Virginia

Virginia Curriculum Framework: Reading

• 4.4.4 The student will expand vocabulary when reading. a) Use context to clarify meanings of unfamiliar words. b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones. c) Use word-reference materials, including the glossary, dictionary, and thesaurus. d) Develop vocabulary by listening to and reading a variety of texts. e) Use vocabulary from other content areas.
  • 4.4.4.A use the content and structure of a sentence, paragraph, or reading selection to help determine the meaning of an unfamiliar word.
  • 4.4.4.B use a variety of strategies and word recognition skills to support comprehension.
  • 4.4.4.C know the type of information found in word reference materials such as a glossary, dictionary, and thesaurus.
  • 4.4.4.1 use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g., definitions, examples, or restatements of text).
  • 4.4.4.2 use clues in the context of a sentence, paragraph, or reading selection to predict and explain the meanings of words that have more than one definition.
  • 4.4.4.3 use their knowledge of affixes (prefixes and suffixes) to read and understand the meanings of words.
  • 4.4.4.4 use their knowledge of synonyms (words with similar meanings) and antonyms (words with opposite meanings) to understand the meanings of unfamiliar words.
  • 4.4.4.5 derive word meaning by using their knowledge of homophones (words that are pronounced the same but are spelled differently and have different meanings), such as read/red, no/know, hear/here.
  • 4.4.4.6 use context to select the applicable definition of a word from a glossary or dictionary.
  • 4.4.4.7 identify and consult the word-reference material(s), including the glossary, dictionary, and thesaurus, most likely to contain needed information to clarify word meaning.
  • 4.4.4.8 develop vocabulary by listening to and reading a variety of texts.
  • 4.4.4.9 determine the meaning of general academic and content-specific words or phrases in a text.
  • 4.4.4.10 study word meanings across content areas.
• 4.4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry. a) Explain the author’s purpose. b) Describe how the choice of language, setting, characters, and information contributes to the author’s purpose. c) Identify the main idea. d) Summarize supporting details. e) Identify the problem and solution. f) Describe the relationship between text and previously read materials. g) Identify sensory words. h) Draw conclusions/make inferences about text. i) Make, confirm, or revise predictions. j) Identify cause and effect relationships. k) Use reading strategies throughout the reading process to monitor comprehension. l) Read with fluency and accuracy.
  • 4.4.5.A develop a variety of comprehension strategies.
  • 4.4.5.B read a variety of fictional texts, narrative nonfiction texts, and poetry.
  • 4.4.5.C explain events, procedures, ideas, or concepts in fictional texts, narrative nonfiction texts, and poetry, including what happened and why, based on specific information in the text.
  • 4.4.5.1 explain the author’s purpose (e.g., to entertain, inform, or persuade).
  • 4.4.5.2 describe how the choice of language, setting, characters, details, and other information contribute to the author’s purpose.
  • 4.4.5.3 describe in depth a character, setting, or event drawing on specific details from the text (e.g., words, actions, or a character’s thoughts).
  • 4.4.5.4 understand that narrative nonfiction is a story based on facts.
  • 4.4.5.5 identify the facts contained in a piece of narrative nonfiction.
  • 4.4.5.6 identify the main idea or theme of a text and summarize using supporting details.
  • 4.4.5.7 identify the problem (conflict) and solution.
  • 4.4.5.8 discuss the similarities and differences between text and previously read materials (e.g., similar themes and topics, patterns of events).
  • 4.4.5.9 make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
  • 4.4.5.10 identify sensory words that describe sights, sounds, smells, and tastes, and describe how they make the reader feel.
  • 4.4.5.11 refer to details and examples in a text when explaining what the text says, drawing conclusions/making inferences from text.
  • 4.4.5.12 identify cause and effect relationships.
  • 4.4.5.13 make, confirm, or revise predictions.
  • 4.4.5.14 read familiar text with fluency, accuracy, and prosody.
  • 4.4.5.15 read with sufficient accuracy and fluency to support comprehension.
• 4.4.5.16 become aware of when they do not understand, (e.g., by reflecting upon and learning to articulate what exactly is causing difficulty).
• 4.4.6 The student will read and demonstrate comprehension of nonfiction texts. a) Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital texts. b) Formulate questions that might be answered in the selection. c) Explain the author’s purpose. d) Identify the main idea. e) Summarize supporting details. f) Draw conclusions and make simple inferences using textual information as support. g) Distinguish between cause and effect. h) Distinguish between fact and opinion. i) Use prior knowledge and build additional background knowledge as context for new learning. j) Identify new information gained from reading. k) Use reading strategies throughout the reading process to monitor comprehension. l) Read with fluency and accuracy.
  • 4.4.6.A summarize key details of informational texts, connecting new information to prior knowledge.
  • 4.4.6.B identify and use text structures, such as headings, paragraphs, and format, to preview a text and make predictions in order to comprehend.
  • 4.4.6.C actively ask questions, visualize, make connections, and predict as they read.
  • 4.4.6.1 use text features, such as special type styles (e.g., boldfaced, italics) and color, captions under pictures and graphics, and headings of sections and chapters, to predict and categorize information in both print and digital texts.
  • 4.4.6.2 understand how written text and accompanying illustrations connect to convey meaning (e.g., charts, graphs, diagrams, timelines, animations).
  • 4.4.6.3 generate questions to guide reading of text.
  • 4.4.6.4 explain author’s purpose (e.g., to entertain, persuade, inform).
  • 4.4.6.5 identify the main idea and supporting details within a selection summarizing the text by using tools such as graphic organizers, outlining, and notes.
  • 4.4.6.6 combine information from various places in the text to draw a conclusion.
  • 4.4.6.7 make simple inferences, using information from the text.
  • 4.4.6.8 identify cause and effect relationships.
  • 4.4.6.9 distinguish between fact and opinion.
  • 4.4.6.10 apply prior knowledge to make predictions and to describe the relationship between content and previously learned concepts.
  • 4.4.6.11 identify new information learned from reading.
  • 4.4.6.12 read familiar text with fluency, accuracy, and expression.
  • 4.4.6.13 become aware of when they do not understand (e.g., by reflecting upon and articulating what exactly is causing difficulty).

