Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for ELA The Smarter Balanced Assessment Consortium (SBAC) has created a hierarchy comprised of claims and targets that together can be used to make statements about student achievement. The claim is a broad statement that will outline the outcomes achieved with mastery of the standards within it. Within each claim are a variety of assessment targets that further clarify the knowledge and specific skills that cross over a cluster of standards. The following tables layout the claims and targets for claims 1-4. Each target may feature a standard or a variety of standards that make up the skill(s) of the target. Each target lists Depth of Knowledge level(s), item type(s) in which the target may be assessed as well as the Interim Assessment Block (IAB) that the target may be assessed in. : MC Multiple Choice, Single Correct Response MS Multiple Choice, Multiple Correct Response HT Hot Text, Select Text and Reorder Text EBSR Evidence-based Selected Response MA Matching Tables CR Constructed Response Depth of Knowledge: 1 - Recall 2 - Skill/Concept 3 - Strategic Thinking 4 - Extended Thinking NOTE: Underlined standard content notes what each assessment target could assess. Underlined standard title notes that more than one text or more than one text format is needed for assessment items. Prepared for the Riverside County Office of Education by Key Data Systems.
Grade 3 ELA 1.Reading 1: Key Details: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided. 2: Central Ideas: Identify or determine a central message, lesson or moral and explain how it is conveyed in the text through key details, key events, or the sequence of events. 3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RL.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. Block 1: Read Literary Texts Block 1: Read Literary Texts 1, 2 2,3 HT MC, EBSR, HT 3 ST/CR Prepared for the Riverside County Office of Education by Key Data Systems. Page 1
Grade 3 ELA 1. 1.Reading 3: Word Meanings: Determine intended meanings of words, including words with multiple meanings (academic/tier 2 words), based on context, word relationships, word structure (e.g., common roots, affixes), or use of resources (e.g., beginning dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines. 3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RL.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. 3.L.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. 3.L.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). Block 1: Read Literary Texts 1, 2 HT Prepared for the Riverside County Office of Education by Key Data Systems. Page 2
Grade 3 ELA 3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 4: Reasoning and Evidence: Make an 3.RL.3 Describe characters in a story (e.g., their inference or draw a conclusion about a traits, motivations, or feelings) and explain how text OR make inferences or draw their actions contribute to the sequence of events. Block 1: Read EBSR, HT, conclusions in order to compare texts 3 3.RL.6 Distinguish their own point of view from Literary Texts ST/CR (e.g., characters, point of view, themes, that of the narrator or those of the characters. setting, plot) and use supporting 3.RL.9 Compare and contrast the themes, settings, evidence as justification/explanation. and plots of stories written by the same author 1.Reading about the same or similar characters (e.g., in books from a series). 5: Analysis Within or Across Texts: Describe and explain relationships among literary elements (e.g., characters) within or across texts or distinguish the narrator or characters' point of view. 3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 3.RL.6 Distinguish their own point of view from that of the narrator or those of the characters. Block 1: Read Literary Texts 3, 4 EBSR, HT Prepared for the Riverside County Office of Education by Key Data Systems. Page 3
Grade 3 ELA 3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 6: Text Structures and Features: 3.RL.5 Refer to parts of stories, dramas, and poems when Relate knowledge of text Block 1: writing or speaking about a text, using terms such as structures (building upon earlier Read chapter, scene, and stanza; describe how each successive sections) or text features (e.g., Literary part builds on earlier sections. illustrations) to explain Texts 3.RL.7 Explain how specific aspects of a text's illustrations information within the text. contribute to what is conveyed by the words in a story 2, 3 MC, MS (e.g., create mood, emphasize aspects of a character or 1.Reading setting). 7: Language Use: Determine use of language by distinguishing literal from non-literal meanings of words and phrases used in context, or demonstrate understanding of nuances in word meanings used in context. 3.RL.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 3.L.5 Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). Block 1: Read Literary Texts 2, 3 MC, MS Prepared for the Riverside County Office of Education by Key Data Systems. Page 4
Grade 3 ELA 1.Reading 8: Key Details: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided. 9: Central Ideas: Identify or determine a main idea and the key details that support it. 3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RI.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RI.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. Block 2: Read Informational Texts Block 2: Read Informational Texts 1, 2 2,3 HT MC, EBSR, HT 3 ST/CR Prepared for the Riverside County Office of Education by Key Data Systems. Page 5
