Standards in this strand:
Text Types and Purposes:
CCSS.ELA-LITERACY.W.4.1Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-LITERACY.W.4.1.AIntroduce 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.
CCSS.ELA-LITERACY.W.4.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.4.2.AIntroduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.4.2.BDevelop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
CCSS.ELA-LITERACY.W.4.2.CLink ideas within categories of information using words and phrases (e.g.,
another,
for example,
also,
because).
CCSS.ELA-LITERACY.W.4.3Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.W.4.3.AOrient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
CCSS.ELA-LITERACY.W.4.3.BUse dialogue and description to develop experiences and events or show the responses of characters to situations.
Production and Distribution of Writing:
CCSS.ELA-LITERACY.W.4.4Produce 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.)
CCSS.ELA-LITERACY.W.4.5With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4
here.)
CCSS.ELA-LITERACY.W.4.6With 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.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.W.4.7Conduct short research projects that build knowledge through investigation of different aspects of a topic.
CCSS.ELA-LITERACY.W.4.8Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
CCSS.ELA-LITERACY.W.4.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.W.4.9.AApply
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].").
CCSS.ELA-LITERACY.W.4.9.BApply
grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text").
Range of Writing:
CCSS.ELA-LITERACY.W.4.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Standards in this strand:
Conventions of Standard English:
CCSS.ELA-LITERACY.L.4.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.4.1.DOrder adjectives within sentences according to conventional patterns (e.g.,
a small red bag rather than
a red small bag).
CCSS.ELA-LITERACY.L.4.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language:
CCSS.ELA-LITERACY.L.4.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-LITERACY.L.4.3.CDifferentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.L.4.4Determine 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.
CCSS.ELA-LITERACY.L.4.4.AUse context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.L.4.4.BUse common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g.,
telegraph, photograph, autograph).
CCSS.ELA-LITERACY.L.4.4.CConsult 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.
CCSS.ELA-LITERACY.L.4.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.L.4.5.CDemonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
CCSS.ELA-LITERACY.L.4.6Acquire 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).
Standards in this strand:
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.4.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RL.4.3Describe 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).
Craft and Structure:
CCSS.ELA-LITERACY.RL.4.4Determine 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).
CCSS.ELA-LITERACY.RL.4.5Explain 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.
CCSS.ELA-LITERACY.RL.4.6Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.4.7Make 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.
CCSS.ELA-LITERACY.RL.4.9Compare 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.
Range of Reading and Level of Text Complexity:
CCSS.ELA-LITERACY.RL.4.10By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
