Courses of Study : English Language Arts

Reading Standards for Literature
Key Ideas and Details
English Language Arts (2015)
Grade(s): 4
All Resources: 13
Lesson Plans: 4
Classroom Resources: 9
1 ) Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. [RL.4.1]


NAEP Framework
Anchor Standard:
Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Cognitive Target:
  • Identify textually explicit information and make simple inference with and across texts, such as: definitions, facts, supporting details.
  • Make complex inferences within and across texts to describe problems and solution or cause and effect, determine unstated assumptions in and argument.

NAEP Descriptor:
Recognize explicitly stated reason for character's statement in a story. (Locate and Recall)

NAEP Descriptor:
Interpret reason for character's statement and explain with support from story. (Integrate and Interpret)

NAEP Descriptor:
Recognize paraphrase of explicit details about a main character in a story. (Locate and Recall)

NAEP Descriptor:
Recognize story detail related to main action. (Locate and Recall)

NAEP Descriptor:
Recognize reason explicitly stated in a story. (Locate and Recall)

NAEP Descriptor:
Recognize reason for character's action in a story (explicit). (Locate and Recall)

NAEP Descriptor:
Recognize description of character's action explicitly stated in a story. (Locate and Recall)


English Language Arts (2015)
Grade(s): 4
All Resources: 13
Learning Activities: 2
Lesson Plans: 2
Classroom Resources: 9
2 ) Determine a theme of a story, drama, or poem from details in the text; summarize the text. [RL.4.2]


NAEP Framework
Anchor Standard:
Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Cognitive Target:
Make complex inferences within and across texts to integrate ideas to determine theme, identify or interpret a character's motivations and decisions, examine relations between theme and setting or characters.
NAEP Descriptor:
Integrate and interpret ideas to determine theme. (Integrate and Interpret)

NAEP Descriptor:
Infer and explain a lesson common to story and poem. (Integrate and Interpret)

NAEP Descriptor:
Provide an example from the story that reflects the theme. (Integrate and Interpret)

NAEP Descriptor:
Recognize reason for plot resolution in a story. (Integrate and Interpret)

NAEP Descriptor:
Infer and recognize main problem faced by a story character. (Integrate and Interpret)

NAEP Descriptor:
Recognize how a paragraph supports the story theme. (Integrate and Interpret)

NAEP Descriptor:
Use story events to support an opinion about story genre. (Critique and Evaluate)


English Language Arts (2015)
Grade(s): 4
All Resources: 12
Learning Activities: 3
Lesson Plans: 3
Classroom Resources: 6
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.4.3]


NAEP Framework
Anchor Standard:
Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Cognitive Target:
  • Identify textually explicit information within and across texts such as character traits, sequence of events or actions, setting, (identify) figurative language.
  • Consider text(s) critically to evaluate a character's motivations and decisions.

NAEP Descriptor:
Evaluate and explain which story character is most important and provide specific info. (Integrate and Interpret)

NAEP Descriptor:
Infer character trait from story details to provide a description. (Integrate and Interpret)

NAEP Descriptor:
Evaluate character development using text support from beginning and end of a story. (Integrate and Interpret)

NAEP Descriptor:
Identify and explain attitudes of two main characters. (Integrate and Interpret)

NAEP Descriptor:
Use story events to support an opinion about a character's behavior. (Critique and Evaluate)

NAEP Descriptor:
Describe how main character's feelings change over the course of the story. (Integrate and Interpret)

NAEP Descriptor:
Infer a story character's feelings to provide a description.

NAEP Descriptor:
Recognize reason for story character's action. (Integrate and Interpret)

NAEP Descriptor:
Use story events to support an opinion about story genre. (Critique and Evaluate)

NAEP Descriptor:
Evaluate and recognize primary importance of a character to the story. (Critique and Evaluate)

NAEP Descriptor:
Infer and recognize main problem faced by a story character. (Integrate and Interpret)

NAEP Descriptor:
Recognize the main way author presents information about a biographical character. (Critique and Evaluate)

NAEP Descriptor:
Recognize description of character's action explicitly stated in a story. (Locate and Recall)

NAEP Descriptor:
Interpret description to recognize how story character feels. (Integrate and Interpret)


Craft and Structure
English Language Arts (2015)
Grade(s): 4
All Resources: 0
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.4.4]


NAEP Framework
Anchor Standard:
Anchor Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meaning and analyze how specific word choices shape meaning or tone.
Cognitive Target:
  • Consider text(s) critically to evaluate the role of literary devices in conveying meaning; determine the degree to which literary devices enhance a literary work.
  • Make complex inferences to infer mood or tone, to explain how rhythm, rhyme, or form in poetry contribute to meaning.