Grade 3 ELA 1.Reading 10: Word Meanings: Determine intended meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary) with primary focus on the academic vocabulary common to complex texts in all disciplines. 3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 3.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. Block 2: Read Informational Texts 1, 2 HT Prepared for the Riverside County Office of Education by Key Data Systems. Page 6
Grade 3 ELA 1.Reading 11: Reasoning and Evidence: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., events, ideas, concepts, procedures; point of view; use of information from illustrations; compare and contrast points or key details) and use supporting evidence as justification/explanation. 3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RI.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. 3.RI.6 Distinguish their own point of view from that of the author of a text. 3.RI.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 3.RI.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). 3.RI.9 Compare and contrast the most important points and key details presented in two texts on the same topic. Block 2: Read Informational Texts 3 EBSR, HT, ST/CR Prepared for the Riverside County Office of Education by Key Data Systems. Page 7
Grade 3 ELA 1.Reading 12: Analysis Within or Across Texts: Describe information within or across texts (e.g., events, ideas, concepts, procedures, sequence or cause/effect) or distinguish the author's point of view. 13: Text Structures/Features: Relate knowledge of text features (e.g., maps, photographs) to demonstrate understanding of the text. 3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RI.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. 3.RI.6 Distinguish their own point of view from that of the author of a text. 3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RI.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 3.RI.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Block 2: Read Informational Texts Block 2: Read Informational Texts 3, 4 EBSR, HT 2, 3 MC, MS Prepared for the Riverside County Office of Education by Key Data Systems. Page 8
Grade 3 ELA 1.Reading 14: Language Use: Demonstrate understanding of word relationships and nuances, literal and non-literal words and phrases used in context, or identify connections between words and their uses. 3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.L.5 Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). Block 2: Read Informational Texts 2, 3 MC, MS Prepared for the Riverside County Office of Education by Key Data Systems. Page 9
Grade 3 ELA 2.Writing 1a: Write Brief Texts: Write one or more paragraphs demonstrating specific narrative techniques (use of dialogue, description), chronology, appropriate transitional strategies for coherence, or authors craft appropriate to purpose (closure, detailing characters, plot, setting, or an event). 3a: Write Brief Texts: Write one or more informational paragraphs demonstrating ability to organize ideas by stating a focus (main idea), including appropriate transitional strategies for coherence, or supporting details, or an appropriate conclusion. 3.W.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. 3.W.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. 3.W.3c Use temporal words and phrases to signal event order. 3.W.3d Provide a sense of closure. 3.W.2a Introduce a topic and group related information together; include illustrations, when useful to aiding comprehension. 3.W.2b Develop the topic with facts, definitions, and details. 3.W.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. 3.W.2d Provide a concluding statement or section. 3.W-8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Block 3: Brief Writes Block 3: Brief Writes 3 CR 3 CR Prepared for the Riverside County Office of Education by Key Data Systems. Page 10
Grade 3 ELA 2.Writing 6a: Write Brief Texts: Write one or more paragraphs demonstrating ability to state opinions about topics or sources; set a context, organize ideas, develop supporting reasons, or provide an appropriate conclusion. 3.W.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. 3.W.1b Provide reasons that support the opinion. 3.W.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. 3.W.1d Provide a concluding statement or section. 3.W-8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Block 3: Brief Writes 3 CR Prepared for the Riverside County Office of Education by Key Data Systems. Page 11
Grade 3 ELA 2.Writing 1b: Revise Brief Texts: Revise one or more paragraphs demonstrating specific narrative techniques (use of dialogue, description), chronology, appropriate transitional strategies for coherence, or authors craft appropriate to purpose (closure, detailing characters, plot, setting, or an event). 3b: Revise Brief Texts: Revise one or more informational paragraphs demonstrating ability to organize ideas by stating a focus (main idea), including appropriate transitional strategies for coherence, or supporting details, or an appropriate conclusion. 3.W.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. 3.W.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. 3.W.3c Use temporal words and phrases to signal event order. 3.W.3d Provide a sense of closure. 3.W.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. 3.W.2b Develop the topic with facts, definitions, and details. 3.W.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. 3.W.2d Provide a concluding statement or section. Block 4: Revision Block 4: Revision 2 2 HT HT 6b: Revise Brief Texts: Revise one or more paragraphs demonstrating ability to state opinions about topics or sources; set a context, organize ideas, develop supporting reasons, or provide an appropriate conclusion. 3.W.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. 3.W.1b Provide reasons that support the opinion. 3.W.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. 3.W.1d Provide a concluding statement or section. Block 4: Revision 2 HT Prepared for the Riverside County Office of Education by Key Data Systems. Page 12
