R1

*Demonstrate knowledge of oral language, phonological and phonemic awareness, phonics, and morphology to read accurately and fluently.

*The learner can demonstrate the skills needed to read grade level words and texts.

Standard 4.1.1.1

Know and apply grade-level phonics and word analysis skills in decoding words: Use knowledge of letter-sound correspondences, syllabication patterns, and word origin (Anglo-Saxon) to decode and comprehend unfamiliar multi-syllabic words in and out of context.

Standard 4.1.1.2

Read grade-level texts fluently, with sufficient accuracy, rate, and expression to support comprehension.

R4

*Read critically to comprehend, interpret, and analyze themes and central ideas in complex literary and informational texts.

*The learner can read to comprehend, interpret, and analyze themes and central ideas.

Standard 4.1.4.1

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text; summarize the text.

Standard 4.1.4.2

Determine a theme or central idea of a story, drama, or poem from details in the text.

Standard 4.1.4.3

Describe a literary element in detail, drawing on specific details from literary text

Standard 4.1.4.4

Explain events, concepts, or steps in a procedure, including what happened and why, based on specific details, in informational text.

R5

*Apply knowledge of text structure to understand and evaluate a wide variety of complex literary and informational texts.

*The learner can apply, understand and evaluate text structure in texts.

Standard 4.1.5.1

Determine the impact on the text of literary text features and narrative point of view (first person, second person, third person point of view).

Standard 4.1.5.2

Describe the informational text structure (including, but not limited to sequence and chronology) of events, ideas, concepts, or information in a text or part of a text.

Standard 4.1.5.3

Interpret the ideas/ information conveyed through illustrations, graphics, and other audiovisual elements to support understanding and compare and contrast illustrations, graphics and other audiovisual elements in a wide variety of texts.

R6

*Analyze influences on content, meaning, and style of text including fact and fiction, time period, and author perspective and identity, including Dakota and Anishinaabe perspective, in complex literary and informational texts.

*The learner can analyze influences on content, meaning, and style of texts. 

Standard 4.1.6.1

Determine the author’s, including Dakota and Anishinaabe authors, stated or implied purpose (i.e., entertain, inform, persuade) and how it is conveyed by the words or characters.

Standard 4.1.6.2

Identify the time period of publication of the text, and assess the importance of timeliness of information, related to task and purpose.

Standard 4.1.6.3

Identify fact and fiction/opinion in a text and place on a continuum of fact to fiction.

R8

*Examine the impact of vocabulary, including words and phrases, on content, style and meaning of complex literary and informational text.

*The learner can examine how vocabulary impacts texts.

Standard 4.1.8.1

Distinguish literal from figurative language in stories, poems, or songs.

Standard 4.1.8.2

Demonstrate understanding of word origins (morphology and etymology) in academic vocabulary.

W1

*Demonstrate knowledge of oral language, orthography, grammar, and mechanics to express ideas in writing.

*The learner can demonstrate correct grammar, spelling, and punctuation when writing.

Standard 4.2.1.1

Use correct punctuation (including punctuation of dialogue and commas with clauses), spelling, capitalization, and grammar, authentically in writing.

Standard 4.2.1.2

Apply spelling patterns and rules to spell words with Anglo-Saxon word origin, authentically in writing.

Standard 4.2.1.3

Demonstrate subject-verb and pronoun-antecedent agreement in simple compound, and complex sentences, authentically in writing

W2

*Write routinely for various purposes and disciplines, representing one’s own personal perspective, identity, and voice.

*The learner can write for different purposes.

Standard 4.2.2.1

Write routinely for a range of tasks, purposes, and audiences. (e.g., personal interest, enjoyment, academic tasks)

Standard 4.2.2.2

Write to compare and contrast personal perspectives and identities to those of a character in a literary text or a human subject in an informational text.