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4th Grade ELA Standards
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Reading - Foundational Skills
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RF.4.3 I can show what I have learned about letters, sounds and words in my reading and figure out how to correct words I am having trouble with.
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RF.4.3.A I can read unfamiliar words that have more than one syllable.
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RF.4.4 I can read with sufficient accuracy and fluency to support comprehension and aloud at the right speed and with expression at the 4th grade level.
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RF.4.4.A I can read grade-level text with purpose and understanding.
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RF.4.4.B I can read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
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RF.4.4.C I can Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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Reading - Literature
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RL.4.1 I can refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
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RL.4.2 I can determine a theme of a story, drama, or poem from details in the text; summarize the text.
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RL.4.3 I can explain how elements in a piece of literature interact with other elements.
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RL.4.4 I can 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).
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RL.4.5 I can 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.
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RL.4.6 I can compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
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RL.4.7 I can 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.
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RL.4.9 I can 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.
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RL.4.10 I can by the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range.
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Reading - Informational Text
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RI.4.1 I can refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
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RI.4.2 I can determine the main idea of a text and explain how it is supported by key details; summarize the text.
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RI.4.3 I can 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.
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RI.4.4 I can determine the meaning of general academic and domain specific words or phrases in a text relevant to a grade 4 topic or subject area.
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RI.4.5 I can 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.
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RI.4.6 I can compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
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RI.4.7 I can 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.
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RI.4.8 I can explain how an author uses reasons and evidence to support particular points in informational texts.
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RI.4.9 I can Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
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RI.4.10 I can by the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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Writing
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W.4.1 I can write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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W.4.1.A I can 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.
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W.4.1.B I can provide reasons that are supported by facts and details.
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W.4.1.C I can link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
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W.4.1.D I can provide a concluding statement or section related to the opinion presented.
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W.4.2 I can write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
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W.4.2.A I can 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.
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W.4.2.B I can develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
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W.4.2.C I can link ideas within categories of information using words and phrases (e.g., another, for example, also because).
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W.4.2.D I can use precise language and domain specific vocabulary to inform about or explain the topic.
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W.4.2.E I can provide a concluding statement or section related to the information or explanation presented.
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W.4.3 I can write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
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W.4.3.A I can orient the reader by establishing a situation and introducing a narrator and/ or characters; organize an event sequence that unfolds naturally.
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W.4.3.B I can use dialogue and description to develop experiences and events or show the responses of characters to situations.
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W.4.3.C I can use a variety of transitional words and phrases to manage the sequence of events.
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W.4.3.D I can use concrete words and phrases and sensory details to convey experiences and events precisely.
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W.4.3.E I can provide a conclusion that follows from the narrated experiences or events.
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W.4.4 I can produce clear and coherent writing (including multiple paragraph texts) in which the development and organization are appropriate to task, purpose, and audience.
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W.4.5 I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
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W.4.6 I can 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.
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W.4.6 I can demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
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W.4.7 I can conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
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W.4.8 I can recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources.
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W.4.9 I can draw evidence from literary or informational texts to support analysis, reflection, and research.
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W.4.9.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].”).
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W.4.9.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”).
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W.4.10 I can write 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.
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Speaking and Listening
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SL.4.1 I can 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).
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SL.4.2 I can paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
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SL.4.3 I can evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Identify the reasons and evidence a speaker or media source provides to support particular points.
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SL.4.4 I can present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
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SL.4.4 I can 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. a. Plan and deliver a narrative presentation that: relates ideas, observations, or recollections; provides a clear context; and includes clear insight into why the event or experience is memorable.
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SL.4.5 I can make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations
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SL.4.5 I can add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
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SL.4.6 I can adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
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SL.4.6 I can differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.
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Language:
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L.4.1 I can demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
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L.4.1.A I can use interrogative, relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
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L.4.1.B I can form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
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L.4.1.C I can use modal auxiliaries (e.g., can, may, must) to convey various conditions.
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L.4.1.D Order adjectives within sentences according to patterns (e.g., a small red bag rather than a red small bag).
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L.4.1.E I can form and use prepositional phrases.
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L.4.1.F I can produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
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L.4.1.G I can correctly use commonly confused words (e.g., to, too, two; their & there.)
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L.4.2 I can demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
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L.4.2.A I can use correct capitalization.
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L.4.2.B I can use commas and quotation marks to mark direct speech and quotations from a text.
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L.4.2.C I can use a comma before a coordinating conjunction in a compound sentence.
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L.4.2.D I can spell grade-appropriate words correctly, consulting references as needed.
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L.4.3 I can use knowledge of language and its conventions when writing, speaking, reading, or listening.
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L.4.3.A I can choose words and phrases to convey ideas precisely.
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L.4.3.B I can choose punctuation for effect.
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L.4.3.C I can differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small group discussion).
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L.4.4 I can 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.
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L.4.4.A I can use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
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L.4.4.B I can use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
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L.4.4.C I can 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.
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L.4.5 I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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L.4.5.A I can explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. ext.
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L.4.5.B I can recognize and explain the meaning of common idioms, adages, and proverbs.
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L.4.5.C I can demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
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L.4.6 I can 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).
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