Grade 3 ELA 2.Writing 8: Language and Vocabulary Use: Accurately use language and vocabulary (including academic and domain-specific vocabulary) appropriate to the purpose and audience when revising or composing texts. 9: Edit: Apply or edit gradeappropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, informational, and opinion texts. 3.L.3a Choose words and phrases for effect. 3.L.6 Acquire and use accurately grade- appropriate conversational, general academic, and domainspecific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). 3.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 3.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Block 5: Language and Vocabulary Use 1, 2 Block 6: Editing 1, 2 HT HT Prepared for the Riverside County Office of Education by Key Data Systems. Page 13
Grade 3 ELA Claim 2.Writing Target Standards IAB DOK 2. Compose Full Texts (Narrative) Write full narrative texts using a complete writing process demonstrating narrative techniques (dialogue, description), text structures, appropriate transitional strategies for coherence, and author s craft appropriate to purpose (closure, detailing characters, plot, setting, and events). 3.W.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. 3.W.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. 3.W.3c Use temporal words and phrases to signal event order. 3.W.3d Provide a sense of closure. 3.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task, purpose, and audience. 3.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 3.W.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Block 11: Narrative Performance Task 4 Narrative Full Write Prepared for the Riverside County Office of Education by Key Data Systems. Page 14
Grade 3 ELA 2.Writing 4: Compose Full Texts (Informational) Write full informational texts on a topic using a complete writing process attending to purpose and audience: organize ideas by stating a focus (main idea); include text structures and appropriate transitional strategies for coherence; include elaboration and supporting evidence from sources and an appropriate conclusion. 3.W.2a Introduce a topic clearly and group related information, including illustrations, when useful to aiding comprehension. 3.W.2b Develop the topic with facts, definitions, and details. 3.W.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. 3.W.2d Provide a concluding statement or section. 3.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task, purpose, and audience. 3.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 3.W.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Block 9: Informational Performance Task 4 Informational Full Write Prepared for the Riverside County Office of Education by Key Data Systems. Page 15
Grade 3 ELA 2.Writing 7. Compose Full Texts (Opinion) Write full opinion pieces about topics using a complete writing process attending to purpose and audience: organize ideas by stating a context and focus (opinion), include structures and appropriate transitional strategies for coherence, elaborate and include supporting reasons from sources and an appropriate conclusion. 3.W.1a Introduce a topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. 3.W.1b Provide reasons that support the opinion. 3.W.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. 3.W.1d Provide a concluding statement or section. 3.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task, purpose, and audience. 3.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 3.W.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Block 10: Opinion Performance Task 4 Opinion Full Write Prepared for the Riverside County Office of Education by Key Data Systems. Page 16
Grade 3 ELA 3.Listening 4: Listen/Interpret: Interpret and use information delivered orally. 3.SL.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3.SL.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Block 7: Listen and Interpret 1, 2, 3 EBSR, MA Prepared for the Riverside County Office of Education by Key Data Systems. Page 17
Grade 3 ELA 4.Research 2: Interpret and Integrate Information: Locate information to support central ideas and key details that are provided; select information from data or print and non-print text sources for a given purpose. 3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RI.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 3.RI.9 Compare and contrast the most important points and key details presented in two texts on the same topic. 3.W.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Block 8: Research Block 9: Informational Performance Task Block 10: Opinion Performance Task Block 11: Narrative Performance Task CAT:2 PT: 3 HT, MA Prepared for the Riverside County Office of Education by Key Data Systems. Page 18
