Evidence outcomes in bold are those that are expected to be mastered in trimester 2

• Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. (CCSS: SL.4.1d)

• Identify the reasons and evidence a speaker provides to support particular points. (CCSS: SL.4.3)

Evidence outcomes in bold are those that are expected to be mastered in trimester 2

Prioritized Evidence Outcomes:

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

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)

• 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). (CCSS: RL.4.4)

• 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)

• 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)

Foundational Skills:

• Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (for example, roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. (CCSS: RF.4.3a)

• Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (CCSS.RF.4.4b)

• Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (for example: telegraph, photograph, autograph). (CCSS: L.4.4b)

• Read multisyllabic words with and without inflectional and derivational suffixes.

• Explain the meaning of simple similes and metaphors (for example, as pretty as a picture) in context. (CCSS: L.4.5a)

Evidence outcomes in bold are those that are expected to be mastered in trimester 2

Prioritized Evidence Outcome:

• Write engaging, real or imagined narratives using descriptive details and dialogue to convey a sequence of related events. (CCSS:W.4.3)

Supporting Evidence Outcomes:

• Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally (CCSS:W.4.3a)

• Use dialogue and description to develop experiences and events or show the responses of characters to situations (CCSS:W.4.3b)

• Use a variety of transitional words and phrases to manage the sequence of events (CCSS:W.4.3c)

• Use concrete words and phrases and sensory details to convey experiences and events precisely. (CCSS:W.4.3d)

• Provide a conclusion that follows from the narrated experiences or events. (CCSS:W.4.3e)

Grammar & Conventions:

• Form and use prepositional phrases. (CCSS:L.4.1e)

• Correctly use frequently confused words (for example: to, too, two, there, their). (CCSS:L.4.1g)

• Use commas and quotation marks to mark direct speech and quotations from a text. (CCSS:.L.4.2b)

• Use a comma before a coordinating conjunction in a compound sentence (CCSS:L.4.2c)

• Choose punctuation for effect. (CCSS:L.4.3b)

• 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)