Office of Instruction & Learning, updated 10/27/15 04 p. 1

FIRST TRIMESTER (See ongoing yearlong standards below) 1.02 Determine a theme of a story, drama, or poem from details in the text; summarize the text. 1.03 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). 1.03.a. Make inferences and draw conclusions about characters qualities and actions (i.e., based on knowledge of plot, setting, characters motives, characters appearances, and other characters responses to a character. 1.03.b. Identify the main events of the plot, including the causes and effects of each event on future actions. 2.03 Explain major differences between poems, drama, and prose and refer to the structural elements of poems (verse, rhythm, meter) and drama (casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. 2.05.a. Interpret poetry and recognize poetic styles (e.g., rhymed, free verse, and patterned [cinquain, diamante]). 1.03 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 1.03.a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 1.03.b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. 1.03.c. Use a variety of transitional words and phrases to manage the sequence of events. 1.03.d. Use concrete words and phrases and sensory details (alliteration, personification, simile, and metaphor) to convey experiences and events precisely. 1.03.e. Provide a conclusion that follows from the narrated experiences or events. 1.03.f. Write thank-you notes, invitations, and personal and formal letters, including the date, greeting, body, closing, and signature. 1.01.a. Use singular, plural, and possessive forms of nouns, use common and proper nouns. 1.01.j. Identify simple and complete predicate. 1.01.k. Correctly use frequently confused words (e.g., to, too, two; there, their). 1.03.a. Use correct capitalization for the first word of a sentence, the pronoun I, geographical names, holidays, dates, proper nouns, book titles, titles of respect, sentences, and quotations. 1.03.b. Use commas and quotation marks to mark direct speech and quotations from a text. 1.03.c. Use a comma before a coordinating conjunction in a compound sentence. 3.01.a. Use context (e.g., definitions, examples, restatements in text) as a clue to the meaning of a word or phrase. 3.01.b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). 3.02.a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. 3.02.b. Recognize and explain the meaning of common idioms, adages, and proverbs. 3.02.d. Recognize similes, metaphors, hyperboles, or personification, and identify their use in literary works. Office of Instruction & Learning, updated 10/27/15 04 p. 1

SECOND TRIMESTER (See ongoing yearlong standards below) 1.04 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. 2.04 Use text formats and organization as an aid in constructing meaning from nonfiction (expository) text (e.g., heading, subheading, bold print, and italics). 2.05 Locate information in reference texts by using organizational features, such as prefaces and appendixes. 2.06 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. 2.08 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. 2.08.a. Differentiate between facts and opinion in a nonfiction text. 3.03 Interpret information presented visually, orally, or quantitatively (charts, graphs, diagrams, time lines, animations, interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. 3.04 Explain how an author uses reasons and evidence to support particular points in a text. 1.02 Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. 1.02.a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (headings) illustrations, and multimedia when useful to aiding comprehension. 1.02.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. 1.02.c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). 1.02.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. 1.02.e. Provide a concluding statement or section related to the information or explanation presented. 4.W.03 RESEARCH TO BUILD AND PRESENT KNOWLEDGE 3.01 Conduct short research projects that build knowledge through investigation of different aspects of a topic and report the findings of research in a variety of formats including written, oral, and/or visual presentations. 3.02 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. 3.02.a. Paraphrase information gathered from text to include in writing when not citing author s text in quotations. 3.02.b. Use source title, author, and page numbers when citing text if applicable. 3.02.c. Select the best source for a given purpose and understand the organization of and access information from a variety of sources including dictionaries, encyclopedias, atlases, almanacs, table of contents, glossaries, and indexes. 3.02.d. Identify key words to be used in searching for resources and information. 1.01.c. Use present, past, future, past participle, and present perfect verb tense, and form and use the progressive verb tenses (e.g., I was walking; I am walking; I will be walking). 1.01.d. Use regular, irregular, and modal auxiliaries (helping verbs, e.g., can, may, must) to convey various conditions. 1.01.g. Use coordinating and correlating conjunctions. 1.03.a. Use correct capitalization for the first word of a sentence, the pronoun I, geographical names, holidays, dates, proper nouns, book titles, titles of respect, sentences, and quotations. 1.03.d. Spell grade-appropriate words correctly, consulting references as needed. 3.01.c. Use knowledge of homonyms/homophones, multiple meaning words, and idioms as a clue to the meaning of a word or phrase. 3.01.d. 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. Office of Instruction & Learning, updated 10/27/15 04 p. 2

