Access Language Arts - Grade 4 (#7710015) 

{ Language Arts - Grade Four - 5010045 }


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Course Standards

Name Description
LAFS.4.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  1. Demonstrate legible cursive writing skills.
  2. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
  3. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
  4. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
  5. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
  6. Form and use prepositional phrases.
  7. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
  8. Correctly use frequently confused words (e.g., to, too, two; there, their).
Related Access Points
Name Description
LAFS.4.L.1.AP.1a: Use relative pronouns and relative adverbs in writing.
LAFS.4.L.1.AP.1b: Use prepositional phrases in writing.
LAFS.4.L.1.AP.1c: Produce simple, compound and complex sentences in writing.
LAFS.4.L.1.AP.1d: Recognize and correct fragments and run-on sentences.

LAFS.4.L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  1. Use correct capitalization.
  2. Use commas and quotation marks to mark direct speech and quotations from a text.
  3. Use a comma before a coordinating conjunction in a compound sentence.
  4. Spell grade-appropriate words correctly, consulting references as needed.
Related Access Points
Name Description
LAFS.4.L.1.AP.2a: Use correct capitalization in writing.
LAFS.4.L.1.AP.2b: Use commas and quotation marks in writing.
LAFS.4.L.1.AP.2c: Spell words correctly in writing, consulting references as needed.

LAFS.4.L.2.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  1. Choose words and phrases to convey ideas precisely.
  2. Choose punctuation for effect.
  3. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
Related Access Points
Name Description
LAFS.4.L.2.AP.3a: Choose words and phrases for appropriate effect (e.g., to inform) within writing.

LAFS.4.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
  1. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
  2. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
  3. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Related Access Points
Name Description
LAFS.4.L.3.AP.4a: Use context to determine the meaning of unknown or multiple-meaning words, or words showing shades of meaning.
LAFS.4.L.3.AP.4b: Use common grade-appropriate roots and affixes as clues to the meaning of a word.
LAFS.4.L.3.AP.4c: Use a glossary, dictionary or thesaurus to determine the meaning of a word.

LAFS.4.L.3.5: Demonstrate understanding of word relationships, and nuances in word meanings.
  1. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
  2. Recognize and explain the meaning of common idioms, adages, and proverbs.
  3. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
Related Access Points
Name Description
LAFS.4.L.3.AP.5a: Relate words to their opposites (antonyms).
LAFS.4.L.3.AP.5b: Relate words to words with similar but not identical meanings (synonyms).
LAFS.4.L.3.AP.5c: Identify simple similes in context.
LAFS.4.L.3.AP.5d: Identify simple metaphors in context.
LAFS.4.L.3.AP.5e: Identify the meaning of common idioms.

LAFS.4.L.3.6: Acquire and use accurately general academic and domain-specific words and phrases as found in grade level appropriate texts, including those that signal precise actions, emotions, or states of being (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Related Access Points
Name Description
LAFS.4.L.3.AP.6a: Use general academic and domain-specific words and phrases accurately.
LAFS.4.L.3.AP.6b: Use grade-appropriate general academic and domain-specific vocabulary accurately within writing.

LAFS.4.RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words.
  1. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context.
Related Access Points
Name Description
LAFS.4.RF.3.AP.3a: Recognize and accurately use letter-sound correspondences, syllabication patterns and morphology (e.g., affixes) to identify and/or read multisyllabic words.
LAFS.4.RF.3.AP.3b: Identify grade-level words with accuracy and on successive attempts.

LAFS.4.RF.4.4: Read with sufficient accuracy and fluency to support comprehension.
  1. Read on-level text with purpose and understanding.
  2. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
  3. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Related Access Points
Name Description
LAFS.4.RF.4.AP.4a: Practice self-monitoring strategies to aid comprehension (e.g., reread, use visuals or cueing system, self-correct, ask questions, confirm predictions).
LAFS.4.RF.4.AP.4b: Read text (including prose and poetry) with accuracy, appropriate rate and expression (when applicable) on successive readings.
LAFS.4.RF.4.AP.4c: Use context to confirm or self-correct word recognition.

LAFS.4.RI.1.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Related Access Points
Name Description
LAFS.4.RI.1.AP.1a: Refer to details and examples in a text that are relevant to explaining what the text says explicitly.
LAFS.4.RI.1.AP.1b: Refer to details and examples in a text that are relevant to drawing basic inferences from an informational text.

