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	English Language Arts and Literacy \| Anchor Standards
		Reading \| Key Ideas and Details
		R.PK-12.1 Read closely to determine what a text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from a text.
		R.PK-12.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
		R.PK-12.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
		Reading \| Craft and Structure
		R.PK-12.4 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.
		R.PK-12.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
		R.PK-12.6 Assess how point of view or purpose shapes the content and style of a text.
		Reading \| Integration of Knowledge and Ideas
		R.PK-12.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. [Note: Please see "Research to Build and Present Knowledge" in Writing and "Comprehension and Collaboration" in Speaking and Listening.]
		R.PK-12.8 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.
		R.PK-12.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
		Reading \| Range of Reading and Level of Text Complexity
		R.PK-12.10 Independently and proficiently read and comprehend complex literary and informational texts.
		Writing \| Text Types and Purposes
		W.PK-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
		W.PK-12.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
		W.PK-12.3 Write narratives to develop experiences or events using effective literary techniques, well-chosen details, and well-structured sequences.
		Writing \| Production and Distribution of Writing
		W.PK-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
		W.PK-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
		W.PK-12.6 Use technology to produce and publish writing and to interact and collaborate with others.
		Writing \| Research to Build and Present Knowledge
		W.PK-12.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
		W.PK-12.8 When conducting research, gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
		W.PK-12.9 Draw evidence from literary or informational texts to support analysis, interpretation, reflection, and research.
		Writing \| Range of Writing
		W.PK-12.10 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 tasks, purposes, and audiences.
		Speaking and Listening \| Comprehension and Collaboration
		SL.PK-12.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
		SL.PK-12.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
		SL.PK-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
		Speaking and Listening \| Presentation of Knowledge and Ideas
		SL.K-12.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning the organization, development, vocabulary, and style are appropriate to an audience.
		SL.PK-12.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
		SL.PK-12.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
		Language \| Conventions of Standard English
		L.PK-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
		L.PK-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
		Language \| Knowledge of Language
		L.PK-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
		Language \| Vocabulary Acquisition and Use
		L.PK-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
		L.PK-12.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
		L.PK-12.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge.
	English Language Arts and Literacy \| 4
		Reading Literature \| Key Ideas and Details
		RL.4.1 View Map Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
		RL.4.2 View Map Determine a theme of a story, drama, or poem from details in the text; summarize the text.
		RL.4.3 View Map 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).
		Reading Literature \| Craft and Structure
		RL.4.4 View Map 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); explain how figurative language (e.g., simile, metaphor) enriches a text. (See grade 4 Language Standards 4-6 on applying knowledge of vocabulary to reading.)
		RL.4.5 View Map Explain major differences among prose, poetry, and drama, and refer to the structural elements of each (e.g., paragraphs and chapters for prose; stanza and verse for poetry; scene, stage directions, cast of characters for drama) when writing or speaking about a text.
		RL.4.6 View Map Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
		Reading Literature \| Integration of Knowledge and Ideas
		RL.4.7 View Map Make connections between a written story or drama and its visual or oral presentation, identifying where each version reflects specific descriptions and directions in the written text.
		RL.4.8 View Map (Not applicable. For expectations regarding central messages or lessons in stories, See Reading Literature Standard 2.)
		RL.4.9 View Map 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.
		Reading Literature \| Range of Reading and Complexity of Text
		RL.4.10 View Map Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity for at least grade 4. See information on qualitative and quantitative dimensions of text complexity.
		Reading Informational Text \| Key Ideas and Details
		RI.4.1 View Map 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 View Map Determine the main idea of a text and explain how it is supported by key details; summarize the text.
		RI.4.3 View Map Explain events, procedures, ideas, or concepts in a historical, scientific, mathematical, or technical text, including what happened and why, based on specific information in the text.
		Reading Informational Text \| Craft and Structure
		RI.4.4 View Map Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. (See grade 4 Language Standards 4-6on applying knowledge of vocabulary to reading.)
		RI.4.5 View Map 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.
		RI.4.6 View Map Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
		Reading Informational Text \| Integration of Knowledge and Ideas
		RI.4.7 View Map Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on webpages) and explain how the information contributes to an understanding of the text in which it appears.
		RI.4.8 View Map Explain how an author uses reasons and evidence to support particular points in a text.
		RI.4.9 View Map Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
		Reading Informational Text \| Range of Reading and Complexity of Text
		RI.4.10 View Map Independently and proficiently read and comprehend informational texts, including history/social studies, science, mathematical, and technical texts exhibiting complexity appropriate for at least grade 4. (See more information on qualitative and quantitative dimensions of text complexity.)
		Reading Foundational Skills \| Phonics and Word Recognition
		RF.4.3 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.
		Reading Foundational Skills \| Fluency
		RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
		RF.4.4.a Read grade-level text with purpose and understanding.
		RF.4.4.b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
		RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
		Writing \| Text Types and Purposes
		W.4.1 View Map 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 in paragraphs and sections to support the writer’s purpose.
		W.4.1.b Provide reasons that are supported by facts and details.
		W.4.1.c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
		W.4.1.d Provide a concluding statement or section related to the opinion presented.
		W.4.2 View Map Write informative/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 text features (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
		W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
		W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
		W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.
		W.4.2.e Provide a concluding statement or section related to the information or explanation presented.