THIRD TRIMESTER (See ongoing yearlong standards below) 2.01 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). 2.07 Compare and contrast the point of view from which different stories are narrated, including the difference between first-and thirdperson narrations. 3.02 Compare and contrast the treatment of similar themes and topics (opposition of good and evil) and patterns of events (the quest) in stories, myths, and traditional literature from different cultures. 3.02.a. Compare and contrast story elements from tales of different cultures (e.g., compare/contrast adventures of character types, setting, and theme). 3.02.b. Listen to, view, or read literature which tells of characters in American and other cultures. 4.R.04 RANGE OF READING AND TEXT COMPLEXITY 4.01 By the end of the year, read and comprehend literature, including stories, dramas, and poetry in the 4-5 text complexity band proficiently with scaffolding as needed at the high end of the range. 1.01 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 1.01.a. 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. 1.01.b. Provide reasons that are supported by facts and details. 1.01.c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). 1.01.d. Provide a concluding statement or section related to the opinion presented. 1.01.b. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). 1.01.e. Order adjectives within sentences according to conventional patterns (e.g., small red bag vs red small bag). 1.01.f. Use adverbs to indicate time, place, manner, and degree. Use comparative adverbs. 1.01.h. Use subject, direct object, and object of prepositions. Form and use prepositional phrases. 1.01.i. Form and use restrictive (essential) and nonrestrictive (nonessential) clauses. 1.03.d. Spell grade-appropriate words correctly, consulting references as needed. 3.02.c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). Office of Instruction & Learning, updated 10/27/15 04 p. 3

ONGOING / YEARLONG STANDARDS READING ONGOING STANDARDS 1.01 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 2.02 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. 3.01 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. 3.05 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. 3.06.b. Make interpretations and draw conclusions from fiction and nonfiction text beyond personal experience. 3.06.c. Use prior knowledge and experience to make inferences and support them with information presented in text. READING FOUNDATIONAL SKILLS ONGOING STANDARDS 4.RF.01 PHONICS: Know and apply grade-level phonics and word analysis skills in decoding words. 1.01 Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to accurately read unfamiliar multisyllabic words in context and out of context. 4.RF.02 FLUENCY: Read with sufficient accuracy and fluency to support comprehension. 2.01 Read grade level text with purpose and understanding. 2.01.a. Increase reading speed through daily independent reading practice as monitored by the instructor through peer discussions, teacher conferences, response journals, etc. 2.02 Read grade level prose and poetry orally with accuracy, appropriate rate, and expression. 2.03 Use context to confirm or self-correct word recognition and understanding, re-reading as necessary. WRITING ONGOING STANDARDS 4.W.02 PRODUCTION AND DISTRIBUTION OF WRITING 2.01 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.) 2.02 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 2.02.a. Write one or more drafts by categorizing ideas, organizing them into paragraphs, revise selected drafts by adding, elaborating, deleting, combining, and rearranging text. 2.02.b. Edit/proofread drafts using standard editing marks. 2.02.c. Demonstrate appropriate, legible cursive handwriting in the writing process. 2.03 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. 4.W.03 RESEARCH TO BUILD AND PRESENT KNOWLEDGE 3.03 Draw evidence from literary or informational texts to support analysis, reflection, and research. 3.03.a. 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] ). 3.03.b. 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 ). 4.W.04 RANGE OFWRITIING 4.01 Write routinely over extended time frames (time for research, reflection, revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SPEAKING AND LISTENING ONGOING STANDARDS 4.SL.01 COMPREHENSION AND COLLABORATION 1.01 Engage effectively in a range of collaborative discussions (1-on-1, groups, teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. 1.01.a. 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. 1.01.b. Follow agreed-upon rules for discussions and carry out assigned roles. Office of Instruction & Learning, updated 10/27/15 04 p. 4

1.01.c. 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. 1.01.d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. 1.02 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively and orally. 1.03 Identify the reasons and evidence a speaker provides to support particular points. 4.SL.02 PRESENTATION OF KNOWLEDGE AND IDEAS 2.01 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. 2.01.a. Speak articulately and audibly before a group using appropriate delivery (enunciation, volume, and movement) and language skills (pronunciation, word choice, and usage). 2.02 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. 2.03 Differentiate between contexts that call for formal English (presenting ideas) and situations where informal discourse is appropriate (small-group discussion); use formal English when appropriate to task and situation. LANGUAGE ONGOING STANDARDS 1.02 Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. 1.02.a. Use simple, compound, and complex sentences appropriately in writing. 1.02.b. Create interesting declarative, imperative, interrogative, and exclamatory sentences using words that describe, explain, or provide additional details and connections, such as adjectives, adverbs, appositives, participial phrases, direct objects, prepositional phrases and conjunctions. 1.02.c. Create sentences with understood subject. 4.L.02 KNOWLEDGE OF LANGUAGE 2.01 Use knowledge of language and its conventions when writing, speaking, reading or listening. 2.01.a. Choose words and phrases to convey ideas precisely. 2.01.b. Choose punctuation for effect (e.g., parentheses, quotation marks, terminal punctuation, punctuation in common abbreviations and after an initial, apostrophes in contractions and possessives, commas, colons, semi-colons, hyphens, and dashes). 2.01.c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small group discussion). 3.03 Acquire 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 a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). Office of Instruction & Learning, updated 10/27/15 04 p. 5