**English Language Arts/Reading**

**Standards in this strand: **

Key Ideas and Details

? 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.

? RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the 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).

Craft and Structure

? 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).

? 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.

? 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.

Integration of Knowledge and Ideas

? 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.

? RL.4.8. (Not applicable to literature)

? 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.

Range of Reading and Complexity of Text

? 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.

? RF.4.3

? RF.4.4

Phonics and Word Recognition

? RF.4.3. Know and apply grade-level phonics and word analysis skills in decoding words.

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

Fluency

? RF.4.4. Read with sufficient accuracy and fluency to support comprehension.

o Read grade-level text with purpose and understanding.

o Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

o Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

English Languae Arts/Writing

Standards in this strand:

Text Types and Purposes

? W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

o 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.

o Provide reasons that are supported by facts and details.

o Link opinion and reasons using words and phrases (e.g., f*or instance*, *in order to*, *in addition*).

o Provide a concluding statement or section related to the opinion presented.

? W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

o Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

o Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

o Link ideas within categories of information using words and phrases (e.g., *another*, *for example*, *also*, *because*).

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

o Provide a concluding statement or section related to the information or explanation presented.

? W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

o Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

o Use dialogue and description to develop experiences and events or show the responses of characters to situations.

o Use a variety of transitional words and phrases to manage the sequence of events.

o Use concrete words and phrases and sensory details to convey experiences and events precisely.

o Provide a conclusion that follows from the narrated experiences or events.

Production and Distribution of Writing

? 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.)

? W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

? 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 to type a minimum of one page in a single sitting.

Research to Build and Present Knowledge

? W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.

? W.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

? W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

o 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].").

o 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").

Range of Writing

? 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.

English Language Arts Speaking and Listening

Standards in this strand:

Comprehension and Collaboration

?
SL.4.1. 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.

o 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.

o Follow agreed-upon rules for discussions and carry out assigned roles.

o 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.

o Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

? SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

? SL.4.3. Identify the reasons and evidence a speaker provides to support particular points.

Presentation of Knowledge and Ideas

? 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.

? SL.4.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

? 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.

Standards in this strand:

Comprehension and Collaboration

?
SL.4.1. 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.

o 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.

o Follow agreed-upon rules for discussions and carry out assigned roles.

o 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.

o Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

? SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

? SL.4.3. Identify the reasons and evidence a speaker provides to support particular points.

Presentation of Knowledge and Ideas

? 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.

? SL.4.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

? 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.

Mathematics/Operations and Algebraic Thinking

Standards in this domain:

Use the four operations with whole numbers to solve problems.

? 4.OA.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

? 4.OA.2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1

? 4.OA.3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Gain familiarity with factors and multiples.

? 4.OA.4. Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.

Generate and analyze patterns.

? 4.OA.5.
Generate a number or shape pattern that follows a given rule. Identify
apparent features of the pattern that were not explicit in the rule
itself. *For
example, given the rule "Add 3" and the starting number 1, generate
terms in the resulting sequence and observe that the terms appear to
alternate between odd and even numbers. Explain informally why the
numbers will continue to alternate in this way. *

Mathematics/Number and Operations in Base Ten

Standards in this domain:

Generalize place value understanding for multi-digit whole numbers.

? 4.NBT.1.
Recognize that in a multi-digit whole number, a digit in one place
represents ten times what it represents in the place to its right. *For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. *

? 4.NBT.2. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

? 4.NBT.3. Use place value understanding to round multi-digit whole numbers to any place.

Use place value understanding and properties of operations to perform multi-digit arithmetic.

? 4.NBT.4. Fluently add and subtract multi-digit whole numbers using the standard algorithm.

? 4.NBT.5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

? 4.NBT.6. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Standards in this domain: Extend understanding of fraction equivalence and ordering.

? 4.NF.1. Explain why a fraction *a*/*b *is equivalent to a fraction (*n *× *a*)/(*n *× *b*)
by using visual fraction models, with attention to how the number and
size of the parts differ even though the two fractions themselves are
the same size. Use this principle to recognize and generate equivalent
fractions.

? 4.NF.2. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

? 4.NF.3. Understand a fraction *a*/*b *with *a *> 1 as a sum of fractions 1/*b*.

o Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

o Decompose
a fraction into a sum of fractions with the same denominator in more
than one way, recording each decomposition by an equation. Justify
decompositions, e.g., by using a visual fraction model. *Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. *

o Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

o Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

? 4.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

o Understand a fraction *a*/*b *as a multiple of 1/*b*. *For
example, use a visual fraction model to represent 5/4 as the product 5 ×
(1/4), recording the conclusion by the equation 5/4 = 5 × (1/4). *

o Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. *For
example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5),
recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.) *

o Solve
word problems involving multiplication of a fraction by a whole number,
e.g., by using visual fraction models and equations to represent the
problem. *For
example, if each person at a party will eat 3/8 of a pound of roast
beef, and there will be 5 people at the party, how many pounds of roast
beef will be needed? Between what two whole numbers does your answer
lie? *

Understand decimal notation for fractions, and compare decimal fractions.

? 4.NF.5.
Express a fraction with denominator 10 as an equivalent fraction with
denominator 100, and use this technique to add two fractions with
respective denominators 10 and 100.2 *For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. *

? 4.NF.6. Use decimal notation for fractions with denominators 10 or 100. *For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. *

? 4.NF.7. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

Standards in this domain:

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

? 4.MD.1.
Know relative sizes of measurement units within one system of units
including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a
single system of measurement, express measurements in a larger unit in
terms of a smaller unit. Record measurement equivalents in a two-column
table. *For
example, know that 1 ft is 12 times as long as 1 in. Express the length
of a 4 ft snake as 48 in. Generate a conversion table for feet and
inches listing the number pairs (1, 12), (2, 24), (3, 36), ... *

? 4.MD.2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

? 4.MD.3. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. *For
example, find the width of a rectangular room given the area of the
flooring and the length, by viewing the area formula as a multiplication
equation with an unknown factor. *

Represent and interpret data.

? 4.MD.4.
Make a line plot to display a data set of measurements in fractions of a
unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction
of fractions by using information presented in line plots. *For
example, from a line plot find and interpret the difference in length
between the longest and shortest specimens in an insect collection. *

Geometric measurement: understand concepts of angle and measure angles.

? 4.MD.5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:

o An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a "one-degree angle," and can be used to measure angles.

o An angle that turns through *n *one-degree angles is said to have an angle measure of *n *degrees.

? 4.MD.6. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

? 4.MD.7. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.

Standards in this domain:

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

? 4.G.1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

? 4.G.2. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

? 4.G.3. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.