Virginia Curriculum Framework: Writing

• 4.4.7 The student will write cohesively for a variety of purposes. a) Identify intended audience. b) Focus on one aspect of a topic. c) Use a variety of pre-writing strategies. d) Organize writing to convey a central idea. e) Recognize different modes of writing have different patterns of organization. f) Write a clear topic sentence focusing on the main idea. g) Write two or more related paragraphs on the same topic. h) Use transition words for sentence variety. i) Utilize elements of style, including word choice and sentence variation. j) Revise writing for clarity of content using specific vocabulary and information. k) Include supporting details that elaborate the main idea.
  • 4.4.7.A demonstrate the capacity to generate, focus, and organize ideas for writing.
  • 4.4.7.B revise the language, organization, and content of a piece of writing for a specific purpose.
  • 4.4.7.1 apply knowledge of the writing domains of composing, written expression, and usage/mechanics.
  • 4.4.7.2 produce clear and coherent writing in which the development and organization are appropriate to purpose and audience.
  • 4.4.7.3 recognize different modes of writing have different patterns of organization
  • 4.4.7.3.a informative/explanatory
    • 4.4.7.3.a.1 clearly introduce a topic and group related information in paragraphs
    • 4.4.7.3.a.2 use facts, definitions, opinions, quotations, details, or other examples and information to develop the topic
    • 4.4.7.3.a.3 use specific vocabulary to inform and explain the topic; and
    • 4.4.7.3.a.4 provide a concluding statement or section related to the topic
    • 4.4.7.3.b narrative
      • 4.4.7.3.b.1 organize an event sequence that unfolds naturally
      • 4.4.7.3.b.2 use transition words and phrases for sentence variety and to manage the sequence of events
      • 4.4.7.3.b.3 use specific vocabulary, words, and phrases to convey experiences and events
      • 4.4.7.3.b.4 provide a conclusion
• 4.4.7.4 create a plan and organize thoughts to convey a central idea before writing.
• 4.4.7.5 use a variety of prewriting strategies (e.g., brainstorming, listing, free-writing, and using graphic organizers).
• 4.4.7.6 focus, organize, and elaborate to construct an effective cohesive message for the reader.
• 4.4.7.7 write a clear topic sentence focused on the main idea.
• 4.4.7.8 purposefully shape and control language to affect readers.
• 4.4.7.9 select specific information to guide readers more purposefully through the piece.
• 4.4.7.10 use specific vocabulary and vivid word choice.
• 4.4.7.11 write two or more related paragraphs on a topic.
• 4.4.7.12 use precise language and vocabulary to explain a topic.
• 4.4.7.13 link ideas within paragraphs using words and phrases (e.g., another, for example, since, also).
• 4.4.7.14 include sentences of various lengths and beginnings to create a pleasant, informal rhythm.
• 4.4.7.15 use available reference resources (e.g., dictionary and thesaurus) as aids to revising writing for clarity.
• 4.4.7.16 use facts and details in sentences to elaborate the main idea.
• 4.4.7.17 use available technology to gather information and to aid in writing.
• 4.4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. a) Use subject-verb agreement. b) Include prepositional phrases. c) Eliminate double negatives. d) Use noun-pronoun agreement. e) Use commas in series, dates, and addresses. f) Incorporate adjectives and adverbs. g) Use correct spelling for frequently used words, including common homophones. h) Use singular possessives.
  • 4.4.8.A understand that grammatically correct language and mechanics contribute to the meaning of writing.
  • 4.4.8.1 apply knowledge of the writing domains of composing, written expression, and usage/mechanics.
  • 4.4.8.2 use subject-verb agreement (singular nouns with singular verbs; plural nouns with plural verbs).
  • 4.4.8.3 appropriately identify and use the following parts of a sentence in writing: subject, predicate, and prepositional phrase.
  • 4.4.8.4 avoid the use of double negatives.
  • 4.4.8.5 appropriately identify and use the following parts of speech: nouns, pronouns, verbs, adjectives, adverbs, and prepositions in their writing.
  • 4.4.8.6 use noun/pronoun agreement (pronoun agrees in number and gender with its antecedent).
  • 4.4.8.7 use reflexive pronouns (e.g., myself, ourselves).
  • 4.4.8.8 use commas in series, dates, and addresses.
  • 4.4.8.9 use adjectives and adverbs (use adverbs instead of adjectives where appropriate, (e.g., "He played really well." instead of "He played real well.")).
  • 4.4.8.10 use the correct spelling of frequently used words, including common homonyms/homophones (e.g., threw/through).
  • 4.4.8.11 use singular possessives.
  • 4.4.8.12 use a rubric to self-assess writing.
  • 4.4.8.13 use technology, including the Internet, to produce, edit and publish writing as well as to interact and collaborate with others.

