Learning Outcomes in Romanian Mother

Tongue
grade
4 READING
Conceptual Understandings
forWritten
Language:
-Reading and thinking work together to enable us to make meaning.
-Checking, rereading and correcting our own reading as we go enable us to read new
and more complex texts.
-Identifying the main ideas in the text helps us to understand what is important.
-Knowing what we aim to achieve helps us to select useful reference material to
conduct research.
Learning Outcomes for Written Language: READING LITERATURE
By the end of Grade 4, students are expected to:

Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
Determine a theme of a story, drama, or poem from the details in the text; summarize the text.
Describe in depth a character, setting, or event in a story or drama
Determine the meaning of words and phrases as they are used in a text.
Explain major differences between poems, drama and prose, and refer to the structural elements of
poems (e.g. verse, rhythm) and drama (e.g. casts of characters, settings, directions) when writing
or speaking about a text.
Compare and contrast the point of view from which different stories are narrated, including the
difference between first and third person narrations.
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 direction in the text.
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.
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at a
grade 4 level, independently and proficiently.

books for pleasure, instruction and information

Reflect regularly on reading and set future goals.
Read a variety of

Appreciate that writers plan and structure their stories to achieve particular effects;
Work cooperatively with others to access, interpret, and evaluate a range of source materials.
Identify relevant, reliable and useful information and decide on appropriate ways to use it.
Access information from a variety of texts both in print and online (e.g. magazines, wikis, blogs, e-books.)
Know when and how to use the internet and multi-media resources for research.

Learning Outcomes for Written Language: READING INFORMATION

Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Determine the meaning of general academic and content area specific words or phrases in a text
relevant to a grade 4 topic or subject area.
Describe the overall structure (e.g. chronology, comparison) of events, ideas, concepts
Explain how an author uses reasons and evidence to support particular points in a text.

Learning Outcomes for Written Language: READING Foundational Skills

Know and apply grade level phonics and word analysis skills in decoding words.
o Use combined knowledge of all letter-sound correspondences, syllabification patterns, and
morphology (e.g. roots and affixes) to read accurately unfamiliar multi syllabic words in context

Read
o
o
o

and out of context.

with sufficient accuracy and fluency to support comprehension.
-Read on level text with purpose and understanding.
-Read on level text orally with accuracy, appropriate rate, and expression on successive readings.
-Use context to confirm or self-correct word recognition and understanding, rereading as
necessary

Conceptual Understandings for Written Language: WRITING

Writing and thinking work together to enable us to express ideas and convey meaning.
Asking questions of ourselves and others helps to make our writing more focused and
purposeful.
The way we structure and organize our writing helps others to understand it.
Rereading and editing our own writing enables us to express what we want to say more
clearly.
Learning Outcomes for Written Language: WRITING
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
o -Introduce a topic or text clearly, state an opinion, and create an organizational structure.
o -Provide reasons that are supported by facts and details.
o -Link opinion and reasons using words and phrases.
o -Provide a concluding statement or section related to the opinion presented.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
o -Introduce a topic clearly and group related information in paragraphs and sections;
o -Develop the topic with facts, definitions, concrete details;
o -Link ideas within categories of information using words and phrases.
o -Provide a concluding statement or section related to the information or explanation presented
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
o -Orient the reader by establishing a situation and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally.
o -Use dialogue and description to develop experiences and events or show the responses of
characters to situations.
o -Use a variety of transitional words and phrases to manage the sequence of events.
o -Use concrete words and phrases and sensory details to convey experiences and events.
o -Provide a conclusion that follows from the narrated experiences or events.
Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience.
With guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, and editing.
With some guidance and support from adults, use technology, including the Internet.
Conduct short research projects that build knowledge through investigation of different aspects of a
topic.
Recall relevant information from experiences or gather relevant information from print and digital
sources; take notes and categorize information.
Use appropriate punctuation to support meaning
Respond to the writing of others sensitively
Realize that writers ask questions of themselves and identify ways to improve their writing, for example,
Is this what I meant to say? or Is this interesting or relevant?

Learning Outcomes for Written Language: LANGUAGE

Demonstrate command of the conventions of Standard Romanian grammar and usage when writing or
speaking.

