Evidence outcomes in bold are those that are expected to be mastered in trimester 1

• 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. (CCSS: SL.4.1a)

• Follow agreed-upon rules for discussions and carry out assigned roles. (CCSS: SL.4.1b)

• Differentiate between contexts that call for formal English (for example: presenting ideas) and situations where informal discourse is appropriate (for example: small-group discussion); use formal English when appropriate to task and situation. (CCSS: SL.4.6)

Evidence outcomes in bold are those that are expected to be mastered in trimester 1

Prioritized Evidence Outcomes:

• Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. (CCSS: RL.4.6)

• Explain how an author uses reasons and evidence to support particular points in a text. (CCSS: RI.4.8) 

Supporting Evidence Outcomes:

• Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RL.4.1)

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

• Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (for example: a character’s thoughts, words, or actions). (CCSS: RL.4.3)

• Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (for example: Herculean).

• Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (for example: verse, rhythm, meter) and drama (for example, casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. (CCSS: RL.4.5)

• Compare and contrast the treatment of similar themes and topics (for example: opposition of good and evil) and patterns of events (for example: the quest) in stories, myths, and traditional literature from different cultures. (CCSS: RL.4.9)

• Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RI.4.1)

• Determine the main idea of a text and explain how it is supported by key details; summarize the text. (CCSS: RI.4.2)

• 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. (CCSS: RI.4.3)

• Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. (CCSS: RI.4.4)

• Describe the overall structure (for example, chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. (CCSS: RI.4.5)

• Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (CCSS: RI.4.9)

Foundational Skills:

• Read and understand words with common prefixes (for example: un-, re-, dis-) and derivational suffixes ( for example: -ful, -ly, -ness)

• Read and understand words that change spelling to show past tense (for example: write/wrote, catch/caught, teach/taught)

• Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). (CCSS: L.4.5c)

• Read with sufficient accuracy and fluency to support comprehension: (CCSS: RF4.4)

• Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS.RF.4.4c)

• Consult reference materials (for example: dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. (CCSS: L.4.4c)

Evidence outcomes in bold are those that are expected to be mastered in trimester 1

Prioritized Evidence Outcome:

• Introduce a topic clearly and group related information in paragraphs and sections; including formatting (for example: headings), illustrations, and multimedia when useful to aiding comprehension (CCSS:W.4.2a)

• Identify a text structure appropriate to purpose (sequence, chronology, description, explanation, and comparison-and-contrast).

Supporting Evidence Outcomes:

• Organize relevant ideas and details to convey a central idea or prove a point.

• Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (CCSS.W.4.2b)

• Link ideas within categories of information using words and phrases (for example: another, for example, also, because). (CCSS.W.4.2c)

• Use precise language and domain-specific vocabulary to inform or explain the topic. (CCSS.W.4.2d)

• Provide a concluding statement or section related to the information or explanation presented. (CCSS:W.4.2e)

Grammar & Conventions:

• Produce complete, simple, compound, and complex sentences.

• Use correct capitalization. (CCSS.L.4.2a)

• Spell grade-appropriate words correctly, consulting references as needed. (CCSS:L.4.2)

• Choose words and phrases to convey ideas precisely. (CCSS:L.4.3a)

• Form and use the progressive (for example: I was walking; I am walking; I will be walking) verb tenses. (CCSS:L.4.1b)

• Use modal auxiliaries (for example: can, may, must) to convey various conditions. (CCSS: L.4.1c)

• Differentiate between contexts that call for formal English (for example: presenting ideas) and situations where informal discourse is appropriate (for example: small-group discussions). (CCSS:L.4.3c)

• Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (CCSS:W.4.4)

• With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (CCSS:W.4.5)

• 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 setting. (CCSS:W.4.6)

• Write routinely over extended time frames (for research, reflection, and revision) and shorter time frames (a single sitting or day or two) for a range of discipline-specific tasks, purposes, and audiences. (CCSS:W.4.10)

• Identify a topic and formulate open-ended research questions for further inquiry and learning.

• Present a brief report of the research findings to an audience.

• Conduct short research projects that build knowledge through investigation of different aspects of a topic. (CCSS: W.4.7)

• 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. (CCSS: W.4.8)

• Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.4.9)