LAFS.4.RI.1.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Related Access Points
Name Description
LAFS.4.RI.1.AP.2a: Determine the main idea of an informational text.
LAFS.4.RI.1.AP.2b: Identify supporting details of an informational text.
LAFS.4.RI.1.AP.2c: Identify how ideas are organized to summarize the text.

LAFS.4.RI.1.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Related Access Points
Name Description
LAFS.4.RI.1.AP.3a: Identify events, procedures, ideas or concepts in a historical, scientific or technical text.
LAFS.4.RI.1.AP.3b: Identify specific causes and effects that relate to events, procedures, ideas or concepts in historical, scientific or technical text.

LAFS.4.RI.2.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
Related Access Points
Name Description
LAFS.4.RI.2.AP.4a: Determine the meaning of general academic and domain-specific words and phrases in increasingly complex texts over time.

LAFS.4.RI.2.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Related Access Points
Name Description
LAFS.4.RI.2.AP.5a: Identify signal words that provide clues in determining the specific text structure of a short, informational text or text excerpt (e.g., description, problem/solution, time/order, compare/contrast, cause/effect, directions).
LAFS.4.RI.2.AP.5b: Identify the specific structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts or information in a text excerpt.
LAFS.4.RI.2.AP.5c: Identify the overall structure of a complete text.

LAFS.4.RI.2.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
Related Access Points
Name Description
LAFS.4.RI.2.AP.6a: Determine if information in a text is firsthand or secondhand.
LAFS.4.RI.2.AP.6b: Compare and contrast a firsthand and secondhand account of the same event or topic.

LAFS.4.RI.3.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
Related Access Points
Name Description
LAFS.4.RI.3.AP.7a: Identify relevant information presented visually, orally or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations or interactive elements on Web pages) to answer questions.
LAFS.4.RI.3.AP.7b: Identify how the information presented visually, orally or quantitatively is relevant to the corresponding text information.
LAFS.4.RI.3.AP.7c: Summarize information presented visually, orally or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

LAFS.4.RI.3.8: Explain how an author uses reasons and evidence to support particular points in a text.
Related Access Points
Name Description
LAFS.4.RI.3.AP.8a: Identify facts and examples that an author uses to support a specific point or argument in an informational text.
LAFS.4.RI.3.AP.8b: Use two texts to gather different types of information relevant to a specific topic.
LAFS.4.RI.3.AP.8c: Identify and use the most relevant information from two texts to write or speak about various aspects of a specific topic.

LAFS.4.RI.3.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Related Access Points
Name Description
LAFS.4.RI.3.AP.9a: Report out about two or more texts on the same self-selected topic.
LAFS.4.RI.3.AP.9b: Identify the most important information about a topic gathered from two texts on the same topic in order to write or speak about the subject knowledgeably.

LAFS.4.RI.4.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Related Access Points
Name Description
LAFS.4.RI.4.AP.10a: Read or listen to and recount self-selected stories, dramas, poetry and other types of increasingly complex text over time.

LAFS.4.RL.1.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Related Access Points
Name Description
LAFS.4.RL.1.AP.1a: Refer to details and examples in a text that are relevant to explaining what the text says explicitly.
LAFS.4.RL.1.AP.1b: Refer to details and examples in a text that are relevant to drawing basic inferences about a story, poem or drama.

LAFS.4.RL.1.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Related Access Points
Name Description
LAFS.4.RL.1.AP.2a: Use information that relates to text organization and story elements in order to summarize a story, poem or drama.
LAFS.4.RL.1.AP.2b: Identify relevant words and phrases throughout the text to determine the theme of a story, drama or poem; refer to text to support answer.

LAFS.4.RL.1.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Related Access Points
Name Description
LAFS.4.RL.1.AP.3a: Refer to text information that relates to one specific aspect of either the relationship between characters, setting, events or conflicts.

LAFS.4.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
Related Access Points
Name Description
LAFS.4.RL.2.AP.4a: Determine the meaning of general academic and literary-specific words and phrases in increasingly complex text over time.

LAFS.4.RL.2.5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
Related Access Points
Name Description
LAFS.4.RL.2.AP.5a: Identify how the structure of a poem is different than a story (e.g., identify rhyme, shorter than stories; stanza instead of paragraph).
LAFS.4.RL.2.AP.5b: Identify how the structure of a play is different than the structure of a story (e.g., text includes props; dialogue without quotation marks acts/scenes instead of chapter).