		W.4.3 View Map Write narratives in prose or poem form to develop experiences or events using effective literary techniques, descriptive details, and clear sequences.
		W.4.3.a Orient the reader by establishing a situation and introducing a speaker, narrator and/or characters; organize an appropriate narrative sequence.
		W.4.3.b Use dialogue and description to develop experiences or events or show responses to situations.
		W.4.3.c Use a variety of transitional words and phrases to manage sequence.
		W.4.3.d Use concrete words and phrases, figurative language such as similes and metaphors, and sensory details to convey experiences or events precisely.
		W.4.3.e Provide a sense of closure appropriate to the narrated experiences or events.
		W.4.3.f View Map For poems, use patterns of sound (e.g., rhyme, rhythm, alliteration, consonance) and visual patterns (e.g., line length, grouped lines as stanzas or verses) to create works that are distinctly different from prose narratives. (See grade 4 Reading Literature Standard 5.)
		Writing \| Production and Distribution of Writing
		W.4.4 View Map 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 under grade 4 Writing-Text Types and Purposes.)
		W.4.5 View Map Develop and strengthen writing as needed by planning, revising, and editing.
		W.4.5.a View Map Demonstrate command of standard English conventions (as described in Language Standards 1-3 up to and including grade 4).
		W.4.5.b View Map Demonstrate the ability to use general academic and domain-specific vocabulary appropriately (as described in Language Standards 4-6 up to and including grade 4).
		W.4.6 View Map Use technology, including current web-based communication platforms, 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.
		Writing \| Research to Build and Present Knowledge
		W.4.7 View Map Conduct short research projects that build knowledge through investigation of different aspects of a topic.
		W.4.8 View Map 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 View Map Draw evidence from literary or informational texts to support written analysis, reflection, and research, applying one or more grade 4 standards for Reading Literature or Reading Informational Text as needed.
		Writing \| Range of Writing
		W.4.10 View Map 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.
		Speaking and Listening \| Comprehension and Collaboration
		SL.4.1 View Map 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 View Map 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. (See grade 4 Reading Literature Standard 1 and Reading Informational 1 for specific expectations regarding the use of textual evidence.)
		SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles.
		SL.4.1.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.4.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
		SL.4.2 View Map Paraphrase portions of a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
		SL.4.3 View Map Identify the reasons and evidence a speaker provides to support particular points.
		Speaking and Listening \| Presentation of Knowledge and Ideas
		SL.4.4 View Map Report on a topic, text, procedure, or solution to a mathematical problem, 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 and use appropriate vocabulary (See grade 4 Language Standards 4-6 for specific expectations regarding vocabulary.)
		SL.4.5 View Map Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
		SL.4.6 View Map Differentiate between contexts that call for formal English (e.g., presenting research findings) 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 1 and 3 for specific expectations.)
		Language \| Conventions of Standard English
		L.4.1 View Map Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades. (See grade 4 Writing Standard 5 and Speaking and Listening Standard 6 on strengthening writing and presentations by applying knowledge of conventions.)
		L.4.1.a Sentence Structure and Meaning - Produce complete sentences, using knowledge of subject and predicate to recognize and correct inappropriate sentence fragments and run-on sentences. [These skills are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.]
		L.4.1.b Sentence Structure and Meaning - Correctly use frequently confused words (e.g., there, their).
		L.4.1.c Sentence Structure and Meaning - Use helping verbs, also known as auxiliaries (e.g., can, may, might, should) to convey various conditions of possibility, likelihood, obligation, or permission, choosing among helping verbs depending on the mean
		L.4.1.d Sentence Structure and Meaning - Use relative pronouns and relative adverbs to add more information about a noun or a verb used in a sentence.
		L.4.1.e Sentence Structure and Meaning - Form and use prepositional phrases in sentences to add more information about qualities such as location, time, agency, and direction.
		L.4.1.f Word Usage - Form and use progressive verb tenses.
		L.4.2 View Map Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
		L.4.2.a Write legibly and fluently by hand, using either printing or cursive handwriting; write their given name signature in cursive.
		L.4.2.b Use correct capitalization.
		L.4.2.c Use commas and quotation marks to mark direct speech and quotations from a text.
		L.4.2.d Use a comma before a coordinating conjunction in a compound sentence.
		L.4.2.e Spell grade-appropriate words correctly, consulting references as needed.
		Language \| Knowledge of Language
		L.4.3 View Map 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. [These skills are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.]
		L.4.3.b Choose punctuation for effect.
		L.4.3.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).
		Language \| Vocabulary Acquisition and Use
		L.4.4 View Map 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.4.4.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.4.4.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.4.4.d Recognize and use appropriately abbreviations related to grade-level content or common in everyday life (e.g., hr., min., sec.).
		L.4.4.e Recognize and use appropriately symbols related to grade-level content or common in everyday life (e.g., &, #, *).
		L.4.5 View Map 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.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs.
		L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
		L.4.6 View Map 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 to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). grade 4 Reading literature Standard 4 and Reading Informational Text Standard 4 on applying knowledge of vocabulary to reading; see grade 4Writing Standard 5 and Speaking and Listening Standard 4 on strengthening writing and presentations by applying knowledge of vocabulary.)

Last Updated: June 12, 2024