Action steps
1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.
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).
Action steps
1. 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. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text.
3. Compare and contrast the point of view from which different stories are narrated, including the difference between first-and third-person narrations.
Action steps
1. 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.
2. Compare and contrast the treatment of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures.
Action steps
1. By the end of the school year, read and comprehend literature, including stories, dramas, and poetry of appropriate complexity for grade 4.
Action steps
1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
2. Determine the main ideas of a text and explain how it is supported by key details; summarize the text.
3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific informationin the text.
Action steps
1. Determine the meaning of general academic and domain-specific words and phrases in atext relevant to a grade 4 topic or subject area.
2. 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.
3. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
Action steps
1. Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.
2. Explain how an author uses reasons and evidence to support particular points in a text.
3. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Action steps
1. By the end of the school year, read and comprehend informational texts, including history/social studies, science, and technical texts, of appropriate complexity for grade 4.
Action steps
1. Use combined knowledge of all letter-sound correspondences, word syllable patterns, word roots, and prefixes/suffixes to read accurately unfamiliar multi-syllable words in context and out of context.
Action steps
1. Read grade 4 level text with purpose and understanding.
2. Read grade level 4 prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
3. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Action steps
1. Write an opinion piece on a topic or text, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
2. Provide reasons that are supported by facts and details.
3. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
4. Use linking words and phrases (for example, because, therefore, since, for example) to connect opinion and reasons.
5. Provide a concluding statement or sectionrelated to the opinion presented.
6. Write an informative/explanatory text, 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.
7. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
8. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
9. Use precise language and domain-specific vocabulary to inform about or explain the topic.
10. Provide a concluding statement or section related to the information or explanation presented.
11. Write a narrative to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
12. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
13. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
14. Use a variety of transitional words and phrases to manage the sequence of events.
15. Provide a conclusion that follows from the narrated experiences or events.
Action steps
1. Conduct short research projects that build knowledge through investigation of different aspects of a topic.
2. Recall information from experiences or gather information from print and digital sources; take notes and categorize info, and provide a list of sources.
3. Draw evidence from literary or informational texts to support analysis, reflection, research.
Action steps
1. 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.
2. Follow agreed-upon rules for discussion and carry out assigned roles.
3. 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.
4. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
5. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
6. Identify the reasons and evidence a speaker provides to support particular points.
Action steps
1. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
2. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
3. Differentiate between contexts that call for formal English and situations where informal discourse is appropriate; use formal English when appropriate to task and situation.
Action steps
1. Use relative pronouns (who, whose, whom , which, that ) and relative adverbs (where, when, why ).
2. Form and use the progressive verb tenses. (e.g., I was walking, I am walking, I will be walking) .
3. Use model auxiliaries (e.g., can, may, must ) to convey various conditions.
4. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag ).
5. Form and use prepositional phrases.
6. Produce complete sentences, recognizing and correcting inappropriate fragments and run- ons.
7. Correctly use frequently confused words (e.g., to, too, two; there,their).
8. Use correct capitalization.
9. Use commas and quotation marks to mark direct speech and quotations from a text.
10. Use a comma before a coordinating conjunction in a compound sentence.
11. Spell grade-appropriate words correctly, consulting references as needed.
Action steps
1. Choose words and phrases to convey ideas precisely.
2. Choose punctuation for effect.
3. Differentiate between contexts that call for formal English and situations where informal discourse is appropriate.
Action steps
1. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
2. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph)
3. Consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Action steps
1. Explain the meaning of simple similes and metaphors in context.
2. Recognize and explain the meaning of common idioms, adages, and proverbs.
3. Demonstrate understanding of words by relating them to their opposites and to words with similar but not identical meanings.
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