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:

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

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)

• Describe the development of plot (such as the origin of the central conflict, the action of the plot, and how the conflict is resolved). 

• 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. (CCSS: RL.4.7)

• 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: RL.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)

• 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)

• Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. (CCSS: RI.4.6)

• Interpret information presented visually, orally, or quantitatively (for example: 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. (CCSS: RI.4.7)

• 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:

• 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 opinion pieces on topics or texts, supporting a point of view with reasons and information (CCSS:.W.4.1)

Supporting Evidence Outcomes:

• 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. (CCSS: W.4.1a)

• Provide reasons that are supported by facts and details. (CCSS: W.4.1b)

• Link opinion and reasons using words and phrases (for example: for instance, in order to, in addition). (CCSS: W.4.1c)

• Provide a concluding statement or section related to the opinion presented. (CCSS:W.4.1d)

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)

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