Tennessee Department of Education

English/Language Arts - Fourth Grade: Performance Indicators (Benchmarks)

Reading

Benchmarks/Indicators

Performance Indicators State

As documented through state assessment -

At Level 1, the student is able to

  1. 4.1.spi.1. identify correctly used capital letters with names, dates, and addresses, and at the beginning of sentences within context.
  2. 4.1.spi.2. use table of contents, title page, and glossary to locate information.
  3. 4.1.spi.3. use prefixes, suffixes and root words as aids in determining meaning within context.
  4. 4.1.spi.4. recognize plot features of fairy tales, folk tales, fables, and myths.
  5. 4.1.spi.5. identify characters, setting, and plot in a passage.

At Level 2, the student is able to

  1. 4.1.spi.6. determine the problem of a story and recognize its solution.
  2. 4.1.spi.7. identify grade level compound words, contractions, and common abbreviations within context.
  3. 4.1.spi.8. use headings, graphics, and captions to make meaning from texts.
  4. 4.1.spi.9. select appropriate synonyms, antonyms, and homonyms within context.
  5. 4.1.spi.10. determine the meaning of unfamiliar words/multiple meaning words using context clues, dictionaries, and glossaries.  
  6. 4.1.spi.11. recognize and use grade appropriate vocabulary within text.
  7. 4.1.spi.12. evaluate texts for elements of fact/opinion and reality/fantasy.
  8. 4.1.spi.13. distinguish between fact and opinion within text.
  9. 4.1.spi.14. interpret information using a chart, map, or timeline.
  10. 4.1.spi.15. use available text features (e.g., graphics, glossaries, and illustrations) to make meaning from text.
  11. 4.1.spi.16. indicate the sequence of events in print (fiction and non-fiction) and in non- print texts.
  12. 4.1.spi.17. make predictions about text.
  13. 4.1.spi.18. select questions to clarify thinking.
  14. 4.1.spi.19. identify different forms of text (e.g., poems, drama, fiction, non-fiction).
  15. 4.1.spi.20. recognize cause and effect relationships within text.

At Level 3, the student is able to

  1. 4.1.spi.21. identify and interpret similes and metaphors.  
  2. 4.1.spi.22. determine appropriate inferences and draw conclusions from text.
  3. 4.1.spi.23. select sources from which to gather information on a given topic.
  4. 4.1.spi.24. locate information to support opinions, predictions, and conclusions.
  5. 4.1.spi.25. identify the author's purpose (to entertain, to inform, to persuade, to share feelings).
  6. 4.1.spi.26. recognize the sounds of language (i.e., alliteration, rhyme, and repetition).
  7. 4.1.spi.27. choose a logical word to complete an analogy using synonyms and antonyms.
Performance Indicators Teacher

As documented through teacher observation-

At Level 1, the student is able to

  1. 4.1.tpi.1 listen attentively by facing the speaker, asking questions and paraphrasing.
  2. 4.1.tpi.2 use established rules of conversation consistently (taking turns, raising hands).
  3. 4.1.tpi.3. decode words using learned strategies.
  4. 4.1.tpi.4. demonstrate an awareness of the sounds of language, including rhyming patterns.
  5. 4.1.tpi.5. reflect punctuation while reading.
  6. 4.1.tpi.6. formulate and respond to questions from teacher and other group members.

At Level 2, the student is able to

  1. 4.1.tpi.7. identify a purpose for reading
  2. 4.1.tpi.8. understand, follow and give oral multi-step directions.
  3. 4.1.tpi.9. preview the text to activate prior knowledge.
  4. 4.1.tpi.10. read and recognize various literary genres (e.g., poems, plays, chapter books and textbooks).
  5. 4.1.tpi.11. use metacognitive strategies to improve comprehension.
  6. 4.1.tpi.12. predict outcomes based on prior knowledge and adjust as additional knowledge is acquired.
  7. 4.1.tpi.13. express personal opinions and reactions to text (e.g., reading journal).
  8. 4.1.tpi.14. relate literary experiences, (e.g., literacy circles, written/oral reports).
  9. 4.1.tpi.15. summarize materials read and/or lessons learned.
  10. 4.1.tpi.16. connect life experiences to texts read.
  11. 4.1.tpi.17. respond creatively to texts.
  12. 4.1.tpi.18. use common text features to enhance understanding.
  13. 4.1.tpi.19. read aloud frequently using appropriate expression and rate.
  14. 4.1.tpi.20. read fluently basic grade-appropriate selections.
  15. 4.1.tpi.21. make connections among various texts showing similarities and differences related to setting, events, and characters.

At Level 3, the student is able to

  1. 4.1.tpi.22. organize prior knowledge, using a variety of strategies (e.g., brain-storming, graphic organizers, webbing, and mapping).
  2. 4.1.tpi.23. use content specific vocabulary.
  3. 4.1.tpi.24. use library media sources to access information (e.g., encyclopedias, Internet, electronic catalog).
  4. 4.1.tpi.25. compare and contrast elements of stories from different cultures.
  5. 4.1.tpi.26. extend ideas presented in text.
  6. 4.1.tpi.27. read daily and independently.
  7. 4.1.tpi.28. recognize propaganda techniques (i.e., bandwagon, loaded words, testimonials).
  8. 4.1.tpi.29. deliver an oral presentation on an assigned topic.
  9. 4.1.tpi.30. verify the meaning/usage of a multiple-meaning word through the use of a dictionary or thesaurus.
  10. 4.1.tpi.31. draw conclusions from evidence within the text.

