Language conventions of capitalization and punctuation taught in grade four include the following:- Use correct capitalization
- Use commas and quotation marks to mark direct speech and quotations from a text
- Use a comma before a coordinating conjunction in a compound sentence
Instruction is systematic, explicit and has immediate
application in meaningful contexts. In other words, students
experience and reflect on the conventions used in literary
and informational texts as they explore the author’s craft
and they have real reasons to use the conventions in their
own writing and presentations. As noted elsewhere, learning
of grammar does not occur in a linear fashion. Students
need time and multiple exposures and conversations about
grammatical features before the features are fully integrated
into students’ usage. It is crucial that students, particularly
ELs, do not feel inhibited in communication due to concerns
about accuracy as they develop skill.
Also important to note is that learning language conventions is not an end in itself. Control
of the conventions of English allows writers and speakers to shape their messages intentionally.
Understanding language conventions supports readers and listeners to comprehend written and oral
texts.
Conventions taught in previous grades are reinforced in this grade span. Some likely require
continued attention as they are applied to increasingly sophisticated writing and speaking, particularly
those displayed in the language progressive skills chart provided by the CDE (2013b), which include
the following grade-three standards:
- L.3.1f. Ensure subject-verb and pronoun-antecedent agreement.
- L.3.3a. Choose words and phrases for effect.
Attention to spelling continues. Work continues on
building skill with multisyllabic words and irregularly spelled
words. Most important is the focus on the morphological
features of words. Spelling is closely interwoven with the
following vocabulary and word analysis standards in the
Language and Reading strands: - Vocabulary: Use common, grade-appropriate Greek
and Latin affixes and roots as clues to the meaning
of a word (e.g., telegraph, photograph, autograph)
(L.4.4b) - Word Analysis: Use combined knowledge of all letter sound correspondences, syllabication
patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic
words in context and out of context (RF.4.3a)
See chapter 4 for a discussion of spelling development.... learning of grammar
does not occur in a linear
fashion. Students need time
and multiple exposures
and conversations about
grammatical features
before the features are fully
integrated into students’ usage.
Attention to spelling continues.
Work continues on building
skill with multisyllabic words
and irregularly spelled words.
Most important is the focus on
the morphological features of
words.Grade 4 Chapter 5 | 437