Virginia Standards of Learning: Reading

• 4.4.4 The student will expand vocabulary when reading.
  • 4.4.4.a Use context to clarify meanings of unfamiliar words.
  • 4.4.4.b Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
  • 4.4.4.c Use word-reference materials, including the glossary, dictionary, and thesaurus.
  • 4.4.4.d Develop vocabulary by listening to and reading a variety of texts.
  • 4.4.4.e Use vocabulary from other content areas.

• 4.4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.
  • 4.4.5.a Explain the author's purpose.
  • 4.4.5.b Describe how the choice of language, setting, characters, and information contributes to the author's purpose.
  • 4.4.5.c Identify the main idea.
  • 4.4.5.d Summarize supporting details.
  • 4.4.5.e Identify the problem and solution.
  • 4.4.5.f Describe the relationship between text and previously read materials.
  • 4.4.5.g Identify sensory words.
  • 4.4.5.h Draw conclusions/make inferences about text.
  • 4.4.5.i Make, confirm, or revise predictions.
  • 4.4.5.j Identify cause and effect relationships.
  • 4.4.5.k Use reading strategies throughout the reading process to monitor comprehension.
     » Billy's Beach Trip
     » Heart
     » Reading
     » Snail's Family Outing
  
  • 4.4.5.l Read with fluency and accuracy.

• 4.4.6 The student will read and demonstrate comprehension of nonfiction texts.
  • 4.4.6.a Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital texts.
  • 4.4.6.b Formulate questions that might be answered in the selection.
  • 4.4.6.c Explain the author's purpose.
  • 4.4.6.d Identify the main idea.
  • 4.4.6.e Summarize supporting details.
  • 4.4.6.f Draw conclusions and make simple inferences using textual information as support.
  • 4.4.6.g Distinguish between cause and effect.
  • 4.4.6.h Distinguish between fact and opinion.
  • 4.4.6.i Use prior knowledge and build additional background knowledge as context for new learning.
  • 4.4.6.j Identify new information gained from reading.
  • 4.4.6.k Use reading strategies throughout the reading process to monitor comprehension.
     » Camouflage
     » How Does A Flower Grow?
     » Our Solar System
     » Reading
     » Snail's Family Outing
     » The United Nations
     » Volcanoes
  
  • 4.4.6.l Read with fluency and accuracy.

Virginia Standards of Learning: Writing

• 4.4.7 The student will write cohesively for a variety of purposes.
  • 4.4.7.a Identify intended audience.
  • 4.4.7.b Focus on one aspect of a topic.
  • 4.4.7.c Use a variety of pre-writing strategies.
  • 4.4.7.d Organize writing to convey a central idea.
  • 4.4.7.e Recognize different modes of writing have different patterns of organization.
  • 4.4.7.f Write a clear topic sentence focusing on the main idea.
  • 4.4.7.g Write two or more related paragraphs on the same topic.
  • 4.4.7.h Use transition words for sentence variety.
  • 4.4.7.i Utilize elements of style, including word choice and sentence variation.
  • 4.4.7.j Revise writing for clarity of content using specific vocabulary and information.
  • 4.4.7.k Include supporting details that elaborate the main idea.