Writing

Benchmarks/Indicators

Performance Indicators State

As documented through state assessment -

At Level 1, the student is able to

  1. 4.2.spi.1. choose a topic sentence for a paragraph.
  2. 4.2.spi.2. rearrange sentences to form a sequential, coherent paragraph.
  3. 4.2.spi.3. identify the purpose for writing (i.e., to entertain, to inform, to share experiences) .
  4. 4.2.spi.4. rearrange events in a sequential or chronological order in a writing selection.
  5. 4.2.spi.5. select the best title for a text.

At Level 2, the student is able to

  1. 4.2.spi.6. complete a graphic organizer (i.e., clustering, listing, mapping, webbing) to       group ideas for writing.
  2. 4.2.spi.7. select appropriate time-order or transitional words to enhance the flow of a        writing sample.
  3. 4.2.spi.8. identify the most reliable sources of information for preparing a report.
  4. 4.2.spi.9. select the best way to combine sentences to provide syntactic variety within context.
  5. 4.2.spi.10. select details that support a topic sentence.
  6. 4.2.spi.11. choose the supporting sentence that best develops a topic sentence.
  7. 4.2.spi.12. choose the supporting sentence that best fits the context and flow of ideas in a paragraph.
  8. 4.2.spi.13. identify the audience for which a text is written.

At Level 3, the student is able to

  1. 4.2.spi.14. supply a missing piece of information in a simple outline.
  2. 4.2.spi.15. identify sentences irrelevant to a paragraph's theme or flow.
  3. 4.2.spi.16. select an appropriate concluding sentence for a well-developed paragraph.
Performance Indicators Teacher

As documented through teacher observation-

At Level 1, the student is able to

  1. 4.2.tpi.1. generate ideas for writing.
  2. 4.2.tpi.2. use prewriting strategies to organize ideas and to access prior knowledge.
  3. 4.2.tpi.3. write for a variety of purposes (e.g., to construct journal responses, answers to essay questions, and friendly and business letters).
  4. 4.2.tpi.4. write frequently in the descriptive mode.

At Level 2, the student is able to

  1. 4.2.tpi.5. write friendly and business letters.
  2. 4.2.tpi.6. produce written work in various genres and formats (e.g., poems, stories, instructions).
  3. 4.2.tpi.7. write in response to literature.
  4. 4.2.tpi.8. write creatively and imaginatively.
  5. 4.2.tpi.9. show evidence of written work in all disciplines.
  6. 4.2.tpi.10. recognize and use all steps in the writing process.
  7. 4.2.tpi.11. understand and use prompts and rubrics.
  8. 4.2.tpi.12. use resources to aid in the writing process.
  9. 4.2.tpi.13. write frequently in the narrative mode.
  10. 4.2.tpi.14. use grade level appropriate vocabulary when writing.
  11. 4.2.tpi.15. construct clear, coherent, organized multi-paragraphed works.

At Level 3, the student is able to

  1. 4.2.tpi.16. develop methods of sharing written work.
  2. 4.2.tpi.17. use a variety of sources to gather information.
  3. 4.2.tpi.18. write with a sense of audience.
  4. 4.2.tpi.19. begin to write in the expository mode.
  5. 4.2.tpi.20. produce multiple drafts.
  6. 4.2.tpi.21. write, using knowledge from the content areas.
  7. 4.2.tpi.22. compare and contrast two persons, places, or things.
  8. 4.2.tpi.23. evaluate own and others' writing, using the Tennessee Writing Assessment rubric.

Elements of Language

Benchmarks/Indicators

Performance Indicators State

As documented through state assessment -

At Level 1, the student is able to

  1. 4.3.spi.1. identify the correct use of nouns (i.e., common and proper, plurals, possessives), verbs (i.e., agreement, tenses, action and linking), and adjectives (i.e., comparison forms and articles) within context.
  2. 4.3.spi.2. identify declarative, interrogative, and exclamatory sentences by recognizing appropriate end marks.
  3. 4.3.spi.3. select the best way to correct incomplete sentences within context.

At Level 2, the student is able to

  1. 4.3.spi.4. identify the correct use of pronouns (i.e., subject, object, and agreement), and adverbs (i.e., comparison forms and negatives) within context.
  2. 4.3.spi.5. identify the correct use of commas (i.e., series, dates, addresses, friendly letters, introductory words, compound sentences) within context.
  3. 4.3.spi.6. recognize usage errors occurring within context (i.e., double negatives, troublesome words: to, too, two; their, there, they're; its, it's).
  4. 4.3.spi.7. identify correctly spelled words in context.
  5. 4.3.spi.8. choose the correct formation of plurals, contractions and possessives within context.

At Level 3, the student is able to

  1. 4.3.spi.9. choose the correct use of quotation marks and commas in direct quotations.
  2. 4.3.spi.10. identify sentences with correct subject-verb agreement (person and number).
Performance Indicators Teacher

As documented through teacher observation-

At Level 1, the student is able to

  1. 4.3.tpi.1. write legibly.
  2. 4.3.tpi.2. spell grade level words correctly.
  3. 4.3.tpi.3. observe appropriate language structures, including correct use of verb tenses, in writing and in speaking.
  4. 4.3.tpi.4. use voice intonation to indicate appropriate punctuation.

At Level 2, the student is able to

  1. 4.3.tpi.5. recognize and revise incomplete and run-on sentences.
  2. 4.3.tpi.6. regularly use correct punctuation when writing.
  3. 4.3.tpi.7. recognize and correct usage errors (e.g., troublesome pairs) in speech and in writing.
  4. 4.3.tpi.8. spell high-frequency words and commonly misspelled words correctly as appropriate to grade level.
  5. 4.3.tpi.9. correct own writing for spelling, capitalization, and punctuation.

At Level 3, the student is able to

  1. 4.3.tpi.10. use correctly punctuated dialog in writing.
  2. 4.3.tpi.11. form possessives, plurals, and contractions correctly.
  3. 4.3.tpi.12. use commas correctly.