Grade 3 ELA 4.Research 3: Analyze Information/Sources: Distinguish relevant/irrelevant information. 3.RI.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 3.RI.9 Compare and contrast the most important points and key details presented in two texts on the same topic. 3.W.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Block 8: Research CAT: 2 Block 9: Informational Performance Task Block 10: Opinion Performance Task Block 11: Narrative Performance Task PT: 3 PT: 4/ST 3/Machine Scored MC, MS MC, MS, HT, MA ST/CR Prepared for the Riverside County Office of Education by Key Data Systems. Page 19
Grade 3 ELA 4.Research 4: Use Evidence: Cite evidence to support opinions or ideas. 3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RI.6 Distinguish their own point of view from that of the author of a text. 3.RI.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 3.RI.9 Compare and contrast the most important points and key details presented in two texts on the same topic. 3.W.1b Provide reasons that support the opinion. 3.W.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Block 8: Research CAT: 2 Block 9: Informational Performance Task Block 10: Opinion Performance Task Block 11: Narrative Performance Task PT: 3 HT HT, MA Prepared for the Riverside County Office of Education by Key Data Systems. Page 20
Grade 4 ELA 1.Reading 1: Key Details: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided. 2: Central Ideas: Identify or determine a theme or central idea from details in the text, or summarize the text. 4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. Block 1: Read Literary Texts Block 1: Read Literary Texts 1, 2 2, 3 HT EBSR, HT 3 ST/CR Prepared for the Riverside County Office of Education by Key Data Systems. Page 1
Grade 4 ELA 1.Reading 3: Word Meanings: Determine intended meanings of words, including words with multiple meanings (academic/tier 2 words), based on context, word relationships (e.g., antonyms, synonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of reference material (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines. 4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RL.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). 4.L.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). c. 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. 4.L.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). Block 1: Read Literary Texts 1, 2 MC, MS, HT Prepared for the Riverside County Office of Education by Key Data Systems. Page 2
Grade 4 ELA 1.Reading 4: Reasoning and Evidence: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., characters, setting, events, point of view, themes, topics) and use supporting evidence as justification/explanation. 4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RL.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). 4.RL.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. 4.RL.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. Block 1: Read Literary Texts 3 EBSR, HT, ST/CR 5: Analysis Within or Across Texts: Describe and explain relationships among literary elements (e.g., character, setting, event) within or across texts or compare/contrast the narrator or characters' point of view within or across texts. 4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RL.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). 4.RL.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. Block 1: Read Literary Texts 3, 4 EBSR, HT Prepared for the Riverside County Office of Education by Key Data Systems. Page 3
Grade 4 ELA 1.Reading 6: Text Structures and Features: Relate knowledge of text structures (e.g., differences between poem, drama, prose) to explain information within the text. 7: Language Use: Determine the meaning of words and phrases by demonstrating understanding of figurative language and nuances in word meanings used in context. 4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RL.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. 4.RL.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). 4.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 4.L.5a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context 4.L.5b Recognize and explain the meaning of common idioms, adages, and proverbs. Block 1: Read Literary Texts Block 1: Read Literary Texts 2, 3 MC, MS 2, 3 MC, MS Prepared for the Riverside County Office of Education by Key Data Systems. Page 4
Grade 4 ELA 1.Reading 8: Key Details: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided. 9: Central Ideas: Identify or determine a main idea and the key details that support it, or summarize key details using evidence from the text. 4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. 4.RI.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. Block 2: Read Informational Texts Block 2: Read Informational Texts 1, 2 2, 3 HT EBSR, HT 3 ST/CR Prepared for the Riverside County Office of Education by Key Data Systems. Page 5
Grade 4 ELA 1.Reading 10: Word Meanings: Determine intended meanings of words, including academic/tier 2 words, domain-specific (tier 3) words, and words with multiple meanings, based on context, word relationships (e.g., synonyms, antonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary) with primary focus on the academic vocabulary common to complex texts in all disciplines. 4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RI.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. 4.L.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. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). c. 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. 4.L.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). Block 2: Read Informational Texts 1, 2 HT Prepared for the Riverside County Office of Education by Key Data Systems. Page 6
