Ela/Reading/ Writing Standards
ELA Standards covered in 4th grade: (Bold standards have already been introduced/developed this year)
4.L.1A- Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
4.L.1B-Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
4.L.1C -Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
4.L.1D -Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
4.L.1E- Form and use prepositional phrases.
4.L.1F -Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*
4.L.1G -Correctly use frequently confused words (e.g., to, too, two; there, their).*
4.L.1H- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
4.L.2A -Use correct capitalization.
4.L.2B -Use commas and quotation marks to mark direct speech and quotations from a text.
4.L.2C- Use a comma before a coordinating conjunction in a compound sentence.
4.L.2D - Spell grade-appropriate words correctly, consulting references as needed.
4.L.3A -Choose words and phrases to convey ideas precisely.*
4.L.3B- Choose punctuation for effect.*
4.L.3C- Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
4.L.4A Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
4.L.4B- Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
4.L.4C -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.
4.L.5A -Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
4.L.5B- Recognize and explain the meaning of common idioms, adages, and proverbs.
4.L.5C- Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
4.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).
Reading Standards covered in 4th grade: (Bold standards have already been introduced/developed this year)
4.RI.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.RI.2- Determine the main idea of a text and explain how it is supported by key details; summarize the text.
4.RI.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.
4.RI.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.
4.RI.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.
4.RI.6- Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
4.RI.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.
4.RI.8-Explain how an author uses reasons and evidence to support particular points in a text.
4.RI.9- Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
4.RI.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.
4.RL.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.RL.2- Determine a theme of a story, drama, or poem from details in the text; summarize the text.
4.RL.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).
4.RL.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).
4.RL.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.
4.RL.6 -Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
4.RL.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.
4.RL.8 - not applicable
4.RL.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.
4.RL.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.
Writing Standards covered in 4th grade: (Bold standards have already been introduced/developed this year) Writing Standards:
4.W.1A- 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.
4.W.1B- Provide reasons that are supported by facts and details.
4.W.1C- Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
4.W.1D-Provide a concluding statement or section related to the opinion presented.
4.W.2A-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.
4.W.2B- Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
4.W.2C-Link ideas within categories of information using words and phrases (e.g., another,for example, also, because).
4.W.2D-Use precise language and domain-specific vocabulary to inform about or explain the topic.
4.W.2E-Provide a concluding statement or section related to the information or explanation presented.
4.W.3A-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
4.W.3B- Use dialogue and description to develop experiences and events or show the responses of characters to situations.
4.W.3C- Use a variety of transitional words and phrases to manage the sequence of events.
4.W.3D- Use concrete words and phrases and sensory details to convey experiences and events precisely.
4.W.3E- Provide a conclusion that follows from the narrated experiences or events.
4.W.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.)
4.W.5- With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 here.)
4.W.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.
4.W.7-Conduct short research projects that build knowledge through investigation of different aspects of a topic.
4.W.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.
4.W.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.
4.W.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.
4.L.1A- Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
4.L.1B-Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
4.L.1C -Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
4.L.1D -Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
4.L.1E- Form and use prepositional phrases.
4.L.1F -Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*
4.L.1G -Correctly use frequently confused words (e.g., to, too, two; there, their).*
4.L.1H- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
4.L.2A -Use correct capitalization.
4.L.2B -Use commas and quotation marks to mark direct speech and quotations from a text.
4.L.2C- Use a comma before a coordinating conjunction in a compound sentence.
4.L.2D - Spell grade-appropriate words correctly, consulting references as needed.
4.L.3A -Choose words and phrases to convey ideas precisely.*
4.L.3B- Choose punctuation for effect.*
4.L.3C- Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
4.L.4A Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
4.L.4B- Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
4.L.4C -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.
4.L.5A -Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
4.L.5B- Recognize and explain the meaning of common idioms, adages, and proverbs.
4.L.5C- Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
4.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).
Reading Standards covered in 4th grade: (Bold standards have already been introduced/developed this year)
4.RI.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.RI.2- Determine the main idea of a text and explain how it is supported by key details; summarize the text.
4.RI.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.
4.RI.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.
4.RI.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.
4.RI.6- Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
4.RI.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.
4.RI.8-Explain how an author uses reasons and evidence to support particular points in a text.
4.RI.9- Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
4.RI.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.
4.RL.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.RL.2- Determine a theme of a story, drama, or poem from details in the text; summarize the text.
4.RL.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).
4.RL.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).
4.RL.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.
4.RL.6 -Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
4.RL.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.
4.RL.8 - not applicable
4.RL.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.
4.RL.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.
Writing Standards covered in 4th grade: (Bold standards have already been introduced/developed this year) Writing Standards:
4.W.1A- 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.
4.W.1B- Provide reasons that are supported by facts and details.
4.W.1C- Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
4.W.1D-Provide a concluding statement or section related to the opinion presented.
4.W.2A-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.
4.W.2B- Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
4.W.2C-Link ideas within categories of information using words and phrases (e.g., another,for example, also, because).