LAFS.4.RL.2.6: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
Related Access Points
Name Description
LAFS.4.RL.2.AP.6a: Determine the author’s point of view (first- or third-person) in one story.
LAFS.4.RL.2.AP.6b: Determine the author’s point of view (first- or third-person) in a second story.
LAFS.4.RL.2.AP.6c: Compare the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

LAFS.4.RL.3.7: 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.
Related Access Points
Name Description
LAFS.4.RL.3.AP.7a: Use evidence from both the text version and oral or visual presentation of the same text to support inferences, opinions and conclusions.
LAFS.4.RL.3.AP.7b: Make connections between the text of a story and the visual representations, referring back to text/illustrations to support answer.
LAFS.4.RL.3.AP.7c: Make connections between the text of a play and the oral representations, referring back to text/illustrations to support answer.

LAFS.4.RL.3.9: Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
Related Access Points
Name Description
LAFS.4.RL.3.AP.9a: Compare the treatment of similar themes and topics (e.g., opposition of good and evil) in stories, myths and traditional literature from different cultures.
LAFS.4.RL.3.AP.9b: Compare the treatment of patterns of events (e.g., the quest) in stories, myths and traditional literature from different cultures.

LAFS.4.RL.4.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Related Access Points
Name Description
LAFS.4.RL.4.AP.10a: Read or listen to and recount stories, dramas, poetry and other types of text -- including adapted text -- of increasing complexity over time for a variety of purposes.

LAFS.4.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
  1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
  2. Follow agreed-upon rules for discussions and carry out assigned roles.
  3. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
  4. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Related Access Points
Name Description
LAFS.4.SL.1.AP.1a: Provide evidence of being prepared for discussions on a topic or text through appropriate statements made during discussion.
LAFS.4.SL.1.AP.1b: Ask questions to check understanding of information presented in collaborative discussions.
LAFS.4.SL.1.AP.1c: Make appropriate comments that contribute to a collaborative discussion.
LAFS.4.SL.1.AP.1d: Review the key ideas expressed within a collaborative discussion.

LAFS.4.SL.1.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Related Access Points
Name Description
LAFS.4.SL.1.AP.2a: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively and orally.

LAFS.4.SL.1.3: Identify the reasons and evidence a speaker provides to support particular points.
Related Access Points
Name Description
LAFS.4.SL.1.AP.3a: Identify the reasons and evidence a speaker provides to support particular points.

LAFS.4.SL.2.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Related Access Points
Name Description
LAFS.4.SL.2.AP.4a: Report on a topic, story or claim with a logical sequence of ideas, appropriate facts and relevant, descriptive details.
LAFS.4.SL.2.AP.4b: Elaborate on each fact or opinion given in support of a claim with relevant details.

LAFS.4.SL.2.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
Related Access Points
Name Description
LAFS.4.SL.2.AP.5a: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

LAFS.4.SL.2.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.
Related Access Points
Name Description
LAFS.4.SL.2.AP.6a: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small group discussions).
LAFS.4.SL.2.AP.6b: Use formal English when appropriate to task and situation.

LAFS.4.W.1.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
  1. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
  2. Provide reasons that are supported by facts and details.
  3. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
  4. Provide a concluding statement or section related to the opinion presented.
Related Access Points
Name Description
LAFS.4.W.1.AP.1a: Introduce the topic or text within persuasive writing by stating an opinion.
LAFS.4.W.1.AP.1b: Provide reasons that include relevant facts and details that support a stated opinion.
LAFS.4.W.1.AP.1c: Create an organizational structure that lists reasons in a logical order.
LAFS.4.W.1.AP.1d: Use transitional words and phrases appropriately to link opinion and reasons.
LAFS.4.W.1.AP.1e: Provide a concluding statement or section related to the opinion presented.

LAFS.4.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  1. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
  2. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
  3. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
  4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
  5. Provide a concluding statement or section related to the information or explanation presented.
Related Access Points
Name Description
LAFS.4.W.1.AP.2a: Introduce a topic clearly and group related information in paragraphs and sections.
LAFS.4.W.1.AP.2b: Develop the topic (add additional information related to the topic) with relevant facts, definitions, concrete details, quotations or other information and examples related to the topic.
LAFS.4.W.1.AP.2c: Include formatting (e.g., headings), illustrations and multimedia when appropriate to convey information about the topic.
LAFS.4.W.1.AP.2d: Link ideas within categories of information, appropriately using words and phrases (e.g., another, for example, also, because).
LAFS.4.W.1.AP.2e: Use increasingly precise language and domain-specific vocabulary over time to inform about or explain a variety of topics.
LAFS.4.W.1.AP.2f: Provide a concluding statement or section to support the information presented.

