Organization: SAVVAS Product Name: myView Literacy 2020 Grade 4 Product Version: 1 Source: IMS Online Validator Profile: 1.2.0 Identifier: realize-5e62436a-aa03-3015-8f3c-d9a05ba22900 Timestamp: Friday, February 5, 2021 02:17 PM EST Status: VALID! Conformant: true ----- VALID! ----- Resource Validation Results The document is valid. ----- VALID! ----- Schema Location Results Schema locations are valid. ----- VALID! ----- Schema Validation Results The document is valid. ----- VALID! ----- Schematron Validation Results The document is valid. Curriculum Standards: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. - L.4.1 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. - L.4.2 Use knowledge of language and its conventions when writing, speaking, reading, or listening. - L.4.3 With guidance and support from peers and adults, strengthen writing as needed by editing. - NA_W_4_5_3 With guidance and support from peers and adults, strengthen writing as needed by revising. - NA_W_4_5_2 With guidance and support from peers and adults, develop writing as needed by planning. - NA_W_4_5_1 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. - L.4.4 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. - L.4.5 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). - L.4.6 Know grade-level phonics skills in decoding words. - NA_RF_4_3_1 Form the present progressive verb tense (e.g., I am walking). - NA_L_4_1_b_3 Apply grade-level word analysis skills in decoding words. - NA_RF_4_3_4 Use the present progressive verb tense (e.g., I am walking). - NA_L_4_1_b_4 Know grade-level word analysis skills in decoding words. - NA_RF_4_3_3 Form the past progressive verb tense (e.g., I was walking). - NA_L_4_1_b_1 Apply grade-level phonics skills in decoding words. - NA_RF_4_3_2 Use the past progressive verb tense (e.g., I was walking). - NA_L_4_1_b_2 generating and following active listening rules, according to classroom expectations - 4.SL.2.A.a Accurately use grade-appropriate words and phrases that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). - NA_L_4_6_11 Acquire grade-appropriate words and phrases that signal precise states of being. - NA_L_4_6_10 Acquire grade-appropriate words and phrases that are basic to a particular topic (e.g.,wildlife, conservation, and endangered when discussing animal preservation). - NA_L_4_6_12 Form the future progressive verb tense (e.g., I will be walking). - NA_L_4_1_b_5 Use the future progressive verb tense (e.g., I will be walking). - NA_L_4_1_b_6 reading root words, prefixes, and suffixes and important words from specific content curricula - 4.RF.3.A.b Produce clear and coherent writing in which the development is appropriate to task. - NA_W_4_4_1 decoding words using knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read unfamiliar multi-syllabic words in context - 4.RF.3.A.a Produce clear and coherent writing in which the development is appropriate to audience. - NA_W_4_4_5 Produce clear and coherent writing in which the organization is appropriate to purpose. - NA_W_4_4_4 Produce clear and coherent writing in which the development is appropriate to purpose. - NA_W_4_4_3 Produce clear and coherent writing in which the organization is appropriate to task. - NA_W_4_4_2 Produce clear and coherent writing in which the organization is appropriate to audience. - NA_W_4_4_6 Use relative pronouns (who, whose, whom, which, that). - NA_L_4_1_a_1 Read with sufficient fluency to support comprehension. - NA_RF_4_4_2 Use relative adverbs (where, when, why). - NA_L_4_1_a_2 Read with sufficient accuracy to support comprehension. - NA_RF_4_4_1 Explicitly draw on preparation or other information known about the topic. - NA_SL_4_1_a_2 Come to discussions prepared, having read or studied required material. - NA_SL_4_1_a_1 Explore ideas under discussion. - NA_SL_4_1_a_3 Provide a conclusion that follows from the narrated experiences or events. - NA_W_4_3_e_1 Conduct short research projects that build knowledge through investigation of different aspects of a topic. - NA_W_4_7_1 Read science texts in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. - NA_RI_4_10_2 Read history/social studies texts in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. - NA_RI_4_10_1 Comprehend history/social studies texts in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. - NA_RI_4_10_4 expressing opinions of read-alouds and independent reading and relating opinion to others - 4.SL.3.A.b contributing to discussion after listening to others’ ideas, according to classroom expectations - 4.SL.3.A.a Comprehend science texts in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. - NA_RI_4_10_5 Compare and contrast patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. - NA_RL_4_9_2 Compare and contrast the treatment of similar themes and topics