NAEP Descriptor:
Recognize literal meaning of figurative language. (Locate and Recall)

NAEP Descriptor:
Recognize meaning of word as used in a story. (Integrate and Interpret)

NAEP Descriptor:
Recognize explicit poetic comparison. (Locate and Recall)


English Language Arts (2015)
Grade(s): 4
All Resources: 3
Classroom Resources: 3
5 ) Explain major differences among 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.4.5]


NAEP Framework
Anchor Standard:
Anchor Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Cognitive Target:
Make complex inferences within and across texts to describe how an author uses literary devices and text features.
NAEP Descriptor:
Evaluate ending in relation to the rest of the story. (Critique and Evaluate)

NAEP Descriptor:
Make an inference to recognize the feelings of a speaker in a section of a poem. (Integrate and Interpret)

NAEP Descriptor:
Recognize explicit poetic comparison. (Locate and Recall)

NAEP Descriptor:
Recognize surface similarity between story and poem. (Integrate and Interpret)


English Language Arts (2015)
Grade(s): 4
All Resources: 2
Lesson Plans: 2
6 ) Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. [RL.4.6]


NAEP Framework
Anchor Standard:
Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text.
Cognitive Target:
Consider text(s) critically to analyze the point of view used by the author.
NAEP Descriptor:
Evaluate and explain which story character is most important and provide specific info. (Integrate and Interpret)

NAEP Descriptor:
Infer character trait from story details to provide a description. (Integrate and Interpret)

NAEP Descriptor:
Evaluate character development using text support from beginning and end of a story. (Integrate and Interpret)

NAEP Descriptor:
Identify and explain attitudes of two main characters. (Integrate and Interpret)

NAEP Descriptor:
Use story events to support an opinion about a character's behavior. (Critique and Evaluate)

NAEP Descriptor:
Describe how main character's feelings change over the course of the story. (Integrate and Interpret)

NAEP Descriptor:
Infer a story character's feelings to provide a description.

NAEP Descriptor:
Recognize reason for story character's action. (Integrate and Interpret)

NAEP Descriptor:
Use story events to support an opinion about story genre. (Critique and Evaluate)

NAEP Descriptor:
Evaluate and recognize primary importance of a character to the story. (Critique and Evaluate)

NAEP Descriptor:
Infer and recognize main problem faced by a story character. (Integrate and Interpret)

NAEP Descriptor:
Recognize the main way author presents information about a biographical character. (Critique and Evaluate)

NAEP Descriptor:
Recognize description of character's action explicitly stated in a story. (Locate and Recall)

NAEP Descriptor:
Interpret description to recognize how story character feels. (Integrate and Interpret)


Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 4
All Resources: 3
Learning Activities: 2
Classroom Resources: 1
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. [RL.4.7]

English Language Arts (2015)
Grade(s): 4
All Resources: 3
Lesson Plans: 1
Classroom Resources: 2
8 ) 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. [RL.4.9]

Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): 4
All Resources: 13
Learning Activities: 1
Classroom Resources: 12
9 ) By 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. [RL.4.10]


NAEP Framework
Anchor Standard:
Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Cognitive Target:
Consider Text(s) critically to evaluate the author's perspective or point of view within or across texts, take different perspectives in relation to a text, and compare or connect ideas, problems, or situations.
NAEP Descriptor:
Infer and explain a lesson common to story and poem. (Integrate and Interpret)

NAEP Descriptor:
Recognize surface similarity between story and poem. (Integrate and Interpret)