LAFS.4.W.1.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
  2. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
  3. Use a variety of transitional words and phrases to manage the sequence of events.
  4. Use concrete words and phrases and sensory details to convey experiences and events precisely.
  5. Provide a conclusion that follows from the narrated experiences or events.
Related Access Points
Name Description
LAFS.4.W.1.AP.3a: Orient the reader by setting up the context for the story and introducing a narrator and/or characters.
LAFS.4.W.1.AP.3b: Sequence events in writing that unfold naturally.
LAFS.4.W.1.AP.3c: When appropriate, use dialogue and description to develop experiences and events or show the responses of characters to situations.
LAFS.4.W.1.AP.3d: Use a variety of transitional words and phrases to manage the sequence of events.
LAFS.4.W.1.AP.3e: Use concrete words and phrases and sensory details to convey experiences and events.
LAFS.4.W.1.AP.3f: Provide a conclusion (concluding sentence, paragraph or extended ending) that follows from the narrated experiences or events.

LAFS.4.W.2.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Related Access Points
Name Description
LAFS.4.W.2.AP.4a: Produce a clear, coherent draft (e.g., select/generate responses to form paragraph/essay) that is appropriate to the specific task, purpose and audience for use in developing a permanent product.

LAFS.4.W.2.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Related Access Points
Name Description
LAFS.4.W.2.AP.5a: With guidance and support from peers and adults, develop a plan for writing that is appropriate to the topic, task and purpose.
LAFS.4.W.2.AP.5b: With guidance and support from peers and adults, strengthen writing by revising for clarity of meaning (e.g., review product, strengthening story, adding precise language).
LAFS.4.W.2.AP.5c: With guidance and support from peers and adults, strengthen writing by editing (e.g., capitalization, spelling, punctuation).

LAFS.4.W.2.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
Related Access Points
Name Description
LAFS.4.W.2.AP.6a: With guidance and support from adults, use technology to produce writing (e.g., use the Internet to gather information, word processing to generate and collaborate on writing).
LAFS.4.W.2.AP.6b: Develop and use keyboarding skills.
LAFS.4.W.2.AP.6c: With guidance and support from adults, use technology to publish writing (e.g., post finished writing product on the Web, use software to display writing with accompanying illustration).

LAFS.4.W.3.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
Related Access Points
Name Description
LAFS.4.W.3.AP.7a: Follow steps to engage in a short research project (e.g., determine topic, generate research questions, locate information on a topic, organize information related to the topic, draft a permanent product).
LAFS.4.W.3.AP.7b: Build knowledge on topics through continued engagement in research investigation.

LAFS.4.W.3.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
Related Access Points
Name Description
LAFS.4.W.3.AP.8a: Recall relevant information from experiences for use in writing.
LAFS.4.W.3.AP.8b: Gather relevant information (e.g., highlight in text, quote or paraphrase from text or discussion) from print and/or digital sources.
LAFS.4.W.3.AP.8c: Identify key details from an informational text that are relevant to the specific topic.
LAFS.4.W.3.AP.8d: Take brief notes and categorize relevant information (e.g., graphic organizers, notes, labeling, listing) from sources.
LAFS.4.W.3.AP.8e: Provide a list of sources that contributed to the content within a writing piece.

LAFS.4.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
  1. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
  2. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
Related Access Points
Name Description
LAFS.4.W.3.AP.9a: Analyze mentor texts to support knowledge of different types of thinking and writing (e.g., analyze newspaper editorials to explore the way the author developed the argument, reflective essays, investigation).

LAFS.4.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Related Access Points
Name Description
LAFS.4.W.4.AP.10a: Write routinely over shorter time frames using a variety of writing opportunities (e.g., journal entry, letter, graphic organizer) for a range of discipline-specific tasks, purposes and audiences.
LAFS.4.W.4.AP.10b: Write routinely in a genre over extended time frames to engage in the writing process (planning, drafting, editing, revising, publishing) for a range of discipline-specific tasks, purposes and audiences.