Grade 4 ELA 1.Reading 11: Reasoning and Evidence: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., events, procedures, ideas, or concepts; firsthand and secondhand accounts of events or topics; use of information presented in charts/graphs/diagrams/time lines/animations; reasoning and evidence to support points) and use supporting evidence as justification/explanation. 4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RI.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. 4.RI.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. 4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. 4.RI.8 Explain how an author uses reasons and evidence to support particular points in a text. 4.RI.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Block 2: Read Informational Texts 3 EBSR, HT, ST/CR Prepared for the Riverside County Office of Education by Key Data Systems. Page 7
Grade 4 ELA 1.Reading 12: Analysis Within or Across Texts: Interpret how information is presented within or across texts (e.g., events, procedures, ideas, concepts) or compare/contrast the author's point of view within or across texts. 13: Text Structures/Features: Relate knowledge of text structures (e.g., chronology, comparison, cause/effect, problem/solution) or text features (e.g., charts, graphs, diagrams, time lines, animations) to interpret or explain information. 14: Language Use: Demonstrate understanding of figurative language, word relationships, and nuances of words and phrases used in context (e.g., similes, metaphors, idioms, adages, proverbs). 4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RI.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. 4.RI.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. 4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RI.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. 4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. 4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 4.L.5a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. 4.L.5b Recognize and explain the meaning of common idioms, adages, and proverbs. Block 2: Read Informational Texts Block 2: Read Informational Texts Block 2: Read Informational Texts 3, 4 EBSR, HT 2, 3 MC, MS 2, 3 MC, MS Prepared for the Riverside County Office of Education by Key Data Systems. Page 8
Grade 4 ELA 2.Writing 1a: Write Brief Texts: Write one or more paragraphs demonstrating specific narrative techniques (use of dialogue, sensory or concrete details, description), chronology, appropriate transitional strategies for coherence, or authors craft appropriate to purpose (closure, detailing characters, plot, setting, or an event). 4.W.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 4.W.3b Use dialogue and description to develop experiences and events or show the responses of characters to situations. 4.W.3c Use a variety of transitional words and phrases to manage the sequence of events. 4.W.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. 4.W.3e Provide a conclusion that follows from the narrated experiences or events. Block 3: Brief Writes 3 WR Prepared for the Riverside County Office of Education by Key Data Systems. Page 9
Grade 4 ELA 2.Writing 3a: Write Brief Texts: Write one or more informational paragraphs demonstrating ability to organize ideas by stating a focus (main idea), including appropriate transitional strategies for coherence, or supporting evidence and elaboration, or writing body paragraphs, or a conclusion that is appropriate to purpose and audience and related to the information or explanation presented. 4.W.2a 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. 4.W.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. 4.W.2c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). 4.W.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. 4.W.2e Provide a concluding statement or section related to the information or explanation presented. 4.W.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. 4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Block 3: Brief Writes 3 WR Prepared for the Riverside County Office of Education by Key Data Systems. Page 10
Grade 4 ELA 2.Writing 6a: Write Brief Texts: Write one or more paragraphs demonstrating ability to state an opinion about topics or sources; set a context, organize ideas, develop supporting evidence/reasons and elaboration, or develop a conclusion that is appropriate to purpose and audience and related to the opinion presented. 4.W.1a 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. 4.W.1b Provide reasons that are supported by facts and details. 4.W.1c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). 4.W.1d Provide a concluding statement or section related to the opinion presented. 4.W.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. 4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Block 3: Brief Writes 3 WR Prepared for the Riverside County Office of Education by Key Data Systems. Page 11