Reading Standards for Informational Text
Key Ideas and Details
English Language Arts (2015)
Grade(s): 4
All Resources: 13
Learning Activities: 1
Lesson Plans: 8
Classroom Resources: 4
10 ) Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. [RI.4.1]


NAEP Framework
Anchor Standard:
Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Cognitive Target:
  • Identify textually explicit information and make simple inference with and across texts, such as: definitions, facts, supporting details.
  • Make complex inferences within and across texts to describe problems and solution or cause and effect, determine unstated assumptions in and argument. Draw conclusions and provide supporting details.
  • Determine fact from opinion.
  • Identify textually explicit information within and across text, such as locating specific information in text or graphics. Make complex references within and across texts, such as draw conclusions and provide supporting information.

NAEP Descriptor:
Use examples from article to explain interpretation. (Integrate and Interpret)

NAEP Descriptor:
Recognize main questions answered by an article. (Integrate and Interpret)

NAEP Descriptor:
Interpret text details to select and provide one example. (Integrate and Interpret)

NAEP Descriptor:
Recognize explicitly stated information from an article. (Locate and Recall)

NAEP Descriptor:
Recognize explicitly stated information in an informational text. (Locate and Recall)

NAEP Descriptor:
Recognize cause explicitly stated in an informational text. (Locate and Recall)


English Language Arts (2015)
Grade(s): 4
All Resources: 10
Lesson Plans: 3
Classroom Resources: 7
11 ) Determine the main idea of a text and explain how it is supported by key details; summarize the text. [RI.4.2]


NAEP Framework
Anchor Standard:
Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Cognitive Target:
  • Identify textually explicit information within and across text, such as topic sentence or main idea, locate specific information in text or graphics.
  • Make complex references within and across texts, such as summarize major ideas.

NAEP Descriptor:
Recognize the main topic of informational article. (Integrate and Interpret)


English Language Arts (2015)
Grade(s): 4
All Resources: 19
Lesson Plans: 12
Classroom Resources: 7
12 ) 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.4.3]


NAEP Framework
Anchor Standard:
Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Cognitive Target:
Identify textually explicit information within and across texts to find evidence in support of an argument.
NAEP Descriptor:
Describe a process with text support. (Integrate and Interpret)

NAEP Descriptor:
Interpret information in expository passage to describe steps in a process. (Integrate and Interpret)

NAEP Descriptor:
Recognize best description of character based on action described in expository passage. (Locate and Recall)


Craft and Structure
English Language Arts (2015)
Grade(s): 4
All Resources: 4
Classroom Resources: 4
13 ) 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.4.4]


NAEP Framework
Anchor Standard:
Anchor Standards 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Cognitive Target:
Consider text(s) critically to evaluate the way the author selects language to influence readers.
NAEP Descriptor:
Recognize meaning of word as used in an informational article. (Integrate and Interpret)

NAEP Descriptor:
Use context of article to recognize meaning of figurative expression. (Integrate and Interpret)

NAEP Descriptor:
Interpret word as used in an informational text. (Integrate and Interpret)

NAEP Descriptor:
Recognize meaning of a word as used in an article. (Integrate and Interpret)

NAEP Descriptor:
Recognize meaning of a descriptive word used in an expository passage. (Integrate and Interpret)

NAEP Descriptor:
Interpret poetic language and explain. (Integrate and Interpret)

NAEP Descriptor:
Recognize correct interpretation of ironic comment in a persuasive essay. (Integrate and Interpret)


English Language Arts (2015)
Grade(s): 4
All Resources: 4
Learning Activities: 2
Lesson Plans: 1
Unit Plans: 1
14 ) Describe the overall structure (e.g., chronology, comparison, cause and effect, problem and solution) of events, ideas, concepts, or information in a text or part of a text. [RI.4.5]


NAEP Framework
Anchor Standard:
Anchor Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
NAEP Descriptor:
Evaluate section titles in relation to text and support evaluation. (Critique and Evaluate)


English Language Arts (2015)
Grade(s): 4
All Resources: 2
Lesson Plans: 1
Classroom Resources: 1
15 ) Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. [RI.4.6]


