Mississippi College and Career Readiness Standards for
English Language Arts Scaffolding Document
Fourth Grade
College- and Career-Readiness Standards for English Language Arts
Page 2 of 85-September 2016
Fourth Grade
CCR.R.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.
RL.4.1
Refer to details and
examples in a text when
explaining what the text
says explicitly and when
drawing inferences from the
text.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to ask questions before,
during, and after reading.
How to answer questions
(who, what, when, where,
why, and how) about specific
details from the text.
How to visualize key
elements within the text.
How to provide oral and
written explanations that
show understanding of a
text, referring explicitly to
the text.
How to reference details
and/or examples in a text
when explaining the basis for
the answers.
A student should understand
(Conceptual Understanding)
How authors include key
details in literary texts, which
may help a reader ask and
answer questions.
How readers use examples
and details from the text to
support their inferences.
How readers use textual
evidence and personal
connections to make
inferences and draw
conclusions about what is
read.
How readers use details and
examples in a text to make
meaning.
A student should be able to do
(Evidence of Knowledge)
Make and revise predictions.
Answer questions during
reading by using a
combination of key details,
background knowledge, and
personal connections.
Refer to details and examples
in a text when explaining
what the text says explicitly.
Refer to details and examples
from the text when drawing
inferences.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
Details, examples, explicit and implicit, inferences, infer, questioning
College- and Career-Readiness Standards for English Language Arts
Page 3 of 85-September 2016
Fourth Grade
CCR.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and
ideas.
RL.4.2
Determine a theme of a
story, drama, or poem from
details in the text;
summarize the text.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to know the
characteristics of an effective
retelling/recounting of
events from a story.
How to know the difference
between a central idea and
key details in a story.
How to know that the theme
is the lesson or moral that
the writer wants to get
across in his or her story.
A student should understand
(Conceptual Understanding)
How authors of literary texts
include details that help
readers determine the theme
or central idea(s).
How readers generate
effective summaries that
capture central idea(s) or
theme of the text.
A student should be able to do
(Evidence of Knowledge)
Determine the theme of
literary text(s)
Identify the difference
between the theme and
details in story.
Identify characteristics of an
effective summary for
literary texts.
Summarize literary text(s) by
including the theme and how
it is conveyed through key
details.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Recount, retell, determine, story, drama, poem, central idea, theme, key details, summarize,
College- and Career-Readiness Standards for English Language Arts
Page 4 of 85-September 2016
Fourth Grade
CCR.R.3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
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).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That stories are written to
include characters and
characters roles (hero/villain,
major/minor), setting, plot
(e.g., events, climax/turning
point, resolution), and
conflict (man vs. man, man
vs. self, man vs. nature).
That authors include
characters’ traits, actions,
feelings, and words when
writing literary texts.
That authors use elements of
drama such as scenes,
dialogue, and stage
directions.
That characters’ traits,
motivations, and feelings
impact the events in the text.
A student should understand
(Conceptual Understanding)
How authors use specific
details in a story or drama to
describe characters, settings,
or events.
How readers use specific
details from a literary text to
support their thinking about
characters, settings, or
events.
A student should be able to do
(Evidence of Knowledge)
Identify important, specific
details that support key
ideas.
Identify and describe the plot
events in a story or drama.
Describe the setting and
characters of a story or
drama, referring to specific
details.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Character, villain, hero, major/minor character, setting, plot, climax, resolution, conflict, drama, describe, in-depth, event, thoughts,
words, actions, man vs. man, man vs. self, man vs. nature, turning point, scenes, dialogue
College- and Career-Readiness Standards for English Language Arts
Page 5 of 85-September 2016
Fourth Grade
CCR.R.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.
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).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That authors use figurative
language and literary devices to
convey meaning.
That authors use different types of
context clues to convey meaning of
unknown words (e.g., definition,
example, antonym, synonym).
That authors use words/phrases
that reference well-known
characters or stories (e.g., from
mythology, fairy tales, fables,
legends).
A student should understand
(Conceptual Understanding)
How authors make purposeful
language choices to create
meaning in literary text(s).
How readers seek the meaning of
unknown words/phrases to clarify
understanding of literary text(s).
A student should be able to do
(Evidence of Knowledge)
Use context clues to help unlock
the meaning of unknown
words/phrases
Determine the appropriate
definition of words with more than
one meaning.
Differentiate between literal and
non-literal language.
Interpret figurative language and
literary devices.
Describe how figurative language,
literary devices, and other
language choices enhance
meaning.
Determine the meaning of words
and phrases used within literary
texts, including those that allude to
significant characters found in
mythology.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Context clues, determine, distinguish, interpret, clarify, mythology, figurative language, literary devices, word choice, antonym, synonym, fables,
legends
College- and Career-Readiness Standards for English Language Arts
Page 6 of 85-September 2016
Fourth Grade
CCR.R.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.
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That authors use different
characteristics when writing
poems, dramas, and prose.
That authors organize texts
using different types of
structures (e.g., sentences,
paragraph, chapter, section,
stanza, scenes).
How to understand the
relationship between parts of
text and the whole text.
A student should understand
(Conceptual Understanding)
That authors’ choices of text
structures vary according to
genre.
That authors’ choices of text
structures vary according to
the purpose of the text.
How readers understand the
structure of a text and use
this information to make
sense of what they read.
How readers understand the
structure of a literary text
varies by genre.
A student should be able to do
(Evidence of Knowledge)
Identify the genre of a
literary text.
Describe the structural
elements of prose, poems,
and drama when writing or
speaking about a text.
Explain major differences
between poems, drama, and
prose referring to their
specific structural elements
when writing or speaking
about a text.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Genre, drama, prose, poem, structural elements, verse, rhythm, meter, casts, settings, descriptions, dialogue, stage directions, text structure, stanza
College- and Career-Readiness Standards for English Language Arts
Page 7 of 85-September 2016
Fourth Grade
CCR.R.6: Assess how point of view or purpose shapes the content and style of a text.
RL.4.6
Compare and contrast the
point of view from which
different stories are
narrated, including the
difference between first-
and third-person narrations.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to identify similarities
and differences among
literary texts.
That author’s write from
different points of view.
That author’s write for a
variety of purposes.
How to identify
characteristics of first-person
point of view and third-
person point of view within
literary text.
A student should understand
(Conceptual Understanding)
The author’s purpose for
writing affects how he or she
organizes the text.
The author’s purpose for
writing affects the narrator’s
point of view.
How readers recognize
similarities and differences
between first- and third-
person’s point of view.
A student should be able to do
(Evidence of Knowledge)
Identify the author’s purpose
for writing a literary text.
Identify the point of view
from which different stories
are narrated.
Differentiate between first-
person and third-person
narration.
Determine similar and
different characteristics
among different stories’
points of view.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Compare, contrast, point of view, narration, first-person, third-person, author’s purpose
College- and Career-Readiness Standards for English Language Arts
Page 8 of 85-September 2016
Fourth Grade
CCR.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in
words.
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That connections exist when
a person, thing, or idea is
associated with something
else.
How to identify similarities
and differences between
characteristics of literary
texts.
That authors include
illustrations to enhance the
reader’s understanding of
literary text.
That authors use different
versions of texts (e.g.,
written, print, digital, visual).
That visual and oral tools are
used to enhance the viewer’s
experience of the drama.
A student should understand
(Conceptual Understanding)
How authors/directors make
purposeful choices, which
may result in multiple
interpretations of the same
text.
How readers make
connections among the
written, visual or oral
presentations of literary texts
to enhance understanding.
How authors/directors use
visual and/or oral
presentations of the text to
enhance the understanding
of the text.
A student should be able to do
(Evidence of Knowledge)
Recognize the tools used in
visual and oral versions of a
text.
Compare and contrast the
written version of text to the
visual or oral presentation of
the same text.
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.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Connections, story, drama, visual presentation, oral presentation, version, descriptions, visual tools, oral tools, illustrations
College- and Career-Readiness Standards for English Language Arts
Page 9 of 85-September 2016
Fourth Grade
CCR.R.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.
RL.4.8
Not applicable to literature.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A student should understand
(Conceptual Understanding)
A student should be able to do
(Evidence of Knowledge)
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
College- and Career-Readiness Standards for English Language Arts
Page 10 of 85-September 2016
Fourth Grade
CCR.R.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.
RL.4.9
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to compare and
contrast elements of the text
to enhance understanding.
That authors write stories,
myths, and traditional
literature, which include a
theme, characters, setting,
and plot of events.
That authors make
purposeful choices when
outlining patterns of events
(e.g., reveal conflict, draw
attention to an issue/event,
predict the future,
understand the past).
A student should understand
(Conceptual Understanding)
An author’s approach to a
theme/topic is influenced by
his or her point of view.
How readers compare and
contrast various texts to
deepen understanding of
themes/topics.
A student should be able to do
(Evidence of Knowledge)
Identify characteristics of
various genres.
Identify the theme of a text.
Identify and explain the
author’s purpose and point
of view.
Identify, cite, and explain
textual evidence (examples
of author’s choices), which
reveal the author’s
intentions/purposes.
Compare/contrast the
treatment of similar themes
and topics and patterns of
events in stories, myths, and
traditional literature from
different cultures.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Compare, contrast, genre, theme, opposition of good and evil, pattern of events, quest, stories, myths, traditional literature, author’s
purpose, point of view, different cultures, conflict
College- and Career-Readiness Standards for English Language Arts
Page 11 of 85-September 2016
Fourth Grade
CCR.R.10: Read and comprehend complex literary and informational texts independently and proficiently.
RL.4.10
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That authors write a variety of
literary texts (e.g. stories,
dramas, poetry).
How to read text from a variety
of text genres.
How to choose “just right” text
for independent reading.
A student should understand
(Conceptual Understanding)
That through independent,
small, and whole group
opportunities, readers focus on
comprehending within and
beyond the text.
A student should be able to do
(Evidence of Knowledge)
Utilize comprehension
strategies such as activating
relevant background knowledge
to gain deeper understanding
independently and in small and
large group settings.
Utilize comprehension
strategies such as creating
visual images to gain deeper
understanding independently
and in small and large group
settings.
Utilize comprehension
strategies such as drawing
inferences to gain deeper
understanding independently
and in small and large group
settings.
Utilize comprehension
strategies such as asking
questions to gain deeper
understanding independently
and in small and large group
settings.
Utilize comprehension
strategies such as determining
important ideas to gain deeper
understanding independently
College- and Career-Readiness Standards for English Language Arts
Page 12 of 85-September 2016
and in small and large group
settings.
Utilize comprehension
strategies such as synthesizing
information to gain deeper
understanding independently
and in small and large group
settings.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Complex text, literary, informational, independently, proficiently, variety of genres, within/beyond text comprehension,
activate background knowledge, visualize, infer, ask questions, determine important ideas, synthesize
College- and Career-Readiness Standards for English Language Arts
Page 13 of 85-September 2016
Fourth Grade
CCR.R.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.
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to ask questions before,
during, and after reading.
How to make, test, and revise
predictions before, during,
and after reading.
How to use background
knowledge to enhance
understanding of
informational text.
How to answer questions
(who, what, when, where,
why, and how) about specific
details from the text.
That authors make
purposeful decisions when
organizing informational text
(e.g., paragraphs, quotations,
formatting).
A student should understand
(Conceptual Understanding)
How authors include key
details, which help the reader
ask and answer questions.
How readers use examples
and details to support their
inferences.
How readers use textual
evidence and background
knowledge to make
inferences and draw
conclusions.
How readers make meaning
using details and examples in
informational text.
A student should be able to do
(Evidence of Knowledge)
Make, test, and revise
predictions.
Use textual evidence,
background knowledge, and
text-to-self connections to
answer questions when
reading or writing.
Refer to details and examples
from the text when
explaining what the text says.
Make inferences about
author’s decisions and the
content of a text.
Refer to details and examples
from the text when drawing
inferences.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Questioning, ask, answer, text, summarize, text evidence, explicitly stated, details, examples, drawing inferences, predict, explanation
College- and Career-Readiness Standards for English Language Arts
Page 14 of 85-September 2016
Fourth Grade
CCR.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and
ideas.