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-Correctly spell Romanian specific sounds (diftongii: oa, ie, ia).

-Form and use basic verb tenses (prezent, trecut, viitor).
-Order of words in the sentence.
-Recognize/identify the main parts of speech in a sentence (subiect, predicat).
-Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
-Correctly use frequently confused words (sau/s-au; sa/s-a, intr-o, dintr-o).
Be able to give synonyms and antonyms to basic words in Romanian.
-Use correct capitalization.
-Use the dash (-) to mark direct speech and quotations in Romanian.
-Use a comma before a coordinating conjunction in a compound sentence (never put a comma
between the subject and the predicat).
-Spell grade appropriate words correctly, consulting references as needed.
-Choose different words and phrases to convey ideas precisely and avoid repetition.
-Use context as a clue to the meaning of a word or phrase.
-Use common, grade level, affixes and roots as clues to the meaning of a word (necinstit,
incorect)
-Consult reference materials to find the pronunciation and determine or clarify the precise
meaning of key words and phrases.

Demonstrate understanding of word relationships and nuances in word meanings.

o -Explain the meaning of simple similes and metaphors in context.
o -Recognize and explain the meaning of common idioms, adages, and proverbs.
o -Demonstrate understanding of words by relating them to their opposites and to words with
similar but not identical meanings (synonyms)
Acquire and use accurately grade appropriate academic and content specific words and phrases, including
those that signal precise actions, emotions, or states of being and that are basic to a particular topic

Conceptual Understandings for Oral Language: LISTENING AND SPEAKING

Taking time to reflect on what we hear and say helps us to make informed judgments
and form new opinions.
Thinking about the perspective of our audience helps us to communicate more
effectively and appropriately.
The grammatical structures of a language enable members of a language community to
communicate with each other.
Learning Outcomes Oral Language: LISTENING AND SPEAKING
Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and
texts, building on others ideas and expressing their own clearly.
o -Follow agreed upon rules for discussions and carry out assigned roles.
o -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.
o -Identify the reasons and evidence a speaker provides to support particular points.
Paraphrase portions of a text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
Identify the reasons and evidence a speaker provides to support particular points.
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.
Add audio recordings and visual displays to presentations when appropriate to enhance the development
of main ideas or themes.
-Understand that ideas and opinions can be generated, developed and presented through talk; they work

in pairs and groups to develop oral presentations

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Argue persuasively and defend points of view.

- Use oral language appropriately, confidently and with increasing accuracy

Conceptual Understandings for Visual Language: VIEWING AND PRESENTING

Visual texts have the power to influence thinking and behavior.
Interpreting visual texts involves making an informed judgment about the intention of
the message.
To enhance learning we need to be efficient and constructive users of the internet.
Learning Outcomes Visual Language: VIEWING AND PRESENTING

view, respond to and describe visual information, communicating understanding in oral, written and visual form
describe personal reactions to visual messages; reflect on why others may perceive the images differently
understand and explain how visual effects can be used to reflect a particular context
recognize and name familiar visual texts and explain why they are or are not effective, for example,
advertising, logos, labels, signs, billboards
interpret visual cues in order to analyze and make inferences about the intention of the message
explain how relevant personal experiences can add to the meaning of a selected film/movie; write and illustrate
a personal response
identify aspects of body language in a dramatic presentation and explain how they are used to convey the mood
and personal traits of characters
design posters and charts, using shapes, colors, symbols, layout and fonts, to achieve particular effects; explain
how the desired effect is achieved
discuss a newspaper report and tell how the words and pictures work together to convey a particular message
prepare, individually or in collaboration, visual presentations using a range of media, including computer and
web-based
discuss and explain visual images and effects using appropriate terminology, for example, image, symbol,
graphics, balance, techniques, composition
experience a range of different visual language formats; appreciate and describe why particular formats are
selected to achieve particular effects
observe and discuss the choice and composition of visual presentations and explain how they contribute to
meaning and impact, for example, facial expressions, speech bubbles, word images to convey sound effects
realize that visual presentations have been created to reach out to a particular audience and influence the
audience in some way; discuss the effects used and how they might influence the audience.