NAEP Framework
Anchor Standard:
Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text.
Cognitive Target:
Consider text(s) critically to judge author's craft and technique, evaluate the author's perspective or point of view within or across texts.
NAEP Descriptor:
Recognize author's main purpose for writing an expository passage. (Integrate and Interpret)


Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 4
All Resources: 4
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 2
16 ) 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.4.7]


NAEP Framework
Anchor Standard:
Anchor Standard 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
NAEP Descriptor:
Evaluate video in relation to written content of article. (Critique and Evaluate)

NAEP Descriptor:
Identify and explain steps in a process. (Integrate and Interpret)


English Language Arts (2015)
Grade(s): 4
All Resources: 6
Lesson Plans: 1
Classroom Resources: 5
17 ) Explain how an author uses reasons and evidence to support particular points in a text. [RI.4.8]


NAEP Framework
Anchor Standard:
Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Cognitive Target:
Analyze the presentation of information, evaluate the strength and quality of evidence used by the author to support his or her opinion, determine the quality of counter arguments, judge the coherence, logic or credibility of an argument.
NAEP Descriptor:
Make a text-based inference to recognize reason for action. (Advanced, Integrate and Interpret)

NAEP Descriptor:
Connect text ideas to recognize an explanation. (Advanced, Integrate and Interpret)

NAEP Descriptor:
Recognize interpretation of a paragraph in an informational text. (Advanced, Integrate and Interpret)

NAEP Descriptor:
Recognize purpose of action in a process explicitly described in and expository passage. (Proficient, Integrate and Interpret)

NAEP Descriptor:
Recognize author's main purpose for writing an expository text. (Proficient, Integrate and Interpret)


English Language Arts (2015)
Grade(s): 4
All Resources: 6
Lesson Plans: 4
Classroom Resources: 1
Unit Plans: 1
18 ) Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. [RI.4.9]

Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): 4
All Resources: 8
Lesson Plans: 2
Classroom Resources: 6
19 ) By the end of 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. [RI.4.10]

Reading Standards: Foundational Skills
Phonics and Word Recognition
English Language Arts (2015)
Grade(s): 4
All Resources: 2
Learning Activities: 1
Lesson Plans: 1
20 ) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.4.3]

a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. [RF.4.3a]

Fluency
English Language Arts (2015)
Grade(s): 4
All Resources: 19
Lesson Plans: 1
Classroom Resources: 18
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.4.4]

a. Read on-level text with purpose and understanding. [RF.4.4a]

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.4.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.4.4c]

Writing Standards
Text Types and Purposes
English Language Arts (2015)
Grade(s): 4
All Resources: 3
Learning Activities: 1
Lesson Plans: 2
22 ) Write opinion pieces on topics or texts, supporting a point of view with reasons and information. [W.4.1]

a. 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. [W.4.1a]

b. Provide reasons that are supported by facts and details. [W.4.1b]

c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [W.4.1c]

d. Provide a concluding statement or section related to the opinion presented. [W.4.1d]

English Language Arts (2015)
Grade(s): 4
All Resources: 17
Learning Activities: 1
Lesson Plans: 6
Classroom Resources: 9
Unit Plans: 1
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.4.2]

a. 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.4.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.4.2b]

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [W.4.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.4.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.4.2e]

English Language Arts (2015)
Grade(s): 4
All Resources: 16
Learning Activities: 1
Lesson Plans: 5
Classroom Resources: 10
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.4.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.4.3a]

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. [W.4.3b]

c. Use a variety of transitional words and phrases to manage the sequence of events. [W.4.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.4.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.4.3e]

Production and Distribution of Writing
English Language Arts (2015)
Grade(s): 4
All Resources: 10
Lesson Plans: 3
Classroom Resources: 7
25 ) Produce 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 22-24 above.) [W.4.4]

English Language Arts (2015)
Grade(s): 4
All Resources: 9
Classroom Resources: 9
26 ) 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 the first three Language standards in Grades K-4.) [W.4.5]

English Language Arts (2015)
Grade(s): 4
All Resources: 5
Learning Activities: 1
Classroom Resources: 4
27 ) 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.4.6]