RI.4.2
Determine the main idea of
a text and explain how it is
supported by key details;
summarize the text.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That informational text types
may include literary
nonfiction and
expository/technical texts.
The main idea of a text is the
central thought or the point
the author is trying to make.
That readers use
informational text features
and/or text structures to help
determine the main idea.
That readers know how to
participate in discussions
when explaining their
understanding of the texts.
That summaries are a brief
statement or account of the
main points of a text.
A student should understand
(Conceptual Understanding)
That authors of informational
text(s) include key details to
enhance the reader’s
understanding.
How readers use key details
in an informational text to
identify the main topic.
That informational texts have
a structure, as well as details,
which may help a reader
determine the main ideas.
How readers develop
effective summaries that
include main ideas of
informational text.
A student should be able to do
(Evidence of Knowledge)
Determine the main idea of
an informational text.
Recognize how ideas are
organized in an informational
text.
Explain orally or in writing
how the main idea is
supported by key details.
Summarize orally or in
writing the main idea,
including the most important
parts of the piece.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Main idea, key details, text structure, recount, explain, summarize, support
College- and Career-Readiness Standards for English Language Arts
Page 15 of 85-September 2016
Fourth Grade
CCR.R.3: Analyze how and why individuals, events, or ideas develop and interact over the course of a 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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That informational text types
can include literary nonfiction
and expository/technical texts.
How to teach or explain to
others information learned
from informational text.
That authors of informational
texts may include key
ideas/concepts, events, or steps
in a process.
That authors use various text
structures when writing
informational texts (e.g, time,
sequence, cause/effect, steps).
How to recognize connections
and relationship among key
ideas, people, events, or steps.
That authors use transition
words (e.g., therefore, because,
as a result) to show
relationships.
A student should understand
(Conceptual Understanding)
How authors include specific
information to explain events,
procedures, ideas and concepts
in scientific, technical and
historical texts and why they
occur.
The relationships between and
among events, ideas/concepts
or steps/procedures and use
the information to synthesize
what is read.
A student should be able to do
(Evidence of Knowledge)
Identify events, key
ideas/concepts, or steps in
informational texts.
Distinguish between key ideas
and details from informational
text that explain what
happened and why.
Identify and describe text
structures the author uses in
informational text.
Identify signal words used to
determine text structure.
Explain how ideas, events, and
steps are connected.
Use specific information to
support what and why events,
ideas, procedures, events
happened.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Explain, analyze, relationships, series, historical events, ideas, concepts, technical procedure, steps, text structure, sequence,
cause/effect, description, compare/contrast, problem/solution, signal words, scientific text
College- and Career-Readiness Standards for English Language Arts
Page 16 of 85-September 2016
Fourth Grade
CCR.R.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.
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That authors use figurative
language to convey meaning.
That authors use different
types of context clues to
convey meaning of unknown
words (e.g., definition,
example, antonym,
synonym).
How to employ strategies for
identifying and using context
clues.
How to distinguish the literal
and nonliteral meanings of
words and phrases to make
meaning.
A student should understand
(Conceptual Understanding)
How authors make
purposeful language choices
to create meaning in
informational text(s).
How readers actively seek
the meaning of unknown
words/phrases to clarify
understanding.
How readers use textual
clues to develop an
understanding of the
meaning of unknown
words/phrases.
A student should be able to do
(Evidence of Knowledge)
Use context clues to help
unlock the meaning of
unknown words/phrases.
Determine the definition of
words with multiple
meanings.
Describe how word choice
creates and clarifies meaning.
Differentiate between literal
and nonliteral language.
Identify and interpret
figurative language.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
General academic words vs. domain-specific words/phrases (Tier II and Tier III words), context clues, figurative language, literal and
nonliteral language
College- and Career-Readiness Standards for English Language Arts
Page 17 of 85-September 2016
Fourth Grade
CCR.R.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.
RI.4.5
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to describe text
structure by teaching others
certain features of
informational text.
That authors of informational
text use different types of
text structures to organize
information.
How to use the structure of
the text (e.g., chronology,
comparison, cause/effect,
problem/solution) to make
sense of the information that
is presented and develop a
deeper understanding of the
informational presented in
the text.
A student should understand
(Conceptual Understanding)
That readers are aware of
signal words to determine
various text structures.
How readers use text
features to support
understanding of
informational texts.
How authors present their
ideas in an organizational
pattern to achieve a
particular purpose in the
text.
A student should be able to do
(Evidence of Knowledge)
Determine the text structures
used by the author to
organize information, events,
ideas, or concepts in a text or
part of a text.
Provide a description of the
overall structure of events,
ideas, concepts, or
information in a text or part
of a text.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Describe, structure, chronological, comparison/contrast, cause/effect, problem/solution, signal words, text features
College- and Career-Readiness Standards for English Language Arts
Page 18 of 85-September 2016
Fourth Grade
CCR.R.6: Assess how point of view or purpose shapes the content and style of a text.
RI.4.6
Compare and contrast a
firsthand and secondhand
account of the same event
or topic; describe the
differences in focus and the
information provided.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That authors write for a variety
of purposes (e.g., to inform, to
persuade, to entertain, to
describe, to explain).
That authors write from
different points of view.
A firsthand account (primary
source) is told from the
perspective of a participant in
the described event.
A secondhand account
(secondary source) is told from
the perspective of someone
who was not a participant in the
described event.
That there may be similarities
and differences between
firsthand and secondhand
accounts of the same event.
A student should understand
(Conceptual Understanding)
The author’s point of view
affects the choices made when
writing informational text.
How readers research firsthand
and secondhand accounts of the
same event or topic to gather
different information.
How readers understand the
same event or topic can be
viewed differently when told
from different perspectives.
A student should be able to do
(Evidence of Knowledge)
Identify important details from
the text that reveal the author’s
purpose.
Identify the focus of both
firsthand and secondhand
accounts of an event or topic.
Describe the similarities and
differences between the
information provided in
different accounts of the same
event or topic.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Compare/contrast, account, firsthand, secondhand, primary source, secondary source, point of view, perspective, focus, style, author’s
purpose
College- and Career-Readiness Standards for English Language Arts
Page 19 of 85-September 2016
Fourth Grade
CCR.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in
words.
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That authors use different
forms of media to present
information (e.g., visual, oral,
quantitative).
That authors use charts,
graphs, diagrams, time lines,
animations, or interactive
elements on Web pages to
provide more information for
the reader.
That authors use charts,
graphs, diagrams, time lines,
animations, or interactive
elements on Web pages to
describe and clarify key ideas
from the text.
A student should understand
(Conceptual Understanding)
How authors choose details
and illustrations purposefully
in an informational text to
convey meaning.
How readers use details and
illustrations in informational
text to make meaning.
A student should be able to do
(Evidence of Knowledge)
Interpret information from
charts, graphs, diagrams,
time lines, animations, or
interactive Web pages.
Compare and contrast
information from charts,
graphs, diagrams, time lines,
animations, or interactive
Web pages.
Evaluate why information is
included or is not included in
informational text.
Explain how information
contributes or improves
understanding of the text.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Interpret, compare/contrast, explain, visually, orally, quantitatively, media, features, Internet, Web page, charts, graphs, diagrams, time
lines, animations
College- and Career-Readiness Standards for English Language Arts
Page 20 of 85-September 2016
Fourth Grade
CCR.R.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.
RI.4.8
Explain how an author uses
reasons and evidence to
support particular points in
a text.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That authors include main
ideas and important points in
informational text.
That authors include
supporting details to
reinforce his or her main
ideas.
That authors use persuasive
techniques (e.g., emotional
words, repetition, name
calling) to support his or her
claim and/or purpose for
writing.
That relevant information is
important and irrelevant
information is not important.
A student should understand
(Conceptual Understanding)
That reasons and evidence
are pieces of information
that support particular points
within a text.
How readers identify reasons
and evidence an author uses
to support key ideas to build
upon their understanding.
A student should be able to do
(Evidence of Knowledge)
Identify key points within an
informational text.
Differentiate between
relevant and irrelevant
information.
Provide a written or oral
explanation of how an author
uses reasons to support
particular points in a text.
Provide a written or oral
explanation of how an author
uses evidence to support
particular points of view.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Explain, reasons, evidence, key points, persuasive techniques, argument, support, relevant vs. irrelevant information, point of view
College- and Career-Readiness Standards for English Language Arts
Page 21 of 85-September 2016
Fourth Grade
CCR.R.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.
RI.4.9
Integrate information from
two texts on the same topic
in order to write or speak
about the subject
knowledgeably.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to compare and contrast
elements of the text to enhance
understanding.
That authors include main ideas
and important points in
informational text.
That authors include supporting
details to reinforce his or her
main ideas.
How to set a purpose for
researching and gathering
information.
How to manage information
gathered from text using
various graphic organizers.
That information from two texts
can be combined to create a
more complete understanding
of a topic.
A student should understand
(Conceptual Understanding)
That authors of informational
texts provide information and
key details on topics in different
ways.
How readers construct meaning
by integrating important
information included in two
texts.
A student should be able to do
(Evidence of Knowledge)
Identify key and relevant details
on a single topic between two
texts.
Categorize key details from two
texts.
Differentiate between relevant
information and irrelevant
information.
Combine information from two
texts on the same topic.
Speak knowledgeably about a
topic, integrating information
from two texts.
Compose a piece of writing
about a topic, integrating
information from two texts.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Integrate, synthesize, key points, relevant information, irrelevant information, topic, research, purposes for reading, graphic organizers,
write, compose, speak, present, knowledgeably
College- and Career-Readiness Standards for English Language Arts
Page 22 of 85-September 2016
Fourth Grade
CCR.R.10: Read and comprehend complex literary and informational texts independently and proficiently.
RI.4.10
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That authors write a variety
of informational texts,
including history/social
studies, science, and
technical texts.
How to read text from a
variety of text genres.
How to choose “just right”
text for independent reading.
A student should understand
(Conceptual Understanding)
Through independent, small,
and whole group
opportunities, how to focus
on comprehending within
and beyond the text.
A student should be able to do
(Evidence of Knowledge)
Utilize comprehension
strategies such as activating
relevant background
knowledge to gain deeper
understanding independently
and in small and large group
settings.
Utilize comprehension
strategies such as creating
visual images to gain deeper
understanding independently
and in small and large group
settings.
Utilize comprehension
strategies such as drawing
inferences to gain deeper
understanding independently
and in small and large group
settings.
Utilize comprehension
strategies such as asking
questions to gain deeper
understanding independently
and in small and large group
settings.
College- and Career-Readiness Standards for English Language Arts
Page 23 of 85-September 2016
Utilize comprehension
strategies such as
determining important ideas
to gain deeper understanding
independently and in small
and large group settings.
Utilize comprehension
strategies such as
synthesizing information to
gain deeper understanding
independently and in small
and large group settings.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Complex text, literary, informational, independently, proficiently, variety of genres, within/beyond text comprehension,
activate background knowledge, visualize, infer, ask questions, determine important ideas, synthesize)
College- and Career-Readiness Standards for English Language Arts
Page 24 of 85-September 2016
Fourth Grade
W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
W.4.1a
Write opinion pieces on
topics or texts, supporting a
point of view with reasons
and information.
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That opinion pieces are written to
share a viewpoint about a text or
topic.
An introduction starts the opinion
piece with a clear viewpoint about
a topic or text.
That opinions about topics or texts
read are supported with reasons
from the text.
That reasons are organized in a
logical way to create coherence.
A student should understand
(Conceptual Understanding)
That opinion writings are written
to express a point about a topic or
text.
The introduction states the point
the author is trying to make or
prove about a text or topic.
How using specific words or
phrases enables writers to clearly
communicate an opinion.
That writers use specific words or
phrases when composing opinion
pieces (e.g., has an important
lesson, knowledgeable,
sensible/senseless).
The author’s opinion is supported
with reasons from the text.
That ideas are grouped in a logical
way to give the reader an
understanding of the authors’
purpose for writing.
A student should be able to do
(Evidence of Knowledge)
Read a mentor text or research a
topic.
Form an opinion based upon a text
or topic.
Determine the purpose for the
opinion piece.
Utilize a planning map or graphic
organizer in order to group ideas
to support the purpose for writing.