and patterns of events in stories from different cultures. - NA_RL_4_9_3 Compare and contrast the treatment of similar themes and topics and patterns of events in myths from different cultures. - NA_RL_4_9_4 Compare and contrast the treatment of similar themes and topics and patterns of events in traditional literature from different cultures. - NA_RL_4_9_5 Refer to details and examples (when drawing inferences). - NA_RI_4_1_2 Refer to details and examples (when explaining what the text says). - NA_RI_4_1_1 Explain how an author uses evidence to support particular points in a text. - RI.4.8 Use modal auxiliaries (e.g., can, may, must) to convey various conditions. - L.4.1.c Interpret information presented visually, orally, or quantitatively (e.g., 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. - RI.4.7 Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). - L.4.1.d Use relative pronouns (who, whose, whom,which, that) and relative adverbs (where,when, why). - L.4.1.a Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in perspective and the information provided. - RI.4.6 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. - RI.4.5 Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. - L.4.1.b Correctly use frequently confused words(e.g., to, too, two; there, their). - L.4.1.g Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. - RI.4.4 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. - RI.4.3 Form and use prepositional phrases. - L.4.1.e Read appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing), with purpose, and for comprehension use context to confirm or self-correct word recognition and understanding, rereading as necessary. - 4.RF.4.A.a Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. - RI.4.1 Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. - L.4.1.f Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. - RI.4.9 Use sensory details to convey events precisely. - NA_W_4_3_d_4 Use concrete words and phrases to convey events precisely. - NA_W_4_3_d_3 Use sensory details to convey experiences precisely. - NA_W_4_3_d_2 Use concrete words and phrases to convey experiences precisely. - NA_W_4_3_d_1 With some guidance and support from adults, use technology, including the Internet, to interact and collaborate with others. - NA_W_4_6_3 With some guidance and support from adults, use technology, including the Internet, to publish writing. - NA_W_4_6_2 With some guidance and support from adults, use technology, including the Internet, to produce writing. - NA_W_4_6_1 Demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. - NA_W_4_6_4 Read literature in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. - NA_RL_4_10_1 Read poetry in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. - NA_RL_4_10_3 Read stories in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. - NA_RL_4_10_2 Comprehend dramas in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. - NA_RL_4_10_8 Comprehend literature in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. - NA_RL_4_10_5 Read dramas in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. - NA_RL_4_10_4 Comprehend poetry in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. - NA_RL_4_10_7 Comprehend stories in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. - NA_RL_4_10_6 drawing conclusions by providing textual evidence of what the text says explicitly - 4.R.1.A.b Use commas and quotation marks to mark direct speech and quotations from a text. - L.4.2.b Use a comma before a coordinating conjunction in a compound sentence. - L.4.2.c Draw evidence from informational texts to support research. - NA_W_4_9_6 drawing conclusions and inferring by referencing textual evidence of what the text says explicitly as well as inferences drawn from the text - 4.R.1.A.a Use correct capitalization. - L.4.2.a Draw evidence from literary texts to support research. - NA_W_4_9_5 Spell grade-appropriate words correctly, consulting references as needed. - L.4.2.d Demonstrate command of the conventions of standard English usage when speaking. - NA_L_4_1_4 Demonstrate command of the conventions of standard English usage when writing. - NA_L_4_1_2 Demonstrate command of the conventions of standard English grammar when writing. - NA_L_4_1_1 Draw evidence from informational texts to support reflection. - NA_W_4_9_4 Draw evidence from literary texts to support reflection. - NA_W_4_9_3 Draw evidence from informational texts to support analysis. - NA_W_4_9_2 Draw evidence from literary texts to support analysis. - NA_W_4_9_1 Review the key ideas expressed in the discussion. - NA_SL_4_1_d_3 Speak in coherent sentences. - NA_SL_4_4_8 Explain their own ideas in light of the discussion. - NA_SL_4_1_d_1 Tell a story in an organized manner. - NA_SL_4_4_1 Report on a topic or text in an organized