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:

• 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)

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 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)

• 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)

• 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. (CCSS: RL.4.10)

• Read familiar texts orally with fluency, accuracy, and prosody (expression)

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 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:

• 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)

• 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)