Research to Build and Present Knowledge
English Language Arts (2015)
Grade(s): 4
All Resources: 7
Learning Activities: 1
Lesson Plans: 2
Classroom Resources: 4
28 ) Conduct short research projects that build knowledge through investigation of different aspects of a topic. [W.4.7]

English Language Arts (2015)
Grade(s): 4
All Resources: 7
Learning Activities: 2
Classroom Resources: 5
29 ) 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.4.8]

English Language Arts (2015)
Grade(s): 4
All Resources: 18
Lesson Plans: 2
Classroom Resources: 16
30 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [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]"). [W.4.9a]

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"). [W.4.9b]

Range of Writing
English Language Arts (2015)
Grade(s): 4
All Resources: 11
Classroom Resources: 11
31 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.4.10]

Speaking and Listening Standards
Comprehension and Collaboration
English Language Arts (2015)
Grade(s): 4
All Resources: 15
Learning Activities: 1
Lesson Plans: 5
Classroom Resources: 8
Unit Plans: 1
32 ) 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.4.1]

a. 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.4.1a]

b. Follow agreed-upon rules for discussions and carry out assigned roles. [SL.4.1b]

c. 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.4.1c]

d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. [SL.4.1d]

English Language Arts (2015)
Grade(s): 4
All Resources: 4
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 1
Unit Plans: 1
33 ) Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.4.2]

English Language Arts (2015)
Grade(s): 4
All Resources: 1
Lesson Plans: 1
34 ) Identify the reasons and evidence a speaker provides to support particular points. [SL.4.3]

Presentation of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 4
All Resources: 10
Learning Activities: 2
Lesson Plans: 6
Classroom Resources: 1
Unit Plans: 1
35 ) 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. [SL.4.4]

English Language Arts (2015)
Grade(s): 4
All Resources: 0
36 ) 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. (See Grade 4 Language standards 38 and 40 for specific expectations.) [SL.4.6]

English Language Arts (2015)
Grade(s): 4
All Resources: 3
Classroom Resources: 3
37 ) 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. (See Grade 4 Language standards 38 and 40 for specific expectations.) [SL.4.6]

Language Standards
Skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
Conventions of Standard English
English Language Arts (2015)
Grade(s): 4
All Resources: 7
Learning Activities: 2
Lesson Plans: 1
Classroom Resources: 4
38 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.4.1]

a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). [L.4.1a]

b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. [L.4.1b]

c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. [L.4.1c]

d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). [L.4.1d]

e. Form and use prepositional phrases. [L.4.1e]

f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* [L.4.1f]

g. Correctly use frequently confused words (e.g., to, too, two; there, their).* [L.4.1g]

English Language Arts (2015)
Grade(s): 4
All Resources: 3
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 1
39 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.4.2]

a. Use correct capitalization. [L.4.2a]

b. Use commas and quotation marks to mark direct speech and quotations from a text. [L.4.2b]

c. Use a comma before a coordinating conjunction in a compound sentence. [L.4.2c]

d. Spell grade-appropriate words correctly, consulting references as needed. [L.4.2d]

Knowledge of Language
English Language Arts (2015)
Grade(s): 4
All Resources: 8
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 6
40 ) Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.4.3]

a. Choose words and phrases to convey ideas precisely.* [L.4.3a]

b. Choose punctuation for effect.* [L.4.3b]

c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). [L.4.3c]

Vocabulary Acquisition and Use
English Language Arts (2015)
Grade(s): 4
All Resources: 9
Learning Activities: 1
Classroom Resources: 8
41 ) 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. [L.4.4]

a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [L.4.4a]

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [L.4.4b]

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. [L.4.4c]

English Language Arts (2015)
Grade(s): 4
All Resources: 3
Learning Activities: 3
42 ) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.4.5]

a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. [L.4.5a]

b. Recognize and explain the meaning of common idioms, adages, and proverbs. [L.4.5b]

c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [L.4.5c]

English Language Arts (2015)
Grade(s): 4
All Resources: 9
Lesson Plans: 1
Classroom Resources: 8
43 ) 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). [L.4.6]