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GRADE4

READING: INFORMATIONALTEXT
Key ldas and Details

READING: LITERATURE
Key ldeas and Detalls
R1.4,1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
RL4.2 Determine a theme o{ a story, drama, or poeh from detajls in the texU summarize the tefrR1,4.3 Describe in depth a character, setting, or event in a story or drama, drawing on speciflc details in the text
{e.9., a aharacter's thoughts, words, or actions).

R|.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing
infe.ences from the text.
R!.4.2 Determjne the main idea of a text and explain how it is supported by key details; summarize the text.
R|.4.3 Explain events, procedures, ideas, or concepts in a historicl, scientfic, or technical text, including what
happened and why, based od specific information in the text.

Craft and Structure

R1.4.4 Determinethemeaningofwordsandphrasesastheyareusedinatext,includingthosethat
allude to significant characters found in mythology (e.9., Herc!lean).

Craft and Structure

(e.9., verse, rhythm, meter) and drama (e.9., @sts of charaders, settings, descrlptions,
dialogue, stage diredions) when writing or speaking about a tefr.
RL4.6 Compar and contrast the point ofview from which different stories are narEted, including the difference
between first- and third-person nar.aaions.

R|.4.4 Determine the meaning of general academic and domain-specific words or phrases in s text relevant to a
Srade 4 topic or subject areaR|.4.5 Describe the overall structure (e.9., chronology, comparison, cause/effect, probiem/solution) of evena,
ideas, concepts, or information in a text oa part of a text.
R|,4.5 Compareandcontftstafirsthandandsecondhandaccountofthesameeventortopic;describethe
differences in focus and the information provided.

lntegration of Knowledge and ldeas


RL4.7 Make connedions betueen the text of a story or drama and a visual or oral presentation of the text,
identii/ing where each version reflects specific descriptions and directions in the text.
R1.4.8 (R1.1.8 not applicable to literature)
R1.4.9 Compareandcontrastthetreatmentofsimilarthemesandtopics(e.g.,oppositionofgoodandevil)aod
paterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

lntegration of Xnowledge and ldeas


Rl.lL7 lnterpret information pre5erred vl5ually, orally, o'qudntirdtively (e.9., in charts. gBphs, diagrams, rrme
lines, animations, or interactive elements on Web pages) and explain how the information contributes to an
understanding ofthe text in which jt appears.
Rl.4-8 Erplain how an author uses reasons and evidence to support particular point5 in a text.
R|.4.9 lntegrate information from two texts on the same topic in order to write or speak about the subject

RL4.5 Explainmajordifferencesbetueenpoems,drama,andprose,andrefertothestruduralelementsofpoems

knowledgeably

Ranse of Readine and l-evel of Text Comolexitv

Range of Reading and Level of Text Complexity


R1.4.10Bytheendoltheyear,readandcomprehendliterature,
ncludingstories,drames,andpoerry,:nthe
grades 4 5

tefr complexity band proficiently, with scaffolding

as needed at the high end of the range.

READING: FOUNDATIONAT SKILLS


Phonics and Word Recognition
RF.4.3 Know and apply grade-level phoni.s and word analysis skills in decoding wordsRF.4.3a Use combined knowledge of all leter-sound correspondences, syllabication paterns, and morphology
{e.g., rods and affixes) to read accurately unfamiliar muhisyllabic words in context and out of context.

Fluency
RF.4.4 Read with sufficient accuracy and fluency to support comprehensionRF.4,4a Read grade-level text w,th purpose and unde.standing.
RF.4.4b Read grade'level prose and poetry o.ally with accuracy, appropriate rate, and expression on successive
readings.
RF.4.lk Us context to confirm or self-correct word recognition and understasding, rereading as necessary.

WRITING

LANGUAGE
Conventions of Standard Engllsh
1.4.1 Demonstrate command of th conventions of standard English

gcmmar and usage when writing or

speaking.
1,4.1a Use relatjve pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
1.4.1b Fornr and use the progressive (e.9., I was walkingj I am walking; I will be walking) verb tenses.
L4.1c Use hodal auxiliaries (e.g., can, may, must) to convey various conditions.
1.4.1d Order adledives within sentences according to conventional pafterns {e.g., a small red bag mther than a
red small bag).
1.4,1e Form and use prepositional phrases1.4.1f Produce complete sentences, recognizing and correcting inappropriate fragments and run ons.
1.4.19 Corredly use frequently confused words (e.9., to, too, tuo; there, their)
1.4.2 Demonstaate command of the conventions of standard English capitalization, punduation, and spelling wher

corred Gpitalization,
1,4.2b Use commas and quotation marks to mark dired speech aod quotations frcm a text.
L/,3t Use a comma before a coordinating conjundion in a compound sentence,
L-4,3d spell gEde appropriate words correctly, consulting references as needed.
1.4.2a Use

TextTypes and Purposs

W.4.1 Write opinion pie@s on topi6 ortefs, supporting a point ofview with reasons and information.
W.4.1a lntroduce a topic or iext clearly, state an opinion, and create an organizational strudure in which related
ideas are grouped to support the writer's purpose.
w.4.1b Provide reasons that are suppoded by facts and details.
W,4.1c Link opinion and reasons using words and phrases (e.g., for instafte, in order to, in addition).
W.4,1d Provide a concludinS statement or sedion related to the opinion presenbd.
Wl.2 Write lnformatlve,/explanatory texbto examine a topic and rcnvey ides and information cleady.
W.4.2a lntroduce a topic clearly and grcup related information in pa6gphs and sections; itulude formating
(e.9., hadings), illustrations, and multiredia when useful to aiding comprehension.
W,4.2b Develop the topicwith facts, definitions, concrete details, quotations, or other information and examples
related to the topic.
W.4.2c Link ideas within ctegories of information using words and phcss {e.9,, anothet for example, alsq
because).

