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Welcome to
the Grade 4 English Language Arts
Home Page!
CORE Performance
Indicators
Core
Performance Indicators are descriptions of
student achievement: what students should know and be able to do
in PreK-Grade 12 as a result of skilled instruction. Core
performance indicators are common to all
four ELA standards and are specific to
grouped grade levels according to the
following configuration:
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PreK K1 |
234 |
56 |
78 |
9101112 |
Throughout second,
third, and fourth grades, students are developing the
following core performance indicators in the
skills of reading, writing, listening, and
speaking.
Reading
Identify purpose for
reading
Use letter-sound
correspondence, knowledge of grammar, and
overall context to determine meaning
Use decoding strategies,
such as sounding out words, comparing
similar words, breaking words into smaller
words, and looking for word parts, such as
root words, prefixes, and suffixes
Use self-monitoring
strategies, such as rereading and
cross-checking
Apply corrective
strategies, using classroom resources, such
as teachers, peers, and reference tools
Recognize the difference
between phrases and sentences
Read with attention to
sentence structure and punctuation, such as
periods, question marks, and commas, to
assist in comprehension
Engage in independent
silent reading
Locate the name of the
author, illustrator, title page, table of
contents, index, and chapter headings
Recognize and
discriminate among a variety of
informational texts
Determine the meaning of
unfamiliar words by using context clues,
dictionaries, and other classroom resources
Read aloud at appropriate
rate
Read with increasing
fluency and confidence from a variety of
texts
Maintain a personal
reading list to reflect reading goals and
accomplishments
Use computer software to
support reading
Writing
Begin to develop a voice
in writing
Spell frequently used
words correctly
Use basic punctuation
correctly, such as
- commas in a series, in
simple/compound sentences, and in friendly
letters
- periods, exclamation
points, and question marks
- apostrophes for
contractions and singular possessives
- quotation marks for
titles and simple dialogue
Use, in writing
simple/compound sentences,
- correct tense of
regular/irregular verbs
- subject-verb agreement
- varied vocabulary and
sentence structure
- various parts of speech,
including personal pronouns
Capitalize words such as
literary titles, holidays, and product names
Write sentences in
logical order and create paragraphs to
develop ideas
Use an organizational
format that reflects a beginning, middle,
and end
Develop an idea within a
brief text
Learn and use the writing
process (e.g., prewriting, drafting,
revising, proofreading, and editing)
Use revision strategies
to develop writing, including conferring
with teachers and peers, and cutting and
pasting
Determine the intended
audience before writing
Use legible print and/or
cursive writing
Use word processing
Listening
Listen respectfully and
responsively
Attend to a listening
activity for an extended period of time
Avoid interrupting
Respond appropriately to
what is heard
Speaking
Respond respectfully
Initiate communication
with peers and familiar adults
Use age-appropriate
vocabulary
Speak in grammatically
correct sentences
Use gestures appropriate
to conveying meaning
Establish eye contact,
when appropriate, to engage the audience
Speak loudly enough to be
heard by the audience
These core performance
indicators are reflected in grade-specific
performance indicators and literacy
competencies. To view them and lessons
aligned to them click on links below or on
quick links above.
• Grade 4 Reading • Grade 4 Writing • Grade 4 Listening • Grade 4 Speaking •
©2005 NYS Teacher Centers and
the New York Institute of Technology.
All rights reserved.
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