RI.4.1:
Reading Informational
Key Ideas and Details
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.4:
Reading Informational
Craft and Structure
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.4.10:
Reading Informational
Range of Reading and Level of Text Complexity
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.
RF.4.4a:
Reading Foundational Skills
Fluency
Read on-level text with purpose and understanding.
W.4.1a:
Writing
Text Types and Purposes
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.4.1b:
Writing
Text Types and Purposes
Provide reasons that are supported by facts and details.
W.4.1c:
Writing
Text Types and Purposes
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
W.4.1d:
Writing
Text Types and Purposes
Provide a concluding statement or section related to the opinion presented.
W.4.4:
Writing
Production and Distribution of Writing
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 1-3 above.)
W.4.9b:
Writing
Research to Build and Present Knowledge
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.4.10:
Writing
Range of Writing
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.
L.4.4a:
Language
Vocabulary Acquisition and Use
Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
L.4.6:
Language
Vocabulary Acquisition and Use
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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