HE.4.B.3.1: Describe characteristics of valid health information, products, and services.
Clarifications:
Professional certification, components of proper labeling, complete directions for use, source, and date.
Related Access Points
Name Description
HE.4.B.3.In.a: Identify characteristics of valid health information, products, and services, such as professional certification, complete directions for use, source, and date.
HE.4.B.3.Su.a: Recognize characteristics of valid health information, products, and services, such as complete directions for use, source, and date.
HE.4.B.3.Pa.a: Recognize trusted adults or health care providers at home, school, and in the community who can provide valid health information, products, and services, such as parents, therapists, nurses, and doctors.

HE.4.B.3.2: Construct criteria for selecting health resources, products, services, and reputable technologies.
Clarifications:
Asking if health resources are safe, affordable, and available.
Related Access Points
Name Description
HE.4.B.3.In.b: Identify criteria for selecting common health resources, products, and services, such as safety, affordability, and availability.
HE.4.B.3.Su.b: Recognize criteria for selecting common health resources, products, and services, such as safety, affordability, and availability.
HE.4.B.3.Pa.b: Associate selected health products and services with related health activities.

HE.4.B.4.1: Explain effective verbal and nonverbal communication skills to enhance health.
Clarifications:
Practicing assertive, aggressive, and passive response; and demonstrating empathy for individuals affected by diseases or disabilities.
Related Access Points
Name Description
HE.4.B.4.In.a: Identify effective verbal and nonverbal communication skills to enhance health, such as practicing assertive, aggressive, or passive responses and demonstrating empathy for others.
HE.4.B.4.Su.a: Recognize selected effective verbal and nonverbal communication skills to enhance health, such as practicing assertive, aggressive, or passive responses and demonstrating empathy for others.
HE.4.B.4.Pa.a: Recognize effective verbal and nonverbal communication to enhance health.

HE.4.B.4.2: Identify refusal skills and negotiation skills that avoid or reduce health risks.
Clarifications:
Expressing feelings, offering alternatives, and reporting danger.
Related Access Points
Name Description
HE.4.B.4.In.b: Recognize selected refusal skills and negotiation skills that avoid or reduce health risks, such as expressing feelings, offering alternatives, and reporting danger.
HE.4.B.4.Su.b: Recognize basic refusal skills that avoid or reduce health risks in the classroom, such as expressing feelings and reporting danger.
HE.4.B.4.Pa.b: Recognize refusal skills to reduce health risks in the classroom.

HE.4.B.4.3: Discuss nonviolent strategies to manage or resolve conflict.
Clarifications:
Talking to the resource officer, "cool-off" period; physical activities; quiet time; compromise; and rock, paper, scissors.
Related Access Points
Name Description
HE.4.B.4.In.c: Recognize nonviolent strategies to manage or resolve conflict at school, such as telling a resource officer, having a “cool-off” period or quiet time, getting physical activity, and compromising.
HE.4.B.4.Su.c: Recognize a nonviolent strategy to manage or resolve conflict at school, such as telling a resource officer, having a “cool-off” period or quiet time, getting physical activity, or compromising.
HE.4.B.4.Pa.c: Recognize a selected nonviolent way to respond to a potentially threatening classroom situation, such as a disagreement with a peer.

HE.4.B.4.4: Demonstrate ways to ask for assistance to enhance personal health.
Clarifications:
Verbalize, write, text, email, and draw.
Related Access Points
Name Description
HE.4.B.4.In.d: Demonstrate basic ways to ask for assistance to enhance personal health, such as verbalizing, writing, and drawing.
HE.4.B.4.Su.d: Demonstrate a way to ask for assistance to enhance personal health, such as verbalizing, writing, or drawing.
HE.4.B.4.Pa.d: Communicate a request for assistance to enhance personal health.

HE.4.B.5.1: Identify circumstances that can help or hinder healthy decision making.
Clarifications:
Lack of knowledge, lack of support, and cultural norms.
Related Access Points
Name Description
HE.4.B.5.In.a: Recognize circumstances that can help or hinder healthy decision making, such as family support or lack of knowledge and support.
HE.4.B.5.Su.a: Recognize selected circumstances that can help or hinder healthy decision making, such as family support or lack of knowledge and support.
HE.4.B.5.Pa.a: Recognize choices related to health, such as daily exercise, and eating healthy food.