W.4.2d Use precise language and domain-specmc vocbulary to infqm about or explain the topic.
W,4.2e Provide a concluding statement or section related to the informatiod or explanation presentedw'4.3 Write narratives to develop real or imagined experienes or events using effective technhue, descriptive
details, and clear event sequenes.
W.4,3a Orient the reader by esaablishing a situation and introducirE a narEtor and/or chaEdere; organize an
event sequence that unfolds naumlly.
W.4.3b Use dialogue and deeription to develop experieres and evenb or show the responses of chaEders to
situations.
W.4.:k ljsc a varlety of transitional words and phrases to manage the sequence ofevents.
W4,3d Use concrete words and phrases and sensory details to convey experiences and events precisely.
W,4.3e Provide a conclusion that follows from the narrated experiences or events.

Production and Distribution of Writing


W.4.4 Produ.e clear and cohereht writing in which the development and organization are appropriate to task,
purpose, and audience. {Grade-specific expedations for writing types are defined in standards 1-3 above.)
W.4.5 With BUidance and suppot froft pee.s and adllts, develop and strengthen writing as needed by planning,
revising, and editing. {Editing for conventions should demoostGte command of Language standards 1-3 up to
and including grade 4 here.)
W,4,6 With some guidanc and support from adults, use technoloSy, including the lnternet, to produce and
publish writing as well as to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum o, one page in a single sitting.

Research to Build and Present Knowledge

W.4,7 Conduct shod resear.h project! that burld knowiedge through invesiigation of different aspeds of a topic.
W.4.8 Recall relevant information from experiences oa gather relevant information from print and digital sources;
take notes and caiegorize information, and provide a list of sources.
W.4.9 Draw evidence from literary or informational texts to support analysis, rellection, and research.
W.4.9a Apply grade 4 Reading standards to literature (e.9., "Describe in depth a character, setting, or event in a
story or drama, drawing on specific details in the text [.9., a charader's thoughts, words, or actions].").
W.4.9b Apply grade 4 Reading standards to informational texts {e.g-, "Explain how an author uses reasons and
ev,dence to support particular points in a teft").

Range of

R|.4.10 B) the eno ofyear, read ind compreher-d intormationdl tes. inriuding hisioryTsoridl studies, science,
techn;el textu, in the grades 4-5 text complexity band proficient,y, with scaffolding as needed at the high
end ofthe range.
and

Writing

W.4.10 Write routinely over efrended time frames (time for research, refledion, and revision) and shoder time
frames (a single sittjng or a day or two) for a range of djsipline-specific tasks, purposes, and audiences.

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Knowledge of Language
1.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or iistening.
1"4.3a Choose words and phrases to convey ideas precisely.

L4.3b Choose punduation for effect.


1,4.34 Differentiate between contexts that call for formal English ie.g-, presenting ideas) and situations where
infomal discourse is appropriate (e.g., smallroup discussion)1.4.4

Vmbulary Acquisition and Use


Deterffine or clarify the meaning of unknown and multiple meaning words and phrases based on Brade 4

reading and content, choosing flexibly from a range of strategies.


1.4.44 Use context (e.9., definitions, examples, or restatements in
phrase.

text) as

clue to the meaning of a word or

1.4.4b Use common, grade-appropriate Greek and Latin affixes and roots as clus to the meaning of a word ie.g.,
telegraph, photograph, autograph)L4.lk Consuh refe.ence materials (e,g., dictiomries, glossaries, thesauruses), both print and digitaJ, to find the
pronunciation and dete.mjne or clarify the precise meaning of key words and phreses.
1.4-5 DemoctGte understanding offiguEtive Ianguage, word relatiooshjps, and nuances in word meanings.
L4.5a Explain the meaning of simple similes and metaphors (e.g., as preny as a pidure) in contextl-.4.5b Recognize and explain the meaning ofcommon idioms. adages, and proverbs1.4.5c Demonstrate understanding of words by relating them to their opposites {antonyms) and to words with
similar but not identical meanings (synonyms).
1.4.6 Aaquire and use accurately grade-appropriate general academic and domain-specific words and phrases,
including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and
that are basic to 3 particular topic (e.g., wildlife, conservation, and endangered when discussing animal
Presetuation)-

SL4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 4 topics ahd tets, building on others' ideas and expressing their own cleady.
51.4,1a Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation and other information known abolt the toplc to explore ideas under drscussion.
SL.4.1b Follow agreed-upon rules for dlscu$ions and carry out assigned roles.
SL.4.1c Pose and respond to specific questioE to clarify or follow up on informat,on, and make commentsthat
cEntribute tothe discussion and link to the remarks of otheB.
SL.4-1d Review the key ideas expressed and explain their own ideas and understanding in li6ht ofthe
discusgion.

5L4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats,
including visually, quantitativelyl and orally.
SL4.3 ldentify the reasons and evidence a speaker provides to support particular points.
51,4,4 Report on a topic or text, tell a story, or recount an experience in an organieed manner, using appropriate
fa.ts and relevant, desdiptive details to support main ldeas or themes; 5peak clearly at an unde$tandable
pace.
SL4,5 Add audio recordings and visual displays to presentationswhen appropriate to enhance thedevelopment
of main ideas or themes.
SL4.6 Difterentiate betweeh contextsthat call for formal English ie.g., presenting ideas) and situations where
informal discouEe is appropriate (e.g., small-group disussion); use formal English when appropr,ate to task
and situation. (See grade 4 language standards t here for specific expectations.)

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