State an opinion using specific
words or phrases to clearly
communicate the opinion.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Opinion pieces, topics, texts, supporting, point of view, reasons, information, introduce, writing, clearly, state an opinion, create
organizational structure, related ideas are grouped, writer’s purpose, view point, coherent, purposes, prove, analyze
College- and Career-Readiness Standards for English Language Arts
Page 25 of 85-September 2016
Fourth Grade
W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
W.4.1b
Write opinion pieces on
topics or texts, supporting a
point of view with reasons
and information.
b. Provide reasons that are
supported by facts and
details.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A writer uses reasons from
text to support opinions
about a text or topic.
A student should understand
(Conceptual Understanding)
A writer develops the
opinion about a text by
providing reasons from the
text read.
That facts and details from
the text are used to support
the opinion.
A student should be able to do
(Evidence of Knowledge)
Identify how an author uses
facts to support the
reasoning in an opinion piece
in a mentor text.
Choose facts and details
from the text to support the
opinion.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Opinion, provide reasons, supported by facts and details, topic, text, researching, multiple sources, writing, note taking, reasoning,
support
College- and Career-Readiness Standards for English Language Arts
Page 26 of 85-September 2016
Fourth Grade
W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
W.4.1c
Write opinion pieces on
topics or texts, supporting a
point of view with reasons
and information.
c. Link opinion and reasons
using words and phrases
(e.g., for instance, in
order to, in addition).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to identify linking words
(e.g., because, therefore,
since, for example).
That linking words are used
to connect the opinion and
reasons.
A student should understand
(Conceptual Understanding)
How linking words and
phrases signal the direction
the writing is taking to the
reader.
How linking words and
phrases connect the opinions
and reasons within the paper
for a natural flow for
organization.
A student should be able to do
(Evidence of Knowledge)
Identify the places in the
writing where transitions
need to take place.
Identify the appropriate
linking words and phrases to
use in the writing.
Use linking words to connect
and forward the opinion.
Use linking phrases to
connect and forward the
opinion.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Opinion piece, linking words, linking phrases, connect, opinion, reasons, also, however, also, for instance, in order to, in addition, signal,
direction, natural flow, organization, identifies, transitions, appropriate writing
College- and Career-Readiness Standards for English Language Arts
Page 27 of 85-September 2016
Fourth Grade
W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
STANDARD:
W.4.1
Write opinion pieces on
topics or texts, supporting a
point of view with reasons
and information.
d. Provide a concluding
statement or section
related to the opinion
presented.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That a writing piece must be
organized.
That a concluding statement
or section brings a piece of
writing to a close.
That closings techniques for
an opinion piece can vary
(e.g., reinforcement,
quotation, question).
A student should understand
(Conceptual Understanding)
A conclusion provides an
ending to a piece written.
A conclusion leaves the
reader with something to
think about.
How conclusions act as a way
for readers to clearly
understand the opinion
stated.
The conclusion statement or
section relates directly to the
opinion made in the
introduction.
A student should be able to do
(Evidence of Knowledge)
Analyze how mentor texts
close.
Identify thought(s) to leave
the reader with before
writing the conclusion.
Choose a closing technique
(e.g., summarize information,
quote, encourage action,
restate the opinion).
Write a concluding statement
or section that relates
directly to the opinion made
in the introduction.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Opinion piece, provide, concluding statement, concluding section, close, organization, recognize, ending, thoughts, related to the
opinion presented
College- and Career-Readiness Standards for English Language Arts
Page 28 of 85-September 2016
Fourth Grade
W.CCR.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.4.2a
Write
informative/explanatory
texts to examine a topic
and convey ideas and
information clearly.
a. Develop the topic with
facts, definitions, and
concrete details,
quotations, or other
information and
examples related to the
topic.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That facts and definitions
from the text are supplied in
order to develop details.
That facts, and definitions are
extracted from a text in order
to develop details.
A student should understand
(Conceptual Understanding)
How utilizing facts,
definitions, concrete details,
quotations, or examples from
the text allow for elaboration
on a topic.
That concrete details are
specific facts within the text.
That quotations are group of
words taken directly from the
text.
How quotations taken from
the text should be
punctuated with commas and
quotation marks in order to
avoid plagiarism.
That plagiarism is the act of
taking another’s words,
thoughts, or ideas with
attribution.
A student should be able to do
(Evidence of Knowledge)
Choose facts, definitions,
concrete details, quotations,
or examples from the text to
develop the topic.
Use facts, definitions, details,
and quotations to develop
the topic.
Use commas and quotation
marks to attribute words,
thoughts, or ideas to the
author.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Informative text, explanatory text, develop, topic, facts, definition, concrete details, research, close read, paraphrase, convey ideas clearly, convey information
clearly, point of view, sources, notes, reference sources, include, primary sources, secondary sources, organizational structure grouping related information,
examples, quotations, writing, plagiarism, attribution
College- and Career-Readiness Standards for English Language Arts
Page 29 of 85-September 2016
Fourth Grade
W.CCR.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.4.2b
Write
informative/explanatory
texts to examine a topic and
convey ideas and
information clearly.
b. Link ideas within
categories of information
using words and phrases
(e.g., another, for
example, also, because).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How linking words and
phrases connect ideas within
categories of information
(e.g., also, another, and,
more, but, in addition to, for
example).
How linking words and
phrases help the writer
communicate ideas clearly to
the reader
A student should understand
(Conceptual Understanding)
How linking words and
phrases connect ideas within
categories of information
(e.g., another, for example,
also, because).
How linking words and
phrases help the writer
communicate ideas clearly to
the reader
A student should be able to do
(Evidence of Knowledge)
Use linking words (e.g., also,
another, and, more, but) to
connect and progress from
one idea to the next within
categories of information.
Use linking phrases (e.g., in
addition to, for example) to
connect and progress from
one idea to the next within
categories of information.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Informative text, explanatory text, linking words, linking phrases, link ideas, categories of information, using, progress, signal, direction,
writing, linking words
College- and Career-Readiness Standards for English Language Arts
Page 30 of 85-September 2016
Fourth Grade
W.CCR.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.4.2c
Write
informative/explanatory
texts to examine a topic
and convey ideas and
information clearly.
c. Use precise language
and domain-specific
vocabulary to inform
about or explain the
topic.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That writers choose specific
words and phrases for effect.
That writers acquire and use
domain-specific words and
phrases to inform or explain a
topic.
A student should understand
(Conceptual Understanding)
How writers choose specific
nouns, adjectives, and/or
verbs in order to make ideas
understandable.
A student should be able to do
(Evidence of Knowledge)
Analyze how authors use
precise language and domain-
specific vocabulary in mentor
texts.
Choose specific nouns,
adjectives, and/or verbs in
order to make ideas
understandable.
Include specific nouns,
adjectives, and/or verbs in
order to make ideas
understandable in ideas to
inform or explain the topic.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Informative text, explanatory text, provide, precise language, domain-specific vocabulary, explain, topic, related, information,
explanation
College- and Career-Readiness Standards for English Language Arts
Page 31 of 85-September 2016
Fourth Grade
W.CCR.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.4.2d
Write
informative/explanatory
texts to examine a topic and
convey ideas and
information clearly.
d. Provide a concluding
statement or section
related to the
information or
explanation presented.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A writing piece must be
organized.
A concluding statement or
section brings a piece of
writing to a close.
That closings for an
informative/explanatory
piece can vary (e.g.,
summary, reaction or feeling,
image description,
quotation).
A student should understand
(Conceptual Understanding)
How conclusions act as a way
for readers to clearly
understand the topic stated.
The conclusion statement or
section relates directly to the
information or explanation
presented in the
introduction.
A student should be able to do
(Evidence of Knowledge)
Analyze how mentor texts
close.
Identify thought(s) to leave
the reader with before
writing the conclusion.
Choose a closing technique
(e.g., summary, reaction or
feeling, image description,
quotation).
Write a conclusion
statement or section that
relates directly to the
information or explanation
presented in the
introduction.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Provide, concluding statement, concluding section, related, information, explanation, presented, sentence, paragraph, informative text,
explanatory text
College- and Career-Readiness Standards for English Language Arts
Page 32 of 85-September 2016
Fourth Grade
W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and
well-structured event sequences.
W.4.3a
Write narratives to develop
real or imagined
experiences or events using
effective technique,
descriptive details, and clear
event sequences.
a. Orient the reader by
establishing a situation
and introducing a
narrator and/or
characters; organize an
event sequence that
unfolds naturally.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That narratives can be written to
inform, instruct, persuade, or
entertain.
That narratives can be written to
express real or imagined
experiences or events.
That writers utilize a variety of
techniques (e.g., direct statement,
draw-in question, snapshot,
observation from the senses) for
developing real or imagined
experiences.
That writers utilize a variety of
planning strategies (e.g., sketch the
sequence, narrative map, sticky
notes with events) for creating a
coherent event sequence.
That a narrator and/or character(s)
can be introduced a variety of ways
(e.g., in the beginning, as the story
progresses).
A student should understand
(Conceptual Understanding)
How narratives can be written to
express real or imagined
experiences or events.
How writers utilize a variety of
techniques (e.g., direct statement,
draw-in question, snapshot,
observation from the senses) for
establishing a situation.
How writers utilize a variety of
planning strategies (e.g., sketch the
sequence, narrative map, sticky
notes with events) for creating a
coherent event sequence.
A narrator and/or character(s) can
be introduced a variety of ways
(e.g., in the beginning, as the story
progresses).
A student should be able to do
(Evidence of Knowledge)
Analyze mentor texts.
Choose a purpose for writing.
Choose a form of writing.
Implement a planning strategy for
creating an event sequence (e.g.,
sketch the sequence, narrative
map, sticky notes with events).
Choose a technique for establishing
the situation or focal point of the
story to engage the reader (e.g.,
direct statement, draw-in question,
snapshot, observation from the
senses).
Introduce a real or imaginative
narrator and/or character(s) in the
narrative.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Narrative, develop, real experiences, imagine experiences, forms, introduction, establishes a situation, plot, event sequence, narrator, character(s), point of view,
audience, style, form, structure, appropriate, compare/contrast, descriptive, problem/solution, cause/effect, chronology, organize, unfolds naturally, enlightens,
smooth progression, events, time, setting, location, mood, tone, analyze, mentor text, teacher model, author’s craft, prompt, beginning, middle, end, writing
College- and Career-Readiness Standards for English Language Arts
Page 33 of 85-September 2016
Fourth Grade
W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and
well-structured event sequences.
W.4.3b
Write narratives to develop
real or imagined
experiences or events using
effective technique,
descriptive details, and clear
event sequences.
b. Use dialogue and
description to develop
experiences and events
or show the responses of
characters to situations.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That dialogue and description of
actions, thoughts, and feelings
are used to develop a character.
That a character’s internal
narrative (thoughts), when
balanced with dialogue, actions,
and feelings, can provide an
inside look at what motivates
the character.
That showing the character’s
response to situations further
develops the plot.
That more time given in writing
to developing the character will
develop the experiences and
events in the story.
A student should understand
(Conceptual Understanding)
That dialogue and description
are used to develop a character.
A character’s internal narrative
(thoughts), when balanced with
dialogue, actions, and feelings,
can provide an inside look at
what motivates the character.
How showing the character’s
response to situations further
develops the plot.
That the more time given in
writing to developing the
character will develop the
experiences and events in the
story.
A student should be able to do
(Evidence of Knowledge)
Use dialogue in the narrative to
develop experiences and
events.
Use descriptions of actions in
the narrative to develop
experiences and events.
Use descriptions of thoughts in
the narrative to develop
experiences and events.
Use descriptions of feelings in
the narrative to develop
experiences and events.
Show response of characters to
situations.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Narrative, dialogue, conversation, characters, quotation marks, character traits, descriptive, vivid verbs, writer, created, thoughts,
internal monologue, vivid details, feels, emotions, reactions, situations, develop, descriptions, actions, feelings, show, response,
motivates, plot, writing
College- and Career-Readiness Standards for English Language Arts
Page 34 of 85-September 2016
Fourth Grade
W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and
well-structured event sequences.
