Grade 4 ELA

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
YHS Syllabi
Curriculum Brochures
Curriculum Maps
YHS Program of Studies
Maine Learning Results 

Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

Call Us:
 
207- 363-3403

Grade Four ELA
Scope and Sequence

Students will be actively involved in learning experiences focused on:

Reading:
master the use of the dictionary, thesaurus, and glossary (spelling)
respond to comprehension questions with grammatically correct sentences that paraphrase the question within the response
recognize and respond to two-part comprehension questions
read a variety of text (which may include informational, realistic fiction, historical fiction, mystery, biography, fantasy, poetry, drama, short story)
share responses to literature through book shares, literature circles, reading group discussions, or read aloud discussions
explain character actions/motives through comprehension questions, book shares, discussions, skill books, or Venn diagrams
begin to understand the concept of theme through small group or whole class book discussions
understand the layout of a non-fiction, informational picture book (e.g., how topics are organized, use of bold and italicized words to show importance)
know how to skim a non-fiction text when searching for information
recognize the difference between facts/opinions within a text
recognize when an author is writing to persuade
use information parts of a text (e.g., index, table of contents, glossary, appendices)
complete a research project to practice reading for a variety of purposes (looking for specific info., forming opinions, skimming for info)
summarize informational text and identify supporting ideas
recognize how language and graphic symbols are effectively used on poster displays, maps, newspapers, magazines, informational text, or computer displays

Writing
use Six Traits writing program
edit to locate their own errors, and use references to correct mistakes
identify and use nouns, adjectives, verbs, and adverbs
develop writing that contains few significant errors in frequently spelled words
develop writing that contains no significant errors with ending punctuation
master the use of capitalization at the beginning of sentences and with proper nouns
master the use of commas
write paragraphs that include a topic sentence, supporting details, and a concluding sentence (Writing will show varying sentence structure and length)
write a research report using a variety of sources (internet, encyclopedia, dictionary, almanac, people, indexes)
write a research report that includes various forms of information (maps, charts, photos, illustrations)
gain exposure to citing sources for a research report

Speaking
practice speaking in front of groups (e.g., informally at morning meeting, formally in oral presentations
give an oral presentation that includes various forms of information (maps, charts, photos, illustrations)

Listening
listen attentively to speakers
ask questions in a respectful manner
learn to brainstorm questions prior to guest speaker
listen for and determine the purpose of the speaker
respond to a speaker by retelling what was heard
respond to a speaker by contributing relevant information