HE.4.C.1.3: Describe ways a safe, healthy school environment can promote personal health.
Clarifications:
Safety patrols, school crossing guards, hand-washing supplies in restrooms, healthy snack choices, school-wide expectations, be prepared, punctual, and problem solving.
Related Access Points
Name Description
HE.4.C.1.In.3: Identify ways a safe, healthy school environment can promote personal health, such as having hall monitors and school crossing guards, and providing hand- washing supplies in the restrooms.
HE.4.C.1.Su.3: Recognize ways a safe, healthy school environment can promote personal health, such as having hall monitors and school- crossing guards, and providing hand- washing supplies in the restrooms.
HE.4.C.1.Pa.3: Recognize a way a safe, healthy school promotes personal health, such as by having adult supervision.

HE.4.C.2.5: Explain how media influences personal thoughts, feelings, and health behaviors.
Clarifications:
Insidious marketing/product placement, branding, and anti-drug campaigns.
Related Access Points
Name Description
HE.4.C.2.In.e: Identify ways media and the use of technology influences personal thoughts, feelings, and health behaviors, such as product placement, promoting certain brands, anti-drug campaigns, video games, and seat-belt alarms.
HE.4.C.2.Su.e: Recognize ways media and the use of technology influence personal thoughts, feelings, and health behaviors, such as promoting brands, anti-drug campaigns, video games, and seat-belt alarms.
HE.4.C.2.Pa.e: Recognize a way media or the use of technology affects an emotion or a health behavior.

SC.4.N.1.3: Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence.
Related Access Points
Name Description
SC.4.N.1.In.1: Ask a question about the natural world and use selected reference material to find information, observe, explore, and identify findings.
SC.4.N.1.Su.1: Ask a question about the natural world, explore materials, observe, and share information.
SC.4.N.1.Pa.1: Explore, observe, and select an object or picture to solve a simple problem.

SC.4.N.1.4: Attempt reasonable answers to scientific questions and cite evidence in support.
Related Access Points
Name Description
SC.4.N.1.In.3: Relate findings to predefined science questions.
SC.4.N.1.Su.3: Answer questions about objects and actions related to science.
SC.4.N.1.Pa.1: Explore, observe, and select an object or picture to solve a simple problem.

SC.4.N.1.5: Compare the methods and results of investigations done by other classmates.
Related Access Points
Name Description
SC.4.N.1.In.2: Compare own observations with observations of others.
SC.4.N.1.Su.2: Identify information based on observations of self and others.
SC.4.N.1.Pa.4: Recognize that people share information about science.

SC.4.N.1.6: Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations.
Related Access Points
Name Description
SC.4.N.1.In.4: Communicate observations and findings through the use of pictures, writing, or charts.
SC.4.N.1.Su.4: Record observations using drawings, dictation, or pictures.
SC.4.N.1.Pa.3: Select an object or picture to represent observed events.

ELD.K12.ELL.LA.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
SS.4.C.1.1: Describe how Florida's constitution protects the rights of citizens and provides for the structure, function, and purposes of state government.
Related Access Points
Name Description
SS.4.C.1.In.a: Recognize that Florida’s constitution protects the rights of Florida’s citizens and identifies the parts and functions of state government.
SS.4.C.1.Su.a: Recognize that Florida’s constitution protects the rights of Florida’s citizens.
SS.4.C.1.Pa.a: Recognize the right of citizens to access and participate in community activities.

SS.4.C.2.3: Explain the importance of public service, voting, and volunteerism.
Related Access Points
Name Description
SS.4.C.2.In.c: Identify ways citizens can work together to help solve local problems, such as voting, holding public meetings, and volunteering.
SS.4.C.2.Su.c: Recognize ways to work with a group to help solve a community problem, such as voting, meeting together, and sharing information.
SS.4.C.2.Pa.c: Recognize a way to work with a group to help solve a problem.




General Course Information and Notes

GENERAL NOTES

Access Courses: Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.

Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.

English Language Development ELD Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/la.pdf.


General Information

Course Number: 7710015 Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS LANG ART - 4
Course Attributes:
  • Class Size Core Required
Course Status: Course Approved
Grade Level(s): 4



Educator Certifications

Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
English (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
English (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus English (Elementary Grades 1-6)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
English (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Elementary Education (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
English (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)


There are more than 478 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://www.cpalms.org/PreviewCourse/Preview/15455