• 4.4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
  • 4.4.8.a Use subject-verb agreement.
     » N.01: Present Tense - Assessment 1
     » N.02: Past Tense - Assessment 1
     » A.01: Simple Subject And Predicate - Assessment 1
     » A.02: Simple Subject And Predicate - Assessment 2
     » A.03: Simple Subject And Predicate - Assessment 3
     » A.04: Simple Subject And Predicate - Assessment 4
     » A.05: Review On Simple Subject And Simple Predicate
     » A.06: Complete Subject And Predicate - Assessment 1
     » A.07: Complete Subject And Predicate - Assessment 2
     » A.08: Complete Subject And Predicate - Assessment 3
     » A.09: Complete Subject And Predicate - Assessment 4
     » A.10: Review On Subject And Predicate
     » A.11: Subject Nouns - Assessment 1
     » A.12: Subject Nouns - Assessment 2
     » A.13: Subject Nouns - Assessment 3
     » A.15: Predicate Nouns - Assessment 1
     » A.16: Predicate Nouns - Assessment 2
     » A.17: Predicate Nouns - Assessment 3
     » B.01: Nouns - Assessment 1
     » B.02: Nouns - Assessment 2
     » B.03: Common And Proper Noun - Assessment 1
     » B.04: Common And Proper Noun - Assessment 2
     » B.05: Review On Proper And Common Nouns
     » B.06: Singular And Plural Nouns - Assessment 1
     » B.07: Singular And Plural Nouns - Assessment 2
     » B.08: Possessive Nouns - Assessment 1
     » B.09: Possessive Nouns - Assessment 2
     » B.10: Possessive Nouns - Assessment 3
     » B.11: Possessive Nouns - Assessment 4
     » B.12: Possessive Nouns - Assessment 5
     » B.13: Possessive Nouns - Assessment 6
     » B.14: Review On Singular, Plural And Possessive Nouns
     » B.16: Collective Nouns - Assessment 2
     » B.17: Collective Nouns - Assessment 3
     » C.01: Verbs - Assessment 1
     » C.02: Verbs - Assessment 2
     » C.03: Tenses - Assessment 1
     » C.04: Tenses - Assessment 2
     » C.05: Review On Verbs And Tenses
     » C.06: Linking Verbs - Assessment 1
     » C.07: Linking Verbs - Assessment 2
     » C.08: Helping Verbs - Assessment 1
     » C.09: Helping Verbs - Assessment 2
     » C.10: Review On Linking And Helping Verbs
     » C.11: Irregular Verbs - Introduction
     » C.12: Irregular Verbs - Assessment 1
     » C.16: Subject - Verb Agreement - Assessment 3
     » C.17: Review On Irregular Verbs And Subject - Verb Agreement
     » D.02: Pronouns - Assessment 2
     » D.03: Pronouns - Assessment 3
     » D.04: Pronouns - Assessment 4
     » D.06: Review On Pronouns
  
  • 4.4.8.b Include prepositional phrases.
  • 4.4.8.c Eliminate double negatives.
  • 4.4.8.d Use noun-pronoun agreement.
  • 4.4.8.e Use commas in series, dates, and addresses.
  • 4.4.8.f Incorporate adjectives and adverbs.
     » D.19: Pronoun - Verb Agreement - Assessment 1
     » D.20: Pronoun - Verb Agreement - Assessment 2
     » D.21: Pronoun - Verb Agreement - Assessment 3
     » D.22: Pronoun - Verb Agreement - Assessment 4
     » D.23: Review On Pronoun - Verb Agreement
     » E.01: Adjectives - Assessment 1
     » E.02: Adjectives - Assessment 2
     » E.03: Adjectives - Assessment 3
     » E.04: Adjectives - Assessment 4
     » E.05: Review On Adjectives
     » E.06: Noun - Adjective Pair - Assessment 1
     » E.07: Noun-Adjective Pair - Assessment 2
     » E.08: Noun-Adjective Pair - Assessment 3
     » E.09: Noun - Adjective Pair - Assessment 4
     » E.10: Review On Noun-Adjective Pair
     » E.15: Review On Degree Of Adjectives
     » E.16: Proper Adjectives - Assessment 1
     » E.17: Proper Adjectives - Assessment 2
     » E.18: Collective Adjectives - Assessment 1
     » E.19: Collective Adjectives - Assessment 2
     » E.20: Review On Proper Adjectives And Collective Adjectives
     » F.01: Adverbs - Assessment 1
     » F.02: Adverbs - Assessment 2
     » F.05: Review On Adverbs
     » F.06: Adverbs - Assessment 5
     » F.07: Adverbs - Assessment 6
     » F.08: Adverbs - Assessment 7
     » F.09: Review On Using The Correct Adverb.
     » F.15: Adjective Vs. Adverbs - Assessment 1
  
  • 4.4.8.g Use correct spelling for frequently used words, including common homophones.
  • 4.4.8.h Use singular possessives.