YORK SCHOOL DEPARTMENT

SUBJECT AREA: ELA GRADE: 4


Content Standards
Performance Indicators
Instructional Practice
Assessment Tools
Reporting Tools
A. READING: Students read to comprehend, interpret, analyze, evaluate, and appreciate literary and expository texts by using a variety of strategies.  They connect essential ideas, evaluate arguments, and analyze the various perspectives and ideas presented in a variety of literary and expository texts..
A.1. Interconnected Elements: Comprehension, Vocabulary, Alphabetics, Fluency
Students read and draw conclusions from texts, within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.
a. Use a range of strategies as they read including constant monitoring, searching, connecting, and inferring to deepen their understanding of text(s).
Demonstrate the ability to use a variety of reading strategies through guided reading lessons, literature circles, and other language arts activities.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
b.  Demonstrate ownership of appropriate vocabulary by effectively using a word in different contexts and for different purposes.
Incorporate Word Wall words and Nifty Thrifty words within Word Wallactivities and  daily assignments.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
c. Determine the meaning of unknown words by using a variety of strategies including applying knowledge of synonyms, antonyms, homophones, and homographs.
Define unknown words through:
  • Reading comprehension questions
  • Dictionary and thesaurus skills
  • Vocabulary lists with novel work
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessment: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
d.  Use phonics including word parts and common root words to read fluently and build meaning as they read.
Explore word parts while learning Nifty Thrifty words.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
e.  Fluently and accurately read text, within a grade appropriate span of text complexity, using appropriate pacing, phrasing, intonation and expression.
Independently and fluently read:
  • Reading group assignment and reading assignments across content areas
  • Literature circles
  • Paired and group reading
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
f. Demonstrate comprehension of text(s) by stating connections or inferences made and stating questions or conclusions that indicate deeper understanding(s).
Interpret meaning of texts through a variety of reading activities: read alouds, literature circles, post it notes, etc...
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
A.2.  Literary Texts
Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity.
a.  Use knowledge of the situation, setting, and a character's traits, motivations, and feelings to determine the causes for that character's actions.
Explain character actions and motives by participating in activities such as:
  • Reading projects
  • Teacher led discussions
  • Book talks
  • Literature circles
  • Response journals
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
b.  Identify the main events of the plot including the cause and the effect of events on future actions and the major theme(s).
Recount plot and important details through activities such as:
  • Small group trade book discussions
  • Participation in Literature circles
  • VENN diagram activities
  • Completing journal responses
  • Answering comprehension questions
  • Book projects
  • Note taking
  • Story maps
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
c.  Define "narrator" and identify the narrator or speaker in a selection or story to aid comprehension.
Read and interpret appropriately complex fiction and non fiction through activities such as:
  • Novel discussion in small group - trade book discussions
  • Literature circles
  • VENN diagrams
  • Journal responses
  • Answering comprehension questions
  • Book projects
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
d.  Identify and describe the effect of common literary devices on the reader, including figurative language and symbolism, to understand the text.
Read and interpret appropriately complex fiction and non fiction through:
  • Novel discussion in small group - trade book discussions
  • Literature circles
  • VENN diagrams
  • Journal responses
  • Answering comprehension questions
  • Book projects
  • Reader's Theater
  • Poetry
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
e.  Explain theme(s) that are explicitly stated in text(s).
Read and interpret appropriately complex fiction and non fiction through activities such as:
  • Novel discussion in small group - trade book discussions
  • Literature circles
  • Journal responses
  • Answering comprehension questions
  • Book projects
  • Reader's Theater
  • Poetry
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
f.  Identify rhyme, rhythm, alliteration, and onomatopoeia in poetry and use this knowledge to understand poems.
Experience a variety of poetry to understand how literary tools or writing strategies  contribute to the meaning of poetry.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
g. Identify the main purpose of a passage or particular parts of a passage to aid comprehension.
Isolate the main idea of a passage.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
A.3. Informational Texts
Students read, paraphrase, and summarize informational texts, within a grade appropriate span of text complexity, for different purposes.
a.  Create questions that can be answered by the text using text features and information found within the text.
Read for a variety of purposes through activities such as:
  • Research Projects
  • Note taking
  • Word problems in math
  • Internet/web research
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
b.  Use organizational text features including headings and sub-headings, bullets, bold face fonts, illustrations, maps, and charts to locate information or to aid comprehension.
Skim for ideas within activities such as:
  • Outlining
  • Nonfiction books
  • Weekly Reader
  • Library activities
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
c.  Identify the main idea(s) of and details from the text which support the main idea(s) succinctly stating this information.
Skim for main ideas and supporting details with activities such as:
  • Outlining
  • Nonfiction books
  • Weekly Reader
  • Library activities
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
d.  Draw conclusions about information from text.
Read for a variety of purposes through activities such as:
  • Research Projects
  • Note taking
  • Word problems in math
  • Internet/web research
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
e.  Follow multi-step written instructions with four or more steps.
Read and follow multiple directions throughout all areas of the curriculum.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
f. Identify the main purpose of a text, particular paragraphs, or a section of the text to aid comprehension.
Skim for main ideas and supporting details with activities such as:
  • Outlining
  • Nonfiction books
  • Weekly Reader
  • Library activities
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
A.4. Persuasive Texts
Although no performance indicators are stated, students are expected to have instructional experiences that help them to identify the purpose for a text or portion of a text, the central argument and its supporting details, and to explain that sometimes authors write to convince readers of something.
B. WRITING:  Students write to express their ideas and emotions, to describe their experiences, to communicate information, and to present or analyze an argument.
B.1. Interconnected Elements
Students use a writing process with an emphasis on the development of a central idea, for a variety of audiences and purposes.
a.  Select a purpose for writing.
Brainstorm a list of purposes for writing
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
b.  Pre-write using graphic organizers or other structures to organize their ideas.
Incorporate a variety of pre writing activities to begin a writing project.
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
c.  Establish an organizing structure and maintain a consistent focus.
Utilize a variety of graphic organizers to focus your writing.
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
d. Include an introduction and conclusion.
Explore a variety of leads and endings.
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
e.  Write coherent paragraphs that have supporting sentences and a concluding sentence.
Construct a paragraph that includes all the parts of a good paragraph.