W.4.3c
Write narratives to develop
real or imagined
experiences or events using
effective technique,
descriptive details, and clear
event sequences.
c. Use a variety of
transitional words and
phrases to manage the
sequence of events.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That Appropriate places in a
narrative text where
temporal words and phrases
are necessary in order to
signal changes in events.
That temporal words
effectively signal event order
in a writing (e.g., first, next,
last, finally, then, after,
afterwards, following).
That temporal phrases
effectively to signal event
order in a writing (e.g., a long
time ago, one day, in the
morning, after several
minutes).
A student should understand
(Conceptual Understanding)
How transitional words and
phrases help guide the
reader through the story to
signal an order of events in
the writing.
How prepositions and
prepositional phrases often
function as transitional words
or phrases.
A student should be able to do
(Evidence of Knowledge)
Use transitional words in the
writing to signal event order
and structure.
Use transitional phrases in
the writing to signal event
order.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Narrative, transitional words, transitional phrases, signal, event order, effectively, naturally, writing, identify, moves, guide, temporal
words, temporal phrases
College- and Career-Readiness Standards for English Language Arts
Page 35 of 85-September 2016
Fourth Grade
W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and
well-structured event sequences.
W.4.3d
Write narratives to develop
real or imagined
experiences or events using
effective technique,
descriptive details, and clear
event sequences.
d. Use concrete words and
phrases and sensory
details to convey
experiences and events
precisely.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That writers choose specific
words and phrases for effect.
That writers acquire and use
conversational and general
academic words.
A student should understand
(Conceptual Understanding)
How writers choose specific
nouns, adjectives, and/or verbs
in order to make ideas
understandable.
That concrete words and
phrases are things one can
touch, taste, smell, hear, and
see.
That concrete words and
phrases stimulate sensory
responses.
How using concrete words,
concrete phrases, and sensory
details is a way for the writer to
describe to the reader the story
instead of just telling about it.
A student should be able to do
(Evidence of Knowledge)
Include concrete words.
Include concrete phrases.
Include sensory details.
Convey experiences precisely
using concrete words, concrete
phrases, and sensory details.
Convey events precisely using
concrete words, concrete
phrases, and sensory details.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Narrative, concrete words, concrete phrases, sensory details, convey experiences precisely, convey events precisely, touch, taste, smell,
hear, see, show, telling
College- and Career-Readiness Standards for English Language Arts
Page 36 of 85-September 2016
Fourth Grade
W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and
well-structured event sequences.
W.4.3e
Write narratives to develop
real or imagined
experiences or events
using effective technique,
descriptive details, and
clear event sequences.
e. Provide a conclusion
that follows from the
narrated experiences or
events.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A narrative piece must be
organized.
How providing a sense of
closure brings everything
together for the reader.
That conclusions for a
narrative piece can vary (e.g.,
visual or sensory image,
statement of personal
development, audience
connection, surprise).
A student should understand
(Conceptual Understanding)
A narrative piece must be
organized.
How providing a sense of
closure brings everything
together for the reader.
How conclusions for a
narrative piece can vary (e.g.,
visual or sensory image,
statement of personal
development, audience
connection, surprise).
How conclusions must follow
the sequence of experiences
or events in the writing.
A student should be able to do
(Evidence of Knowledge)
Analyze how mentor texts
close.
Write a conclusion that
follows the narrated
experiences or events.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Narrative, provide, conclusion, follows, narrated experiences, events, close, writing, final impressions, organization
College- and Career-Readiness Standards for English Language Arts
Page 37 of 85-September 2016
Fourth Grade
W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
W.4.4
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.)
Desired Student Performance
A student should know
(Prerequisite Knowledge)
The audience, or reader, must
be considered when
composing each of the three
writing tasks.
That content chosen for each
of the three writing tasks
should be on topic, engaging,
and interesting for the chosen
audience.
That content that is off-topic,
disengaging, or uninteresting
for the audience should be
omitted from the writing
piece.
How to determine the most
important information and
details in a text.
A student should understand
(Conceptual Understanding)
The audience, or reader, must
be considered when
composing each of the three
writing tasks.
How content chosen for each
of the three writing tasks
should be clear and coherent.
A student should be able to do
(Evidence of Knowledge)
Write for a specific task as
referenced in standards 1-3
above.
Write for a specific purpose as
referenced in standards 1-3
above.
Produce a writing piece that
that follows an organization
structure as referenced in
standards 1-3 above.
Choose content that is on-
topic, engaging, and
interesting for the audience
being considered.
Omit content that is off-topic,
disengaging, or uninteresting
for the audience being
considered.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Produce, clear, coherent, writing, development, organization, appropriate, task, purpose, audience, organizational structure,
compare/contrast, descriptive, problem/solution, cause/effect, chronology, techniques, strategies, distribution, production, prewrite, organize,
intentional
College- and Career-Readiness Standards for English Language Arts
Page 38 of 85-September 2016
Fourth Grade
W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.4.5
With guidance and support
from peers and
adults, develop and
strengthen writing as
needed by planning,
revising, and editing.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That adults and peers
provide guidance and
feedback when revising and
editing a piece of writing.
That guidance and feedback
from adults and peers
strengthen and ensure that a
piece of writing is focused on
a specific topic.
A student should understand
(Conceptual Understanding)
How adults and peers
provide guidance and
feedback when revising and
editing a piece of writing.
How guidance and feedback
from adults and peers
strengthen and ensure that a
piece of writing is focused on
a specific topic.
How moving a piece of
writing through planning,
revising, and editing ensures
that a piece of writing is fully
developed.
How planning a piece of
writing involves the
identification of a topic,
genre or format, purpose and
audience. Writers may use a
variety of strategies to plan
their writing piece (e.g.
drawing, talking, using a map,
jotting down notes).
How revising a piece of
writing involves the sharing
A student should be able to do
(Evidence of Knowledge)
Plan a piece of writing by
implementing a specific
strategy (e.g., drawing,
talking, using a map, jotting
down notes).
Share a piece writing with an
adult or peer for the purpose
of receiving feedback about
specific sentences or sections
that need to be revised for
clarity, coherence, and
appropriateness to task,
purpose, and/or audience.
Share a piece of writing with
an adult or peer for the
purpose of receiving
feedback about specific
conventions related to
Language Standard 2 (e.g.,
capitals, punctuation,
spelling).
College- and Career-Readiness Standards for English Language Arts
Page 39 of 85-September 2016
of the piece of writing with
adults or peers for the
purpose of receiving
feedback about specific
sentences or sections that
need to be revised for clarity,
coherence, and
appropriateness to task,
purpose, and/or audience.
How editing a piece of
writing involves the sharing
of the piece of writing with
adults or peers for the
purpose of receiving
feedback about specific
conventions related to
Language Standard 2 (e.g.,
capitals, punctuation,
spelling).
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Guidance, support, peers, adults, develop, strengthen, writing, planning, revising, editing, conventions, pre-write, brainstorming, list,
graphic organizers, research, clustering, free writing, outline, word choice, style, organization, style, modify, improve, punctuation,
mechanics, spelling, grammar, sentence structures, point of view, drafts
College- and Career-Readiness Standards for English Language Arts
Page 40 of 85-September 2016
Fourth Grade
W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to utilize various types of
devices (e.g., computer, iPad,
iTouch, tablet) to produce and
publish writing.
How to utilize a variety of digital
tools (e.g., Story Buddy 2, Story
Kit, Popplet, Story Builder, Story
Patch) to produce and publish
writing.
How to utilize a variety of
technological tools (e.g.,
document projectors,
interactive white board, web-
based sharing platforms,
student-centered websites and
web page) to collaborate with
peers to produce and publish
writing.
How to utilize a variety of word
processing programs (e.g.,
OpenOffice and Microsoft
Word) for mapping, planning,
revising, and publishing a piece
of writing.
How to utilize a variety of
publishing programs (e.g.,
Canvastic, ReadWriteThink
A student should understand
(Conceptual Understanding)
How technological advances in
the twenty-first century have
challenged writers to move
beyond paper and pencils when
formatting writing pieces.
The Internet is a twenty-first
century source for producing
and publishing writing.
How various types of devices
(e.g., computer, iPad, iTouch,
tablet) can be used to produce
and publish writing.
A variety of digital tools (e.g.,
Story Buddy 2, Story Kit,
Popplet, Story Builder, Story
Patch) can be used to produce
and publish writing.
A variety of technological tools
(e.g., document projectors,
interactive white board, web-
based sharing platforms,
student-centered websites and
web page) can be used to
collaborate with peers to
produce and publish writing.
A variety of word processing
programs (e.g., OpenOffice and
A student should be able to do
(Evidence of Knowledge)
Use various types of devices to
produce and publish writing
Use a digital tool to produce and
publish writing.
Use a word processing program
(using keyboarding skills) to
produce and publish writing.
Use technology to interact and
collaborate with others to
produce and publish writing.
Utilize technology and
keyboarding skills.
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Printing Press, Microsoft
Publisher, PagePlus) for
formatting various formats of
writing (newsletters, brochures,
booklets).
How to utilize a variety of web-
based tools (ReadWriteThink
Persuasion Map, Letter
Generator, and Essay Tool,
Kerpoof, and Gloster
Multimedia Poster) for
producing various writing
formats.
How to collaboratively write
using technology.
Microsoft Word) can be used for
mapping, planning, revising, and
publishing a piece of writing.
A variety of publishing programs
(e.g., Canvastic, ReadWriteThink
Printing Press, Microsoft
Publisher, PagePlus) can be
useful for formatting various
formats of writing (newsletters,
brochures, booklets).
A variety of web-based tools
(ReadWriteThink Persuasion
Map, Letter Generator, and
Essay Tool, Kerpoof, and Gloster
Multimedia Poster) can be
useful for providing much-
needed scaffolds for key
structural elements found in
various writing formats.
How collaborative writing using
technology encourages active
learning.
How collaborative writing
among peers instills a sense of
real world writing experiences.
How keyboarding skills are
essential for the producing and
publishing a piece of writing.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Technology, guidance, support, adults, use, technology, Internet, produce, publish, writing, interact, collaborate, discussions,
demonstrate, sufficient, command, keyboarding skills, type, minimum of one page, single setting, tool, encourages, active learning,
instills, real world writing experiences, partners, writer, reader, ideas
College- and Career-Readiness Standards for English Language Arts
Page 42 of 85-September 2016
Fourth Grade
W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of
the subject under investigation.
W.4.7
Conduct short research
projects that build
knowledge through
investigation of different
aspects of a topic.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That research allows writers
to build knowledge about a
topic.
That research projects have a
set of parameters and
procedures that must be
followed.
That research projects have
topic parameters that narrow
the focus of the project.
That research projects have
collaboration parameters
that state how students will
be working together on the
project.
That research projects have
research parameters that
state whether the project will
utilize print and/or
observation based research.
That research projects have
publishing parameters that
state a specific format (e.g.,
A student should understand
(Conceptual Understanding)
How research allows writers
to build knowledge about a
topic.
That research projects have a
set of parameters and
procedures that must be
followed.
That research projects have
topic parameters that narrow
the focus of the project.
That research projects have
collaboration parameters
that state how students will
be working together on the
project.
That research projects have
research parameters that
state whether the project will
utilize print and/or
observation based research.
That research projects have
publishing parameters that
state a specific format (e.g.,
A student should be able to do
(Evidence of Knowledge)
Conduct research for a short
period of time.
Generate a focused question
for the research project.
Choose print and/or
observation based research
as a source for research.
Determine multiple aspects
of a topic to investigate.
Work collaboratively with
peers to research the answer
to the focused research
question.
Record facts, details, and
definitions to answer the
research question.
Choose a publishing format
to present findings.
Present findings.
College- and Career-Readiness Standards for English Language Arts
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book review, how-to piece,
biography) that writers will
use to present findings.
That research projects have a
central question to drive the
research.
How facts, details, and
definitions about the
research project are
gathered.
How facts, details, and
definitions, which answer the
central question, are
systematically documented.
That findings can be
presented in a written report
or through an oral
presentation.
book review, how-to piece,
biography) that writers will
use to present findings.
That research projects have a
central question to drive the
research.
How various aspects of a
topic are investigated.
