It makes me laugh. After his song is over, I give him a treat. 18 of 18