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
f.  Revise original drafts to improve coherence, provide better descriptive details, and to convey voice.
Review, conference and revise a piece of writing.
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
g.  Edit for correct grammar, usage, and mechanics.
Edit a piece of writing.
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
h.  Create legible final drafts.
Produce readable writing piece.
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
B.2. Narrative
Students write narratives that relate events, ideas, observations, or recollections.
a.  Provide enough details and description in an organized manner so the reader can imagine the event or experience.
Use a variety of adjectives and descriptive language while writing to show and not tell about an event or experience.
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
b.  Develop major events, settings, and characters and deal with the problems and solutions in a story.
Produce a story using all appropriate story elements.
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
c. Provide insight into why the selected event or experience is memorable.
Reflect through discussion why events are memorable.
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
d.  Include sensory details.
Use all applicable senses in a description while writing.
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
B.3. Argument/Analysis
Students write to identify and explain a position to an identified audience.
a. Summarize information from reading, listening or viewing.
Restate main ideas and supporting details.
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
b. Write about a central question or idea by using relevant supporting facts and details.
Generate a response to information shared.
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
B.4. Persuasive
Students write to persuade a targeted audience.
a. Establish a clear position on a topic and support the position with relevant evidence.
Write a persuasive piece.
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
B.5. Practical Application  
Students write letters, other requests for information or directions for completing a process.
a. Write a letter including a date, salutation, body, closing, signature and, when appropriate, an inside address.
Compose letters for a variety of purposes throughout all areas of the curriculum such as Flat Stanley and Learning Logs.
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
b. Write multi-step directions for completing a task.
Sequence directions for a specific task in writing.
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
C. RESEARCH:  Students engage in inquiry by developing research questions, accessing and verifying a variety of sources, communicating findings, and applying the conventions of documentation.  Students present findings orally, in writing, or using mixed media.
C.1. Research  
Students create, identify and answer research questions by gathering information from print and non-print sources and documenting sources and communicating findings.
a. Identify key words and concepts related to research questions, making adjustments when appropriate.
Utilize resources to analyze and communicate information in writing.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
b. Locate and access information by using text features.
Utilize resources to analyze and synthesize information in writing.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
c. Collect, evaluate, and organize information for a specific purpose.
Utilize resources to analyze and synthesize information in writing.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
d. Communicate findings from a variety of print and non-print sources.
Utilize resources to analyze and synthesize information in writing.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
e. Describe plagiarism and demonstrate appropriate citation.
Utilize resources to analyze and synthesize information in writing.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
D.  LANGUAGE: Students write and speak using the conventions of Standard American English.  They apply knowledge of grammar and usage when reading to aid comprehension.  They know and apply rules of mechanics and spelling to enhance the effectiveness and clarity of communication.
D.1. Grammar and Usage  
Students use parts of speech and vary sentence structure to communicate.
a.  Use forms of nouns, verbs, adjectives, adverbs, prepositions, conjunctions, pronouns, and interjections correctly.
Communicate through written and oral presentations using standard conventions
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
b.  Use simple, compound, and complex sentences.
Communicate through written and oral presentations using standard conventions
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
D.2.  Mechanics  
Students apply the rules of capitalization, punctuation and spelling to communicate.
a. Use end marks correctly.
Apply the rules of standard conventions for punctuation in the editing process.
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
b. Capitalize correctly.
Apply the rules of standard conventions for capitalization in the editing process.
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  • large scale assessments: NWEA, MEA teacher observation
  • report cards
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  • teacher websites
  • email communication
  • community performances/displays
c. Spell high-frequency grade-level words.
Edit for correct spelling of high frequency and Word Wall words.
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  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
E. LISTENING AND SPEAKING: Students listen to comprehend and speak to communicate effectively.
E.1. Listening  
Students apply active listening skills.
a. Ask clarifying questions.
Provide opportunities for and model clarifying questions.
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  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
b. Attend and respond appropriately to classmates and adults.
Practice active listening skills usingResponsive Classroom philosophy during Morning Meetings and throughout the day.
  • classroom tests
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  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
c. Follow multi-step oral instructions.
Practice active listening skills in order to follow directions.
  • classroom tests
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  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
E.2. Speaking  
Students use active speaking skills to communicate effectively in a variety of contexts.
a. Explain ideas clearly and respond to questions with appropriate information.
Practice active speaking skills appropriately.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
b.  Speak using eye contact, clear enunciation, clear gestures for emphasis, and appropriate volume and rate.
Practice active speaking skills appropriately through activities such as oral presentations, sharing, literature circles, and other group activities.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
c.  Share information summarized from reading, listening, or viewing and form a position on a topic, supporting the position  with a variety of print and non-print sources.
Justify a position based on information received or gathered.
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  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays
F. MEDIA:  Students recognize and can explain the effects that both print and non-print sources have on listeners, viewers, and readers, in order to develop an awareness of the effects that the media have on forming opinions and making decisions.
F.1. Analysis of Media  
Students explain that the same information can have different effects when presented through different forms of media.
a.  Compare the effects of the same kind of information as found in books, movies, newspapers, magazines, and/or on the internet and television.
Distinguish which form of media is most effective during different circumstances.
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  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
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  • community performances/displays
b. Recognize that there are multiple roles and purposes of media.
Describe different roles and purposes of the media.
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  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • community performances/displays

469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.