How facts, details, and
definitions about the
research project are
gathered.
How facts, details, and
definitions, which answer the
central question, are
systematically documented.
Students know how to search
for sources about a topic.
How findings can be
presented in a written report
or through an oral
presentation.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Conduct, short research projects, build knowledge, investigation, different aspects of topic, topic, document, evidence, texts, gather,
facts, details, definitions, search, sources, type, keyboard, Internet, technology, sides, inquiry, relevant, daily life, task, purpose,
paraphrase, opinion, informative/explanatory writing, write
College- and Career-Readiness Standards for English Language Arts
Page 44 of 85-September 2016
Fourth Grade
W.CCR.8: 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.4.8
Recall information from
experiences or gather
information from print and
digital sources; take notes
and categorize information,
and provide a list of
sources.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That past experiences can
provide a foundation for
answering questions about a
topic.
How gathering information
from multiple sources, both
print and digital, supports
the writing.
How note-taking keeps the
research focused and allows
the student the opportunity
to go back to the notes to
actually use in the writing.
That researchers use various
techniques (e.g., note-taking
forms, marking print sources,
marking digital sources) for
taking meaningful notes.
That note-taking forms allow
the researcher to record the
question or topic and
document supporting
information. Information on
note-taking forms can be
A student should understand
(Conceptual Understanding)
How past experiences can
provide a foundation for
answering questions about a
topic.
How gathering information
from multiple sources, both
print and digital, supports
the writing.
How note-taking keeps the
research focused and allows
the student the opportunity
to go back to the notes to
actually use in the writing.
How researchers use various
techniques (e.g., note-taking
forms, marking print sources,
marking digital sources) for
taking meaningful notes.
How note-taking forms allow
the researcher to record the
question or topic and
document supporting
information. Information on
note-taking forms can be
A student should be able to do
(Evidence of Knowledge)
Recall experiences from their
past to be used as a source.
Gather information from
print and digital sources.
Utilize a note-taking
technique to take meaningful
notes about a topic.
Sort information from notes
into categories.
Provide a list of sources.
College- and Career-Readiness Standards for English Language Arts
Page 45 of 85-September 2016
categorized to provide
organization for the writing.
That tools such as
highlighting tape,
highlighters, sticky notes,
and book tabs are useful for
marking print sources.
That bookmarking sites (e.g.,
Pearltrees and Diigo) are
useful for marking digital
sources.
categorized to provide
organization for the writing.
How tools such as
highlighting tape,
highlighters, sticky notes,
and book tabs are useful for
marking print sources.
How bookmarking sites (e.g.,
Pearltrees and Diigo) are
useful for marking digital
sources.
How providing a list of
sources gives attribution to
another’s words, thoughts,
or ideas with attribution.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Recall information, experiences, gather, information, notes, sources, sort evidence, categories, list of sources, title, author(s),
alphabetical order, acknowledgement, plagiarism, avoided, paraphrase, integrated, naturally, research, topic, flow, charts, Venn
Diagram, outlines, tree map, bulleted list, note taking, note taking strategies, primary sources, secondary sources, Internet, search
engines, newspaper articles, magazine articles, videos, advertisements, speeches, manuscripts, science reports, atlas, encyclopedia,
digital, print, write, analyze, interpret, explain, or describe
College- and Career-Readiness Standards for English Language Arts
Page 46 of 85-September 2016
Fourth Grade
W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.4.9a
Draw evidence from literary
or informational texts to
support analysis, reflection,
and research.
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].”).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That evidence is defined as
facts, details, definitions,
quote, examples found in the
text.
That dialogue and description
of actions, thoughts, and
feelings are used to describe a
character.
That writers use specific word
choice to describe a character,
setting, or event.
A student should understand
(Conceptual Understanding)
Analysis
An analysis can be done on
different types of literary
texts (i.e., story, drama).
Specific details from the
literary texts are used in the
analysis.
An analysis can be about
more than one literary text.
An analysis has structure.
Reflection
A reflection can be done on
different types of literary
texts (i.e., story, drama).
Specific details from the
literary texts are used in the
reflection.
A reflection can be about
more than one literary text.
A reflection has structure.
A reflection includes the
student’s personal thoughts,
A student should be able to do
(Evidence of Knowledge)
Write a literary analysis using
evidence from literary texts.
Write a reflection using
evidence from literary texts.
Write a research piece using
evidence from literary texts.
College- and Career-Readiness Standards for English Language Arts
Page 47 of 85-September 2016
views, and interpretations
about the literary text[s].
Reflections have multiple
forms of writing.
Research
There are different topics
that can be researched and
written about a literary text.
Research can be done on
different types of literary
texts (e.g., story, drama).
Specific details from the
literary texts are used in the
research.
Research can be about more
than one literary text.
Research pieces have
structure.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Draw evidence from literary texts, support analysis, reflection, and research, describe in depth a character, setting, or event in a story
or drama, drawing on specific details in the text, a character’s thoughts, a character’s words, or a character’s actions, structural
elements analysis, central idea/lesson of literature analysis, character(s), setting(s), or event(s) analysis, author study analysis,
connecting a text and a companion visual or oral presentation of that text analysis, details, multiple forms of writing, student’s
personal thoughts, views, and interpretations about the literary text[s], time period of the text for better comprehension, research the
author’s/authors’ background[s], craft of writing, and/or beliefs, interpret, comprehension
College- and Career-Readiness Standards for English Language Arts
Page 48 of 85-September 2016
Fourth Grade
W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.4.9b
Draw evidence from literary
or informational texts to
support analysis, reflection,
and research.
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”).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That evidence is defined as
facts, details, definitions,
quote, examples found in the
text.
A student should understand
(Conceptual Understanding)
Analysis
Specific details from the
informational texts are used
in the analysis.
An analysis can be about
more than one informational
text.
An analysis has structure.
Reflection
A reflection can be done on
different types of
informational texts (e.g..,
articles, brochure,
Encyclopedia entry).
Specific details from the
informational texts are used
in the reflection.
A reflection can be about
more than one informational
text.
A reflection has structure.
A student should be able to do
(Evidence of Knowledge)
Write an informative analysis
using evidence from
informational texts.
Write a reflection using
evidence from informational
texts.
Write a research piece using
evidence from informational
texts.
College- and Career-Readiness Standards for English Language Arts
Page 49 of 85-September 2016
A reflection includes the
student’s personal thoughts,
views, and interpretations
about the informational
text[s].
Reflections have multiple
forms of writing.
Research
There are different topics
that can be researched and
written about from
informational text.
Research can be done on
different types of
informational texts (e.g..,
magazine article, pamphlet).
Specific details from the
informational texts are used
in the research.
Research can be about more
than one informational text.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Draw evidence from informational texts, support analysis, support reflection, support research, Apply Grade 4 Reading standards to
informational texts, analysis, analyzing the relationship between a series of concepts, analyzing the role of illustrations, multiple forms
of writing, articles, brochure, Encyclopedia entry, magazine article, pamphlet, aids in comprehension
College- and Career-Readiness Standards for English Language Arts
Page 50 of 85-September 2016
Fourth Grade
W.CCR.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.
W.4.10
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
discipline-specific tasks,
purposes, and audiences.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That routine writing is repeated
experiences with writing.
How to write for extended time
frames for research, reflection,
and revision.
How to write for shorter time
frames that are done in a single
setting or a day or two.
How to write for a range of
discipline-specific tasks (e.g.,
math, science, social studies,
ELA).
How to write for a range of
discipline-specific purposes.
How to write for a range of
discipline-specific audiences
(i.e., teacher, parent, legislator,
online audience, editor).
A student should understand
(Conceptual Understanding)
How writers need multiple
opportunities to write for
extended time frames and
shorter time frames for
different purposes throughout
the entire school year (in every
nine weeks).
How on demand writing
requires different processes
than extended process writings.
A student should be able to do
(Evidence of Knowledge)
Write daily.
Write for extended time frames
when research, reflection, and
revision is required.
Write for shorter time frames in
a single setting or day or two.
Write to address range of
discipline-specific tasks.
Write to address range of
purposes.
Write to address range of
audiences.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Write routinely, extended time frames, research, reflection, revision, shorter time frames, single setting or day or two, range,
discipline-specific tasks, purposes, audiences, experiences, math, ELA, science, social studies, multiple opportunities, on demand
writing, short constructed response, text based questions, content knowledge, aspect of a text or texts, sophisticated understandings
of vocabulary, text structure, analysis
College- and Career-Readiness Standards for English Language Arts
Page 51 of 85-September 2016
Fourth Grade
CCR.SL.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.4.1a
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.
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to read texts to gather
information about a topic
for discussion.
How to sort information and
details into important and
unimportant information.
How to keep notes in an
organized manner.
A student should understand
(Conceptual Understanding)
How collaborative
discussions are more
productive when
participants have read and
studied material prior to the
discussion.
How participants use prior
knowledge about a topic to
add ideas to a collaborative
discussion.
How participants use
evidence from the
information read and
studied in order to add ideas
to a discussion.
A student should be able to do
(Evidence of Knowledge)
Read or study material prior
to collaborative discussion.
Share prior knowledge about
topic with peers and/or
adults.
Share knowledge read and
studied about a topic with
peers and adults.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Prepare, participate, conversations, collaborations, diverse, engage, effectively, explicitly, information, explore, discussion,
expressing, clearly, preparation, appropriate, main idea, supporting details, key ideas, evidence, paraphrasing, connections, direct
quotes
College- and Career-Readiness Standards for English Language Arts
Page 52 of 85-September 2016
Fourth Grade
CCR.SL.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.4.1b
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.
b. Follow agreed-upon rules
for discussions and carry
out assigned roles.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to participate in
collaborative discussions with
peers and adults in small or
large groups.
That rules are important when
having discussions.
o Make eye contact with the
speaker.
o Wait until others finish
speaking.
o Listen for the speaker to
pause before speaking.
o Be empathic towards
others’ ideas.
o Respectfully agree or
disagree.
A student should understand
(Conceptual Understanding)
That collaborative discussions
are conversations with peers
and adults in small or large
groups.
Rules are important when
having discussions.
o Make eye contact with the
speaker.
o Wait until others finish
speaking.
o Listen for the speaker to
pause before speaking.
o Be empathic towards
others’ ideas.
o Respectfully agree or
disagree.
That rules and assigned roles
should be reflected
upon/evaluated to ensure
engaging and effective
discussions.
o Assigned roles have specific
criteria to follow.
o Roles could be, but not
limited to lead facilitator,
A student should be able to do
(Evidence of Knowledge)
Know that rules are important
when having discussions.
o Make eye contact with the
speaker.
o Wait until others finish
speaking.
o Listen for the speaker to
pause before speaking.
o Be empathic towards
others’ ideas.
o Agree or disagree,
respectfully.
o Carry out assigned roles
with the collaborative
discussion.
College- and Career-Readiness Standards for English Language Arts
Page 53 of 85-September 2016
recorder, timekeeper, and
presenter.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
Engage, effectively, collaborative, discussion, agreed-upon, diverse, active listening, carry-out, roles, participant, respectfully, reflect,
evaluate, topics
College- and Career-Readiness Standards for English Language Arts
Page 54 of 85-September 2016
Fourth Grade
CCR.SL.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.4.1c
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.
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to ask questions during
collaborative discussion can
enable participants to
understand information
being presented.
How to offer comments
about others’ remarks of the
topic promote extended
thinking
A student should understand
(Conceptual Understanding)
How posing questions during
collaborative discussion can
enable participants to
monitor and understand
information being presented.
How questions provoke
inquiry and investigations of
the topic and/or promote
extended thinking.
How specific questions
reference the material
presented.
How offering comments
about others’ remarks of the
topic promote extended
thinking.
A student should be able to do
(Evidence of Knowledge)
Pose questions to monitor
comprehension of the topic
presented and discussed.
Listen to others’ ideas and be
able to “piggy back” or
connect their ideas to those
in the discussion.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Engage, effective, collaborate, discussion, diverse, pose, respond, clarify, remark, participants, ensure, responses, linking
College- and Career-Readiness Standards for English Language Arts
Page 55 of 85-September 2016
Fourth Grade
CCR.SL.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.4.1d
Engage effectively in a range
of collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse
partners on grades 4 topics
and texts, building on
others’ ideas and expressing
their own clearly.
d. Review the key ideas
expressed and explain
their own ideas and
understanding in light of
the discussion.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That effective discussions relate
information that has been read
or read or studied prior to the
collaborative discussion.