manner. - NA_SL_4_4_3 Recount an experiencein an organized manner. - NA_SL_4_4_2 Include descriptive details (to support main ideas or themes). - NA_SL_4_4_5 Include relevant details (to support main ideas or themes). - NA_SL_4_4_4 Speak audibly. - NA_SL_4_4_7 Include appropriate facts (to support main ideas or themes). - NA_SL_4_4_6 determining the meaning of academic English words derived from Latin, Greek, or other linguistic root words and their prefixes and suffixes - 4.R.1.B.a Choose words and phrases to convey ideas precisely. - L.4.3.a using the context of the sentence to determine the meaning of unfamiliar words or multiple-meaning words - 4.R.1.B.b Choose punctuation for effect. - L.4.3.b selecting a genre appropriate for conveying the purpose to an intended audience - 4.W.1.A.a using a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words - 4.R.1.B.e formulating questions related to the topic - 4.W.1.A.b using conversational, general academic, and domain-specific words and phrases - 4.R.1.B.f completing analogies - 4.R.1.B.c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). - L.4.3.c Paraphrase portions of a text read aloud or information presented in diverse media and formats (orally). - NA_SL_4_2_1 identifying the meaning of common idioms and figurative language - 4.R.1.B.d accessing prior knowledge or building background knowledge related to the topic - 4.W.1.A.c using a prewriting strategy - 4.W.1.A.d Demonstrate command of the conventions of standard English spelling when writing. - NA_L_4_2_3 Demonstrate command of the conventions of standard English punctuation when writing. - NA_L_4_2_2 Demonstrate command of the conventions of standard English capitalization when writing. - NA_L_4_2_1 Recall information from experiences. - NA_W_4_8_1 Provide a list of sources. - NA_W_4_8_5 Categorize information. - NA_W_4_8_4 Take notes. - NA_W_4_8_3 Gather information from print and digital sources. - NA_W_4_8_2 Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). - W.4.9.b Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). - W.4.9.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. - L.4.4.a posing and responding to specific questions to clarify or follow up on information, making comments that contribute to the discussion, and linking to the remarks of others - 4.SL.1.A.b generating a main idea to support a multiple-paragraph text, using a variety of sentence types, including compound - 4.W.1.B.a following, generating, and justifying classroom listening rules - 4.SL.1.A.a Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). - L.4.4.b Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. - L.4.4.c Participate in collaborative conversations with diverse partners about grade 4 topics and texts with peers in small and larger groups. - NA_SL_4_1_1 following and restating multi-step instructions that involve a short related sequence of actions, according to classroom expectations - 4.SL.1.A.c addressing an appropriate audience - 4.W.1.B.d establishing and supporting a main idea with an overall topic sentence at, or near, the beginning of the first paragraph - 4.W.1.B.b categorizing, organizing, and sequencing facts, details, and/or events into a text (from sources when appropriate) into clear introductory, supporting, and concluding paragraphs - 4.W.1.B.c Use knowledge of language and its conventions when listening. - NA_L_4_3_4 Use knowledge of language and its conventions when reading. - NA_L_4_3_3 Use knowledge of language and its conventions when writing. - NA_L_4_3_1 Read with sufficient accuracy and fluency to support comprehension. - RF.4.4 Follow agreed-upon rules for discussions. - NA_SL_4_1_b_1 Carry out assigned roles. - NA_SL_4_1_b_2 Paraphrase information presented in diverse media and formats (visually). - NA_SL_4_2_2 Demonstrate understanding of words by relating them to their antonyms (opposites) and synonyms (words with similar but not identical meanings). - L.4.5.c Recognize and explain the meaning of common idioms, adages, and proverbs. - L.4.5.b Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. - L.4.5.a develop and strengthen writing by revising • main idea • sequence (ideas) • focus • beginning/middle/end • details/facts (from multiple sources, when appropriate) • word choice (related to the topic) • sentence structure • transitions • audience/purpose • voice - 4.W.1.C.a edit for language conventions - 4.W.1.C.b Use grade 4 reading and content to determine or clarify the meaning of words and phrases. - NA_L_4_4_3 Determine or clarify the meaning of multiple-meaning words and phrases, choosing flexibly from an array of strategies. - NA_L_4_4_2 Determine or clarify the meaning of unknown words and phrases, choosing flexibly from an array of strategies. - NA_L_4_4_1 introduce a topic or text being studied, using an