4.W.2D-Use precise language and domain-specific vocabulary to inform about or explain the topic.
4.W.2E-Provide a concluding statement or section related to the information or explanation presented.
4.W.3A-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
4.W.3B- Use dialogue and description to develop experiences and events or show the responses of characters to situations.
4.W.3C- Use a variety of transitional words and phrases to manage the sequence of events.
4.W.3D- Use concrete words and phrases and sensory details to convey experiences and events precisely.
4.W.3E- Provide a conclusion that follows from the narrated experiences or events.
4.W.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.)
4.W.5- With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 here.)
4.W.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.
4.W.7-Conduct short research projects that build knowledge through investigation of different aspects of a topic.
4.W.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.
4.W.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.
4.W.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.
Science Topics Covered in 4th Grade:
(Bold concepts have already been introduced/developed this year)
Unit 1 - Animals and Plants in Their Environment
- Classify populations of organisms as producers, consumers, or decomposes
- Explore how plants manufacture food, by using air, water, and energy from the sun
- Understand that food supplies energy and materials necessary for growth and repair
-Id populations within a community that are in competition with one another
-Recognize that individual variations within a species may cause certain individuals to have an advantage in survival and reproducing
-Understand how senses help animals survive
-Observe that when the environment changes, some plants and animals survive and reproduce, while others die or move to new places
- Describe the way humans: depend on their natural environment, have changed their environment
- Identify examples where human activity has had a beneficial or harmful effect on other organisms
Unit 2- Electricity and Magnetism
- Observe, describe, and investigate the evidence of energy transfer in electrical circuits: simple circuits, open and closed circuits, switches
- Construct a diagram of an electrical circuit
- Identify conductors and insulators in electrical circuits
- Compare electrical and magnetic properties of different materials
- Investigate the properties of magnets, including: how they attract/repel, magnetic forces can operate across distance and through materials, magnetic fields can be produced
-Explore the interaction of electricity and magnetism to create an electromagnet
Unit 3- Properties of Water
- Observe, describe, and explore the physical features of water: color, texture, sounds, shape, changes, volume, mass
- Explore how different factors affect evaporation.
-Describe the Water Cycle
- Test to determine density: sink or float
-Predict, observe, and examine different substances and how they mix with water, as well as their ability to mix with water
-Examine the properties of matter and how water changes between 3 states (solid, liquid, gas)
-Explore how water is recycled in the water cycle.
-Describe the physical changes of materials
Unit 4- Interactions of Air, Water, and Land:
-Observe, investigate, and record examples of physical and chemical weathering.
-Describe the erosion process and how it changes the land
- Investigate, measure, and observe the deposition of earth materials
- Describe and illustrate the natural process by which water is recycled on earth
- Investigate the negative and positive impact of extreme natural events on living things: earthquakes, volcanoes, tornadoes, floods, fire
Unit 1 - Animals and Plants in Their Environment
- Classify populations of organisms as producers, consumers, or decomposes
- Explore how plants manufacture food, by using air, water, and energy from the sun
- Understand that food supplies energy and materials necessary for growth and repair
-Id populations within a community that are in competition with one another
-Recognize that individual variations within a species may cause certain individuals to have an advantage in survival and reproducing
-Understand how senses help animals survive
-Observe that when the environment changes, some plants and animals survive and reproduce, while others die or move to new places
- Describe the way humans: depend on their natural environment, have changed their environment
- Identify examples where human activity has had a beneficial or harmful effect on other organisms
Unit 2- Electricity and Magnetism
- Observe, describe, and investigate the evidence of energy transfer in electrical circuits: simple circuits, open and closed circuits, switches
- Construct a diagram of an electrical circuit
- Identify conductors and insulators in electrical circuits
- Compare electrical and magnetic properties of different materials
- Investigate the properties of magnets, including: how they attract/repel, magnetic forces can operate across distance and through materials, magnetic fields can be produced
-Explore the interaction of electricity and magnetism to create an electromagnet
Unit 3- Properties of Water
- Observe, describe, and explore the physical features of water: color, texture, sounds, shape, changes, volume, mass
- Explore how different factors affect evaporation.
-Describe the Water Cycle
- Test to determine density: sink or float
-Predict, observe, and examine different substances and how they mix with water, as well as their ability to mix with water
-Examine the properties of matter and how water changes between 3 states (solid, liquid, gas)
-Explore how water is recycled in the water cycle.
-Describe the physical changes of materials
Unit 4- Interactions of Air, Water, and Land:
-Observe, investigate, and record examples of physical and chemical weathering.
-Describe the erosion process and how it changes the land
- Investigate, measure, and observe the deposition of earth materials
- Describe and illustrate the natural process by which water is recycled on earth
- Investigate the negative and positive impact of extreme natural events on living things: earthquakes, volcanoes, tornadoes, floods, fire