Grade 4 ELA 2.Writing 1b: Revise Brief Texts: Revise one or more paragraphs demonstrating specific narrative techniques (use of dialogue, sensory or concrete details, description), chronology, appropriate transitional strategies for coherence, or authors craft appropriate to purpose (closure, detailing characters, plot, setting, or an event). 4.W.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 4.W.3b Use dialogue and description to develop experiences and events or show the responses of characters to situations. 4.W.3c Use a variety of transitional words and phrases to manage the sequence of events. 4.W.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. 4.W.3e Provide a conclusion that follows from the narrated experiences or events. Block 4: Revision 2 MC, MS, HT Prepared for the Riverside County Office of Education by Key Data Systems. Page 12
Grade 4 ELA 2.Writing 3b: Revise Brief Texts: Revise one or more informational paragraphs demonstrating ability to organize ideas by stating a focus (main idea), including appropriate transitional strategies for coherence, or supporting evidence and elaboration, or writing body paragraphs, or a conclusion that is appropriate to purpose and audience and related to the information or explanation presented. 4.W.2a 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. 4.W.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. 4.W.2c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). 4.W.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. 4.W.2e Provide a concluding statement or section related to the information or explanation presented. 4.L.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. Block 4: Revision 2 HT Prepared for the Riverside County Office of Education by Key Data Systems. Page 13
Grade 4 ELA 2.Writing 6b: Revise Brief Texts: Revise one or more paragraphs demonstrating ability to state opinions about topics or sources; set a context, organize ideas, develop supporting evidence/reasons and elaboration, or develop a conclusion appropriate to purpose and audience and related to the opinion presented. 4.W.1a 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. 4.W.1b Provide reasons that are supported by facts and details. 4.W.1c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). 4.W.1d Provide a concluding statement or section related to the opinion presented. Block 4: Revision 2 MC, MS, HT Prepared for the Riverside County Office of Education by Key Data Systems. Page 14
Grade 4 ELA 2.Writing 8: Language and Vocabulary Use: Strategically use language and vocabulary (including academic or domain-specific vocabulary) appropriate to the purpose and audience when revising or composing texts. 4.W.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. 4.W.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. 4.L-3a Choose words and phrases to convey ideas precisely. 4.L.6 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). Block 5: Language and Vocabulary Use 1, 2 HT 9: Edit: Apply or edit gradeappropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, informational, and opinion texts. 4.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 4.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 4.L.3 Choose punctuation for effect. Block 6: Editing 1, 2 HT Prepared for the Riverside County Office of Education by Key Data Systems. Page 15
Grade 4 ELA 2.Writing 2. Compose Full Texts (Narrative) Write full narrative texts using a complete writing process demonstrating narrative techniques (dialogue, sensory or concrete details, description), text structures, appropriate transitional strategies for coherence, and author s craft appropriate to purpose (closure, detailing characters, plot, setting, and events). 4.W-3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 4.W-3b Use dialogue and description to develop experiences and events or show the responses of characters to situations. 4.W-3c Use a variety of transitional words and phrases to manage the sequence of events. 4.W-3d Use concrete words and phrases and sensory details to convey experiences and events precisely. 4.W-3e Provide a conclusion that follows from the narrated experiences or events. 4.W-4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 4.W-5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 4.W-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. 4.W-9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Block 11: Narrative Performance Task 4 Narrative Full Write Prepared for the Riverside County Office of Education by Key Data Systems. Page 16
Grade 4 ELA 4.W-2a. 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.Writing 4. Compose Full Texts (Informational) Write full informational texts on a topic using a complete writing process attending to purpose and audience: organize ideas by stating a focus (main idea); include text structures and appropriate transitional strategies for coherence; include elaboration and supporting evidence from sources; and develop an appropriate conclusion related to the information or explanation presented. 4.W-2b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. 4.W-2c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). 4.W-2d. Use precise language and domain-specific vocabulary to inform about or explain the topic. 4.W-2e. Provide a concluding statement or section related to the information or explanation presented. 4.W-4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 4.W-5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 4.W-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. 4.W-9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Block 9: Informational Performance Task 4 Informational Full Write Prepared for the Riverside County Office of Education by Key Data Systems. Page 17