That students explain a topic
using personal ideas, opinions,
and reasoning based on topics
and text.
A student should understand
(Conceptual Understanding)
That speakers explain the topic
using personal ideas, opinions,
and reasoning.
o Explain the topic by
reviewing key ideas.
o Personal ideas are based
upon prior knowledge of
the topic, feelings towards
the topic, or thoughts
formulated.
o Opinions should be
concrete with evidence to
support the speaker’s
thoughts.
o Reasoning of the topic
should be supported with
evidence.
A student should be able to do
(Evidence of Knowledge)
Listen to others remarks about
a text or topic.
Express ideas using personal
ideas, opinions, and reasoning
based on topics and text.
Link comments to the remarks
of others to extend the
discussion.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Prepare, participate, effectively, range, conversations, collaboration, diverse, clearly, persuasively, review, key ideas, understanding,
discussion
College- and Career-Readiness Standards for English Language Arts
Page 56 of 85-September 2016
Fourth Grade
CCR.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally.
SL.4.2
Paraphrase portions of a
text read aloud or
information presented in
diverse media and formats,
including visually,
quantitatively, and orally.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That information can be
presented visually,
quantitatively, and orally.
The supporting details of the
information presented
should prove the main idea
of the text or diverse media
to be true.
The main idea of the text
read aloud or the
information presented is the
key idea.
A student should understand
(Conceptual Understanding)
How paraphrasing involves the
restating of information
presented in diverse media and
formats, including visually,
quantitatively, and orally to
clarify meaning.
A student should be able to do
(Evidence of Knowledge)
Listen and/or observe text or
information presented
visually, quantitatively,
and/or orally.
Paraphrase portions of
information presented in
order to clarify meaning
orally and in writing.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Paraphrase, portions, main idea, supporting details, information, diverse media, visually, quantitatively, orally
College- and Career-Readiness Standards for English Language Arts
Page 57 of 85-September 2016
Fourth Grade
CCR.SL.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
SL.4.3
Identify the reasons and
evidence a speaker provides
to support particular points.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to ask and answer
questions about information
to clarify comprehension.
How to ask and answer
questions to gather
additional information about
a topic.
A student should understand
(Conceptual Understanding)
How reasons should support
points a speaker makes.
How evidence should support
points a speaker makes.
A student should be able to do
(Evidence of Knowledge)
Listen and/or observe text or
information presented
visually, quantitatively,
and/or orally.
Identify the main points a
speaker makes.
Identify reasons and
evidence a speaker provides
to support particular points.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Evaluate, point of view, reasoning, evidence, rhetoric, identify, reasons, provide, points, clarify, diverse media
College- and Career-Readiness Standards for English Language Arts
Page 58 of 85-September 2016
Fourth Grade
CCR.SL.4: 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.
SL.4.4
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That good presenters deliver
information to the audience in a
clearly understandable pace.
That presenters beforehand know
the topic, facts, and descriptive
details.
How to presenting information
requires delivering the
information with clear and
enunciated words.
That facts are true statements that
can be supported with concrete
evidence.
That evidence is used to support
the main idea through phrases
and/quotations.
A student should understand
(Conceptual Understanding)
A logical sequence of events is used
when reporting on a topic, or text,
or recounting an experience.
How recounting an experience
should be in presented in an
organized manner.
o Sequential
o Chronological
o Compare/Contrast
o Problem/Solution
o Cause/Effect
How determining the appropriate
facts that support main ideas or
themes and organizing them by
using graphic organizers lends itself
to an effective reporting of the
topic or text.
o Important/Unimportant facts
o Relevant descriptive details
o Visual Organization to enhance
understanding of topic
A student should be able to do
(Evidence of Knowledge)
Report on a topic or text in an
organized manner.
Tell a story in an organized manner.
Recount an experience in an
organized manner.
Use appropriate facts and relevant,
descriptive details to support the
main idea or theme.
Speak clearly at an understandable
pace.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Finding, evidence, line of reasoning, report, topic, recount, experience, facts, relevant, descriptive, details, main idea, themes, pace
College- and Career-Readiness Standards for English Language Arts
Page 59 of 85-September 2016
Fourth Grade
CCR.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of
presentations.
SL.4.5
Add audio recordings and
visual displays to
presentations when
appropriate to enhance the
development of main ideas
or themes.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That audio recordings of stories
or poems that have drawings or
other visual displays make
strategic use of digital media.
That audio recordings
recounting an experiences that
area appropriate help clarify
ideas, thoughts, and feelings.
That engaging auto recordings
demonstrate fluid reading and
facts and details are easily
recognized.
That audio recordings created
for presentations clarify
meaning of the information
presented.
That visual displays enhance the
presenter’s presentation by
making strategic use of data.
A student should understand
(Conceptual Understanding)
How audio recordings and visual
displays should enhance the
information presented, not
repeat it.
How fluent reading is an
essential element to ensure an
engaging recording.
The audio recording and visual
display should enhance the
main idea and theme.
How using supporting evidence
contributes to the
understanding of the main idea
and theme.
A theme is the central idea the
author is trying to convey.
How understanding the
characters’ actions,
interactions, and motivations
and events contribute to the
theme of the story.
A student should be able to do
(Evidence of Knowledge)
Read stories or poems fluently
for audio recordings.
Create presentations using
audio recordings to enhance the
main idea or theme.
Create or construct visual
displays to enhance the
development of the main idea
or theme.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Strategic, digital media, visual, displays, enhance, understanding, audio, presentations, development, main idea, details, determine
College- and Career-Readiness Standards for English Language Arts
Page 60 of 85-September 2016
Fourth Grade
CCR.SL.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated
or appropriate.
SL.4.6
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That formal or informal
language can be present in
reading and writing.
That formal language is less
personal and is often factual
and straight-to-the-point.
That informal language is
friendly and conversational.
A student should understand
(Conceptual Understanding)
How formal or informal
language can be present in
reading and writing.
That formal language is less
personal and is often factual
and straight-to-the-point.
That informal language is
friendly and conversational.
That both formal and informal
language are considered
acceptable in certain situations.
That formal English should be
used when presenting ideas to
an audience.
That informal language or
discourse should be used when
small groups meet to discuss a
topic.
A student should be able to do
(Evidence of Knowledge)
Identify the situation in which
language is being utilized.
Choose formal English if factual
ideas are being presented to an
audience.
Choose informal discourse if
small groups are meeting to
discuss a topic.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
Differentiate, context, situations, formal English, informal English, discourse, task, situation, polysyllabic, colloquial
College- and Career-Readiness Standards for English Language Arts
Page 61 of 85-September 2016
Fourth Grade
CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or
keyboarding) or speaking.
L.4.1a
Demonstrate command of
the conventions of standard
English grammar and usage
when writing or speaking.
a. Use relative pronouns
(who, whose, whom,
which, that) and relative
adverbs (where, when,
why).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How using standard grammar
and usage when writing and
speaking lends itself to more
effective products and
understanding of the product.
A pronoun is a part of speech
that replaces a noun or
another pronoun.
A pronoun must agree with
the noun, or antecedent it
refers to.
A student should understand
(Conceptual Understanding)
A relative pronoun is a
pronoun that introduces a
relative or dependent clause.
A relative clause modifies a
word, phrase, or idea, in the
independent clause.
The word, phrase, or idea in
the independent clause is
called the antecedent.
That some common relative
pronouns are who, whose,
whom, which, and that.
That the word who functions as
a subject and refers to people.
That the word whose functions
as a possessive and refers to
people, things, or concepts.
That the word whom functions
as an object and refers to
people.
That the word which can
function as a subject, object, or
possessive.
That the word which refers to
things or concepts.
A student should be able to do
(Evidence of Knowledge)
Identify relative pronouns and
adverbs in mentor text.
State the antecedent being
modified.
Discern if the information in the
relative clause is restrictive or
nonrestrictive.
Discern whether the relative
clause should or should not
have a comma.
College- and Career-Readiness Standards for English Language Arts
Page 62 of 85-September 2016
That the word that can function
as a subject or object.
That the word that can refer to
people, things, or concepts.
That the word that is typically
considered restrictive. No
common is used t separate the
relative clause from the
independent clause.
That the word which is typically
considered as non-restrictive. A
comma is used to separate the
relative clause from the
independent clause.
That the words who, whom, and
whose can function as
restrictive or non-restrictive.
That restrictive relative clauses
add essential information about
the antecedent in the
independent clause. No comma
is used to separate the relative
clause from the independent
clause.
That nonrestrictive relative
clauses provide non-restrictive
information about the
antecedent in the independent
clause. A comma is typically
used to separate the relative
clause from the independent
clause.
A relative adverb introduces a
group of words, or a clause, that
College- and Career-Readiness Standards for English Language Arts
Page 63 of 85-September 2016
tells more about a noun.
Relative adverbs can be used
instead of a relative pronoun
plus a preposition. There are
three main relative adverbs:
where, when, and why.
The relative adverb where
means “in which” or “at which”
and is used to refer to a place.
The relative adverb when
means “in which” or “at which”
and is used to refer to a time
expression.
The relative adverb why means
“for which” and is used to refer
to a reason.
That relative adverbs typically
function as restrictive.
That restrictive relative clauses
add essential information about
the antecedent in the
independent clause. No comma
is used to separate the relative
clause from the independent
clause.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Demonstrate, command, conventions, grammar, usage, explain, function, nouns, pronouns, verbs, adjectives, adverbs, functions,
modify, antecedent, irregular, tense, expresses, understand, explain, contribute, essay
College- and Career-Readiness Standards for English Language Arts
Page 64 of 85-September 2016
Fourth Grade
CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or keyboarding) or speaking.
L.4.1b
Demonstrate command of
the conventions of standard
English grammar and usage
when writing or speaking.
b. Form and use the
progressive (e.g. I was
walking; I am walking; I
will be walking) verb
tenses.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How using standard grammar and
usage when writing and speaking
lends itself to more effective
products and understanding of the
product.
A verb is a part of speech that
expresses actions or states of
being.
o The word be is different from
other verbs in many ways but
still can be thought of as a verb
That verb tense tells when the
action happens.
o Present tense is the original
verb form.
o Past tense has a few patterns.
o Future tense needs will (shall)
+ verb
A student should understand
(Conceptual Understanding)
How verbs show a relationship with
time. (Simple verb tenses)
o A verb must agree with its
subject.
o Understand that some verbs
are in irregular form and will
be in the form of past-tense or
past-participle.
The present progressive is used to
describe an action that is taking
place at the time you are writing
about it.
The past progressive tense is used
to describe a past continuing action
or to describe an action that takes
place simultaneously with any past
action.
The future progressive tense is
used to describe a continuing
action in the future.
A student should be able to do
(Evidence of Knowledge)
Identify progressive verb tense in a
mentor text.
State whether the action is
occurring in the present, past, or
future.
Use a form of “to be” plus the
present participle (an –ing verb)
when writing or speaking.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Demonstrate, command, conventions, grammar, usage, verbs, differentiate, present progressive, past progressive, future progressive
College- and Career-Readiness Standards for English Language Arts
Page 65 of 85-September 2016
Fourth Grade
CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or
keyboarding) or speaking.
L.4.1c
Demonstrate command of
the conventions of standard
English grammar and usage
when writing or speaking.
c. Use modal auxiliaries
(e.g., can, may, must) to
convey various
conditions.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How using standard grammar
and usage when writing and
speaking lends itself to more
effective products and
understanding of the
product.
A verb is a part of speech
that expresses actions or
states of being.
A student should understand
(Conceptual Understanding)
That auxiliary verbs such as
will, shall, may, might, can,
could, must, ought to, should,
would, used to, need are
used in conjunction with
main verbs to express shades
of time and mood.
That modal auxiliary verbs
never change form.
o The use of –ed, –ing,
or –s cannot be
added to these
words.
o They can be used to
indicate a necessity,
an obligation, or a
possibility.
o They can also show
willingness or ability.
