4th Unit 2 Standards

Fourth Grade Unit 2
Utah Language Arts Focus Standards

Standard: Reading Literature

RL.4.3: 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).
RL.4.4: 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).
RL.4.5: 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.
RL.4.7: 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.

Standard: Reading Informational Text

RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.3: 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.
RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text.

Standard: Writing

W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.4.1a: Introduce topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
W.4.1b: Provide reasons that are supported by facts and details.
W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.2a: 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.
W.4.2b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
W.4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.4.3b: Use dialogue and description to develop experiences and events or show the responses of characters to situations.
W.4.3c: Use a variety of transitional words and phrases to manage the sequence of events.
W.4.5: With 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.)
W.4.6: 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.
W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.8: 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.
W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.4.9a: 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].”).
W.4.9b: 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”).

Standard: Speaking & Listening

SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
SL.4.1a: 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.
SL.4.1b: Follow agreed-upon rules for discussions and carry out assigned roles.
SL.4.1c: 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.
SL.4.1d: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
SL.4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Standard: Reading Foundational Skills

RF.4.3a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., bases/roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context.
RF.4.4: Read with sufficient accuracy and fluency to support comprehension.
RF.4.4a: Read on-level text with purpose and understanding.
RF.4.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Standard: Language

L.4.1a: Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
L.4.1b: Form and use the progressive (e.g. I was walking; I am walking; I will be walking) verb tenses.
L.4.1c: Use modal auxiliaries (e.g. can, may, must) to convey various conditions.
L.4.1d: Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
L.4.1g: Correctly use frequently confused words (e.g., to, too, two; there, their).
L.4.2a: Use correct capitalization.
L.4.2b: Use commas and quotation marks to mark direct speech and quotations from a text.
L.4.2c: Use a comma before a coordinating conjunction in a compound sentence.
L.4.2d: Spell grade-appropriate words correctly, consulting references as needed.
L.4.3b: Choose punctuation for effect.
L.4.4a: Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
L.4.4b: Use common, grade appropriate Greek and Latin affixes and bases/roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
L.4.4c: 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.
L.4.5a: Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
L.4.5c: Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar, but not identical meanings (synonyms).