Evidence outcomes in bold are those that are expected to be mastered in trimester 3

• 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. (CCSS: SL.4.1)

• Pose and respond to specific questions to clarify or follow upon information, and make comments that contribute to the discussion and link to the remarks of others. (CCSS: SL.4.1c)

• Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (CCSS: SL.4.2)

• 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. (CCSS: SL.4.4) 

• Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (CCSS: SL.4.5)

Evidence outcomes in bold are those that are expected to be mastered in trimester 3

Prioritized 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: RI.4.1) 

Supporting Evidence Outcomes:

• 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)

• 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)

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

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

• 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. (CCSS: RI.4.10)

• 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)

• 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:

• Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.4.3)

• Read grade-level text with purpose and understanding. (CCSS.RF.4.4a)

• Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. (CCSS: L4.4)

• Infer meaning of words using explanations offered within a text.

• Demonstrate understanding of figurative language, word relationships and nuances in word meanings. (CCSS: L.4.5)

• Recognize and explain the meaning of common idioms, adages, and proverbs. (CCSS: L.4.5b)

Evidence outcomes in bold are those that are expected to be mastered in trimester 3

Prioritized Evidence Outcome:

• Write informative/explanatory texts using text structures appropriate for the purpose and developed through facts, definitions, concrete details, precise language, and domain-specific vocabulary (CCSS:W.4.2)

Supporting Evidence Outcomes:

• 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).

• 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.4.2)

Grammar & Conventions:

• Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (CCSS: L.4.1)

• Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). (CCSS: L.4.1)

• Order adjectives within sentences according to conventional patterns (for example: a small red bag rather than a red small bag). (CCSS:L.4.1d)

• Use compound subjects (for example: Tome and Pat went to the store) and compound verbs (for example: Harry thought and worried about the things he said to Jane) to create sentence fluency in writing.

• Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (CCSS:L.4.2)

• 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)

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

• 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.

• 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)

• Apply grade 4 Reading standards to literature (for example: “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: W.4.9.a)

• Apply grade 4 Reading standards to informational texts (for example: “Explain how an author uses reasons and evidence to support particular points in a text”). (CCSS: W.4.9.b)