A student should be able to do
(Evidence of Knowledge)
Identify a modal auxiliary in a
mentor text.
Identify the degree of
necessity, obligation, or
possibility.
Discern whether the modal
auxiliary being used matches
the context or condition
being described.
Use a model auxiliary that
matches the condition being
described. Students should
be able to use modal
auxiliaries to communicate
clearly through writing or
speaking.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Demonstrate, command, conventions, grammar, usage, modal auxiliaries, verbs, communicate, expresses, conditions, convey
College- and Career-Readiness Standards for English Language Arts
Page 66 of 85-September 2016
Fourth Grade
CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or
keyboarding) or speaking.
L.4.1d
Demonstrate command of
the conventions of standard
English grammar and usage
when writing or speaking.
d. Order adjectives within
sentences according to
conventional patterns
(e.g., a small red bag
rather than a red small
bag).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How using standard grammar
and usage when writing and
speaking lends itself to more
effective products and
understanding of the
product.
An adjective is a part of
speech that describes,
identifies or quantifies a
noun (modify a noun).
A student should understand
(Conceptual Understanding)
That adjectives follow typical
order patterns such as
opinion, size, age, shape,
color, origin, material, and
purpose.
An opinion adjective explains
what you think about
something. (silly, beautiful)
A size adjective tells you how
big or small something is.
(enormous, miniature)
An age adjective tells how
young or old something is.
(ancient, young)
A shape adjective describes
the shape of something.
(square, round, flat)
A color adjective describes
the color of something. (blue,
reddish)
An origin adjective describes
where something comes
from. (French, lunar, Greek)
A student should be able to do
(Evidence of Knowledge)
Identify adjectives in mentor
text.
Identify the pattern order
being used.
Compose a sentence with
correct pattern order.
Utilize correct pattern order
or adjectives when speaking.
College- and Career-Readiness Standards for English Language Arts
Page 67 of 85-September 2016
A material adjective
describes what something is
made from. (wooden, metal,
cotton)
A purpose adjective
describes what something is
used for. (sleeping bag)
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Demonstrate, command, conventions, grammar, usage, nouns, form, irregular, plural
College- and Career-Readiness Standards for English Language Arts
Page 68 of 85-September 2016
Fourth Grade
CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or
keyboarding) or speaking.
L.4.1e
Demonstrate command of
the conventions of standard
English grammar and usage
when writing or speaking.
e. Form and use
prepositional phrases.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How using standard grammar
and usage when writing and
speaking lends itself to more
effective products and
understanding of the
product.
A preposition describes a
relationship between other
words in a sentence.
That prepositions are nearly
always combined with other
words in structures called
prepositional phrases.
A student should understand
(Conceptual Understanding)
A preposition links nouns,
pronouns and phrases to
other words in a sentence.
The word or phrase that the
preposition introduces is
called the object of the
preposition.
o Direct Object is a noun or
pronoun answering
"whom" or "what" after
an action verb. A direct
object "receives" or is the
"object" of the action.
A prepositional phrase
identifies a spatial,
directional, or temporal
relationship of one or more
people of things to other
people or things.
A student should be able to do
(Evidence of Knowledge)
Identify prepositional phrases
in mentor text.
Form a prepositional phrase
to show a spatial, directional,
or temporal relationship
when writing.
Use a preposition phrase to
show a spatial, directional, or
temporal relationship when
speaking.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Demonstrate, command, conventions, grammar, usage, prepositions, structures, temporal, spatial, logical, direct object, links, relationship
College- and Career-Readiness Standards for English Language Arts
Page 69 of 85-September 2016
Fourth Grade
CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or
keyboarding) or speaking.
L.4.1f
Demonstrate command of
the conventions of standard
English grammar and usage
when writing or speaking.
f. Produce complete
sentences, recognizing
and correcting
inappropriate fragments
and run-ons.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How using standard grammar
and usage when writing and
speaking lends itself to more
effective products and
understanding of the
product.
A complete sentence consists
of a subject and a predicate.
A sentence fragment cannot
stand by itself.
A run-on sentence occurs
when no punctuation at all
separates independent
sentences.
A student should understand
(Conceptual Understanding)
That run on sentences are
often referred to as comma
splices.
A comma splice occurs when
only a comma separates two
independent sentences.
A student should be able to do
(Evidence of Knowledge)
Recognize complete
sentences in mentor text.
Recognize complete
sentences when peer editing.
Recognize fragments and
run-ons in mentor text.
Recognize fragments and
run-ons when peer editing.
Produce complete sentences
when writing and speaking.
Correct fragments by adding
appropriate information.
Correct run-ons by adding
appropriate punctuation.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Demonstrate, command, conventions, grammar, usage, produce, sentence, recognize, comma splices, fragments, run-ons
College- and Career-Readiness Standards for English Language Arts
Page 70 of 85-September 2016
Fourth Grade
CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or
keyboarding) or speaking.
L.4.1g
Demonstrate command of
the conventions of standard
English grammar and usage
when writing or speaking.
g. Correctly use frequently
confused words (e.g. to,
too, two; there, their).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That homonyms, or
homophones, are words that
are spelled differently, have
different meanings, but are
pronounced alike.
A student should understand
(Conceptual Understanding)
That context clues are helpful
when determining the
meaning of frequently
confused words.
That the word to functions as
a preposition.
That the word too means
very or also.
That the word two refers to
the number 2.
That the word there refers to
a place.
That the word their is a
possessive pronoun.
A student should be able to do
(Evidence of Knowledge)
Identify frequently confused
words in mentor text.
Identify frequently confused
words when peer editing.
Choose the correct form of a
frequently confused word
when writing or speaking.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Demonstrate, command, conventions, grammar, usage, frequently, confused, determine, homophones, homonyms
College- and Career-Readiness Standards for English Language Arts
Page 71 of 85-September 2016
Fourth Grade
CCR.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.2a
Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling
when writing.
a. Use correct
capitalization.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to capitalize means to
begin a word with a capital
letter.
The first word in a sentence
should always be capitalized.
The pronoun I should always
be capitalized.
How to apply various rules
for correct capitalization:
o Dates
o Names of people
o Holidays
o Product names
o Geographic names
o Words in titles
A student should understand
(Conceptual Understanding)
How to capitalize means to
begin a word with a capital
letter.
The first word in a sentence
should always be capitalized.
The pronoun I should always
be capitalized.
How to apply various rules
for correct capitalization:
o Dates
o Names of people
o Holidays
o Product names
o Geographic names
o Words in titles
A student should be able to do
(Evidence of Knowledge)
Apply and use correct
capitalization when writing.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Demonstrate, command, conventions, grammar, usage, capitalization
College- and Career-Readiness Standards for English Language Arts
Page 72 of 85-September 2016
Fourth Grade
CCR.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.2b
Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling
when writing.
b. Use commas and
quotation marks to mark
direct speech and
quotations from a text.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That commas and quotation
marks are used to punctuate
dialogue.
That dialogue is a written or
spoken conversation exchanged
between two or more people.
How to use a comma between
the dialogue and the tag line
(the words used to identify the
speaker: "he said/she said").
That periods and commas go
inside the quotation marks in.
That other punctuation such as
semicolons, question marks,
dashes, and exclamation points
go outside of the quotation
marks unless it directly pertains
to the material within the
quotes.
A student should understand
(Conceptual Understanding)
That Writers use quotation
marks when citing explicit
evidence from a text.
How using quotation marks with
explicit evidence give credit to
the author or original source.
A student should be able to do
(Evidence of Knowledge)
Identify direct speech in a
mentor text.
Differentiate the direct speech
from the tag line.
Identify the correct usage of
commas, periods, and/or other
punctuation marks.
Use commas and quotation
marks to mark direct speech
when writing.
Identify a quote from a text
when peer editing.
Identify correct usage of
commas and quotation marks
when citing explicit evidence
from a text.
Use commas and quotation
marks when citing explicit
evidence from text.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Demonstrate, command, conventions, grammar, usage, quotations, commas, direct quote
College- and Career-Readiness Standards for English Language Arts
Page 73 of 85-September 2016
Fourth Grade
CCR.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.2c
Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling
when writing.
c. Use a comma before a
coordinating conjunction
in a compound sentence.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A compound sentence is
made up of two or more
independent clauses.
A comma is a punctuation
mark typically indicating a
pause between parts of a
sentence.
A conjunction is a word that
joins other words or parts of
a sentence together.
o Coordinating conjunction
joins words, phrases, and
sentences (independent
clauses) together.
A student should understand
(Conceptual Understanding)
A comma and a conjunction
join two independent clauses
in a compound sentence.
An independent clause is a
group of words that contains
a subject and verb and
expresses a complete
thought.
A student should be able to do
(Evidence of Knowledge)
Identify a compound
sentence in a mentor text.
Identify a compound
sentence when peer editing.
Identify the structure of a
compound sentence.
Identify the coordinating
conjunction in a compound
sentence.
Identify the correct
placement of the comma in a
compound sentence.
Use a comma before a
coordinating conjunction in a
compound sentence when
writing.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Demonstrate, command, conventions, grammar, usage, conjunction, coordinating conjunctions, expresses, compound sentence
College- and Career-Readiness Standards for English Language Arts
Page 74 of 85-September 2016
Fourth Grade
CCR.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.2d
Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling
when writing.
d. Spell grade-appropriate
words correctly,
consulting references as
needed.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That writers use reference
materials to check and
correct spellings.
o A dictionary is a reference
material that lists words in
alphabetical order and
gives the meaning of the
word.
o Glossaries and digital
dictionaries are used to
clarify the correct spelling
of words.
A student should understand
(Conceptual Understanding)
That writers should carefully
consider the meaning of the
word when deciding upon
the correct spelling.
A student should be able to do
(Evidence of Knowledge)
Recognize words that are not
spelled correctly.
Clarify the correct spelling of
the word by using a
dictionary or other
appropriate reference
material (Glossary, Digital
dictionary).
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Demonstrate, command, conventions, grammar, usage, spell, references, consult
College- and Career-Readiness Standards for English Language Arts
Page 75 of 85-September 2016
Fourth Grade
CCR.L.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.
L.4.3a
Use knowledge of language
and its conventions when
writing, speaking, reading,
or listening.
a. Choose words and
phrases to convey ideas
precisely.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That language can be
awkward, vague, or unclear
when writing, speaking,
reading, or listening.
How utilizing specific word
choice ensures that an idea
or topic will be expressed
clearly.
A student should understand
(Conceptual Understanding)
How students should apply
knowledge of language
conventions when writing,
reading, and listening.
How during writing and
speaking, words and phrases
that are precise are more
effective and create a better
understanding.
A student should be able to do
(Evidence of Knowledge)
Recognize awkward, vague,
or unclear language when
writing, speaking, reading, or
listening.
Choose specific words or
phrases to express and idea
or topic more clearly.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Apply, language, understand, function, contexts, effective, style, comprehend, phrases, precise,
College- and Career-Readiness Standards for English Language Arts
Page 76 of 85-September 2016
Fourth Grade
CCR.L.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.
L.4.3b
Use knowledge of language
and its conventions when
writing, speaking, reading,
or listening.
b. Choose punctuation for
effect.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That there are different types
of punctuation to use when
writing.
o Apostrophes
o Commas
o Exclamation Points
o Periods
o Question Marks
o Quotation Marks
A student should understand
(Conceptual Understanding)
That punctuation marks let
readers know such things as
when to stop, when to pause,
and what the exact words of a
speaker are.
That punctuation can be used to
show emotion or to create a
desired tone.
How to use parentheses ( )
around material that is added to
a sentence but is not important
to the meaning of the sentence
[e.g., I will perform in my first
school play tonight. (Yikes!)]
How to use a dash to add
emphasis to your writing. A
dash is a mark of separation. It
is stronger than a comma and
more relaxed than parentheses
(e.g., I’m not looking forward to
going to the dentist—especially
if she finds a cavity.)
How to use an interjection to
show an emotion.
How to use a comma to
separate interjections from the
A student should be able to do
(Evidence of Knowledge)
Identify sentences in mentor
text that communicate
emotion.
Identify the punctuation.
Identify the purpose for
utilizing a specific type of
punctuation.
Identify sentences that
communicate emotion when
peer editing.
Identify the punctuation
used.
Identify the peer’s purpose
for utilizing a specific type of
punctuation.
Compose sentences that
convey emotion.
Choose appropriate
punctuation to communicate
a particular emotion.
College- and Career-Readiness Standards for English Language Arts
Page 77 of 85-September 2016
rest of a sentence (e.g., Yes, I
want to go to the party with
you!)
How to use an exclamation if
the interjection shows a very
strong emotion (e.g., Oh no! I
forgot to turn the stove off.)
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Apply, language, understand, function, punctuation, effect, apostrophes, colons, commas, dashes, ellipses, exclamation points, hyphens,
parentheses, periods, questions marks, quotation marks, semicolons
College- and Career-Readiness Standards for English Language Arts
Page 78 of 85-September 2016
Fourth Grade
CCR.L.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.
L.4.3c
Use knowledge of language
and its conventions when
writing, speaking, reading,
or listening.
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).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That formal or informal
language can be present in
reading and writing.
That formal language is less
personal and is often factual
and straight-to-the-point.
That informal language is
friendly and conversational.
How speaking in complete
sentences clarifies
understanding of the ideas
presented or collaborative
discussions.
The audience is the group of
listeners being targeted for
the presentation or
collaborative discussion.
A student should understand
(Conceptual Understanding)
That formal or informal
language can be present in
reading and writing.
That formal language is less
personal and is often factual
and straight-to-the-point.
That informal language is
friendly and conversational.
That both formal and informal
language are considered
acceptable in certain situations.
How formal English should be
used when presenting ideas
to an audience.
How informal language or
discourse should be used
when small groups meet to
discuss a topic.
A student should be able to do
(Evidence of Knowledge)
Identify the situation in
which language is being
utilized.
Choose formal English if
factual ideas are being
presented to an audience.
Choose informal discourse if
small groups are meeting to
discuss a topic.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Apply, language, understand, function, contexts, effective, style, comprehend, phrases, effect
College- and Career-Readiness Standards for English Language Arts
Page 79 of 85-September 2016
Fourth Grade
CCR.L.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.4.4a
Determine or clarify the
meaning of unknown and
multiple-meaning word
and phrases based on
Grade 4 reading and
content, choosing flexibly
from a range of strategies.
a. Use context (e.g.,
definitions, examples,
or restatements in text)
as a clue to the
meaning of a word or
phrase.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That context clues help
determine the meaning or
unknown or multiple meaning
words.
That multiple meaning words
have more than one meaning.
o Homonyms are words
that have the same
spelling and
pronunciation, but have
different meanings.
o Homophones are words
that have the same
pronunciation, but
different spellings and
meanings.
Homographs are words
that are spelt the same,
but have different
pronunciations and
meanings.
A student should understand
(Conceptual Understanding)
How investigating the text closer is an
effective strategy to deterring the
meanings of unknown words or
phrases.
How clues to unfamiliar words can
often be determined by definitions.
o Definition context clues: writer
uses an unfamiliar word and then
explains what it means in the
next sentence or two.
o Some context clues restate the
meaning of a word in another
way.
o Restatements are often
introduced by commas or dashes
and by words and phrases such as
or, that is, or in other words.
A student should be able to do
(Evidence of Knowledge)
Identify an unknown or
multiple-meaning word in a
mentor text.
Read the text closely to
understand the context.
Look for a definition,
example, or restatement clue.
Using the clue, state the
meaning of the unknown
word.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Determine, clarify, multiple-meaning, phrases, analyzing, determine, definitions, examples, restatements, investigate
College- and Career-Readiness Standards for English Language Arts
Page 80 of 85-September 2016
Fourth Grade
CCR.L.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.4.4b
Determine or clarify the
meaning of unknown and
multiple-meaning word and
phrases based on Grade 4
reading and content,
choosing flexibly from a
range of strategies.
b. Use common, grade-
appropriate Greek and
Latin affixes and roots as
clues to the meaning of a
word (e.g., telegraph,
photograph, autograph).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A basic word to which affixes
(prefixes and suffixes) are
added is called a root
word because it forms the
basis of a new word.
A word root is a part of the
word that carries meaning.
A student should understand
(Conceptual Understanding)
How to recognize common
Greek and Latin affixes and
roots.
A prefix the prefix does one
of three things: it gives a
word direction, negates a
word by meaning “not,” or
intensifies the meaning of a
word by adding the notion of
“very.
A suffix comes at the end of
the word.
A student should be able to do
(Evidence of Knowledge)
Identify an unknown and/or a
multiple-meaning word in a
mentor text.
Break a word into parts:
prefix, root, suffix.
Identify the meaning of the
Greek and/or Latin affix
and/or root.
Apply the meaning of the
Greek and/or Latin affix
and/or root to the unknown
word.
State the meaning of the
unknown word.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Determine, clarify, multiple-meaning, phrases, analyzing, determine, affix, suffix, strategies, understand, commonly, root word
College- and Career-Readiness Standards for English Language Arts
Page 81 of 85-September 2016
Fourth Grade
CCR.L.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.4.4
Determine or clarify the
meaning of unknown and
multiple-meaning word and
phrases based on Grade 4
reading and content, choosing
flexibly from a range of
strategies.
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That glossaries or beginning
dictionaries, both print and digital, aid
students with determining or clarifying
the precise meaning of key words and
phrases.
That glossaries and beginning
dictionaries come in print or digital
form on the computer.
A glossary is a list of specialized terms
with definitions.
That glossaries are commonly found at
the backs of books to help readers
understand terms, which may be
unfamiliar.
A beginning dictionary offers early
readers definitions and illustrative
sentences.
A student should understand
(Conceptual Understanding)
How glossaries or beginning
dictionaries, both print and digital, aid
students with determining or clarifying
the precise meaning of key words and
phrases.
That glossaries and beginning
dictionaries come in print or digital
form on the computer.
A glossary is a list of specialized terms
with definitions.
How glossaries are commonly found at
the backs of books to help readers
understand terms, which may be
unfamiliar.
A beginning dictionary offers early
readers definitions and illustrative
sentences.
A thesaurus is a reference work that
lists words grouped together according
to similarity of meaning (containing
synonyms and sometimes antonyms.
A student should be able to do
(Evidence of Knowledge)
Identify an unknown or multiple-
meaning word and/or phrase.
Use a print or digital glossary to
determine or clarify the meaning of an
unknown word and/or phrase.
Use a print or digital beginning
dictionary to determine or clarify the
meaning of an unknown word and/or
phrase.
Use a thesaurus to find a word that has
a similar and/or contrasting meaning.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Determine, consult, digital, thesaurus, glossary, clarify, precise, reference, pronunciation
College- and Career-Readiness Standards for English Language Arts
Page 82 of 85-September 2016
Fourth Grade
CCR.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.5a
Demonstrate understanding
of word relationships and
nuances in word meanings.
a. Explain the meaning of
simple similes and
metaphors (e.g., as
pretty as a picture) in
context.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That literal language means
exactly what it says.
That nonliteral language or
figurative language refers to
words, and groups of words,
that exaggerate or alter the
usual meanings of the
component words.
A student should understand
(Conceptual Understanding)
How writers use similes and
metaphors to explain things,
to express emotion, and to
make their writing more vivid
and entertaining.
A simile is a comparison
between two things that are
generally not alike.
o Usually introduced by like
or as
A metaphor is a figurative
comparison, but these are
implied rather than
introduced by like or as.
A student should be able to do
(Evidence of Knowledge)
Identify nonliteral language
in a mentor text.
Identify the type of nonliteral
language as functioning as a
simple simile or a metaphor.
Explain the meaning of the
simple simile or metaphor.
Use a simple simile or
metaphor in writing.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Demonstrate, figurative, simile, metaphors, explain, context, comparison, vivid, entertaining
College- and Career-Readiness Standards for English Language Arts
Page 83 of 85-September 2016
Fourth Grade
CCR.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.5b
Demonstrate understanding
of word relationships and
nuances in word meanings.
b. Recognize and explain
the meaning of common
idioms, adages, and
proverbs.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That literal language means
exactly what it says.
That nonliteral language or
figurative language refers to
words, and groups of words,
that exaggerate or alter the
usual meanings of the
component words.
A student should understand
(Conceptual Understanding)
How authors use nonliteral
language to improve their
writing.
That idioms, adages, and
proverbs are types of common
expressions and sayings.
o An idiom is a phrase that
means something different
from its literal meaning
(e.g., After he was cut by
the team, he turned over a
new leaf and started
working out.).
o An adage is a well-known
proverb that has been used
for a long time (e.g., If the
shoe fits, wear it).
o A proverb is a statement of
practical wisdom expressed
in a simple way (e.g. An
apple a day keeps the
doctor away).
A student should be able to do
(Evidence of Knowledge)
Identify nonliteral language in a
mentor text.
Identify the type of nonliteral
language as an idiom, adage, or
proverb.
Explain the meaning of the
idiom, adage, or proverb.
Use an idiom, adage, or proverb
in writing.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Demonstrate, relationship, nuance, recognize, explain, idioms, adage, proverb, synonymous
College- and Career-Readiness Standards for English Language Arts
Page 84 of 85-September 2016
Fourth Grade
CCR.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.5c
Demonstrate understanding
of word relationships and
nuances in word meanings.
c. Demonstrate
understanding of words
by relating them to their
opposites (antonyms)
and to words with similar
but not identical
meanings (synonyms).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That synonyms are words that
have the same or very similar
meaning
That antonyms are words that
have opposite meanings.
That a thesaurus is a reference
sourcel that is useful to consult
when identifying a synonym or
antonym.
That words can have similar
meanings.
That words can be grouped or
sorted based on meanings.
That says in which words are
grouped or sorted can be based
on state of mind or mood.
That ways in which words are
grouped or sorted can be based
on degrees of certainty or
opinion.
A student should understand
(Conceptual Understanding)
How nouns, verbs, adjectives,
adverbs and prepositions can
have a synonym as long as both
words are the same part of
speech.
That often words will have more
than one antonym but, as with
synonyms, it depends on the
context.
That synonyms are words that
have the same or very similar
meaning
That antonyms are words that
have opposite meanings.
That a thesaurus is a reference
source that is useful to consult
when identifying a synonym or
antonym.
A student should be able to do
(Evidence of Knowledge)
Identify a noun, verb, adjective,
adverb, or preposition in a
mentor text.
Utilize a thesaurus to identify a
synonym or antonym for the
word.
Compose a sentence to
demonstrate an understanding
of two words that have a similar
meaning (synonym).
Compose a sentence to
demonstrate an understanding
of two words that have
opposite meanings (antonyms).
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Demonstrate, understanding, nuances, meanings, opposites, alike, relate, antonyms, synonyms, context, identical, thesaurus
College- and Career-Readiness Standards for English Language Arts
Page 85 of 85-September 2016
Fourth Grade
CCR.L.6: 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
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).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How using grade-appropriate
words and creates clarity and
coherence in writing.
That conversational words and
phrases are words in everyday
speech.
That general academic words are
words that are found more often in
written texts across disciplines.
These words can appear in
informational, technical, or literary
text.
That domain-specific words are
words found more often in written
texts within a specific discipline.
That prepositions are used to signal
spatial and/or temporal
relationships.
That spatial relationships refer to
the physical relationship between
things.
That temporal relationships involve
space and time.
A student should understand
(Conceptual Understanding)
That general academic words are
words that are found more often in
written texts across disciplines.
These words can appear in
informational, technical, or literary
text.
That general academic words signal
precise actions, emotions, or states
of being (e.g., quizzed, whined,
stammered).
That domain-specific words are
words found more often in written
texts within a specific discipline.
That domain-specific words are
basic to a particular topic (e.g.,
wildlife, conservation, and
endangered when discussing
animal preservation.)
A student should be able to do
(Evidence of Knowledge)
Identify general academic and
domain specific words in mentor
text.
Acquire and use general academic
words.
Acquire and use domain specific
words.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
Acquire, use, precise, signal, connect, time and process, compare and contrast, classification, cause and effect, conversational,
academic, temporal, spatial, prepositions,