introductory paragraph - 4.W.2.A.a state an opinion or establish a position and provide reasons for the opinion/position supported by facts and details - 4.W.2.A.b use specific and accurate words that are related to the topic, audience, and purpose - 4.W.2.A.c contain information using student’s original language except when using direct quotation from a source - 4.W.2.A.d reference the name of the author(s) or name of the source used for details or facts included in the text - 4.W.2.A.e use transitions to connect opinion and reason - 4.W.2.A.f organize the supporting details/reasons into introductory, supporting, and concluding paragraphs - 4.W.2.A.g Know and apply grade-level phonics and word analysis skills in decoding words by using combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. - RF.4.3 Make comments that contribute to the discussion. - NA_SL_4_1_c_3 Respond to specific questions to clarify or follow up on information. - NA_SL_4_1_c_2 Pose specific questions to clarify or follow up on information. - NA_SL_4_1_c_1 Express their own ideas clearly. - NA_SL_4_1_4 Build on others’ ideas. - NA_SL_4_1_3 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. - SL.4.5 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. - SL.4.6 Explain how information presented quantitatively contributes to an understanding of the text in which it appears. - NA_RI_4_7_6 Interpret information presented quantitatively (e.g., in charts, graphs, diagrams). - NA_RI_4_7_5 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. - SL.4.4 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. - SL.4.1 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. - SL.4.2 Explain how information presented visually contributes to an understanding of the text in which it appears. - NA_RI_4_7_2 Interpret information presented visually (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages). - NA_RI_4_7_1 demonstrate sufficient command of keyboarding skills to type a minimum of one page, ideally in a single sitting - 4.W.1.D.b Recognize the meaning of common proverbs. - NA_L_4_5_b_3 Recognize the meaning of common adages. - NA_L_4_5_b_2 use technology, including the Internet, to produce and publish writing - 4.W.1.D.a Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). - NA_W_4_1_c_1 Recognize the meaning of common idioms. - NA_L_4_5_b_1 Explain the meaning of common adages. - NA_L_4_5_b_5 Demonstrate understanding of figurative language. - NA_L_4_5_3 Demonstrate understanding of nuances in word meanings. - NA_L_4_5_2 Demonstrate understanding of word relationships. - NA_L_4_5_1 explain structural elements of dramatic literature - 4.R.2.C.b analyze how characters change from the beginning to the end of a play or film - 4.R.2.C.a Introduce a topic clearly. - NA_W_4_2_a_1 introduce a topic using a topic sentence in an introductory paragraph - 4.W.2.B.a Include illustrations, formatting, and multimedia. (e.g., headings) when useful to aiding comprehension. - NA_W_4_2_a_3 Group related information in paragraph and sections. - NA_W_4_2_a_2 develop the topic into supporting paragraphs from sources, using topic sentences with facts, details, examples, and quotations - 4.W.2.B.b interpret and explain factual information presented graphically - 4.R.3.A.c use specific, relevant, and accurate words that are suited to the topic, audience, and purpose - 4.W.2.B.c describe the sequence of events, ideas, concepts or steps needed to carry out a procedure - 4.R.3.A.b contain information using student’s original language except when using direct quotations from a source - 4.W.2.B.d use multiple text features to locate information and gain an overview of the contents of text - 4.R.3.A.a use transitions to connect categories of information - 4.W.2.B.e use text structures when useful - 4.W.2.B.f create a concluding paragraph related to the information - 4.W.2.B.g Explain the meaning of simple similes in context (e.g., as pretty as a picture). - NA_L_4_5_a_1 Draw evidence from literary or informational texts to support analysis, reflection, and research. - W.4.9 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. - W.4.8 Describe in depth a character in a story or drama, drawing on specific details in the text. - NA_RL_4_3_1 Conduct short research projects that build knowledge through investigation of different aspects of a topic. - W.4.7 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, while demonstrating sufficient command of keyboarding skills. - W.4.6 Describe in depth a character (a character's thoughts), drawing on specific details in the text. - NA_RL_4_3_2 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. - W.4.5 Describe in depth a character (a character's words), drawing on specific details in the text. - NA_RL_4_3_3 Apply grade 4 Reading standards to informational texts. - NA_W_4_9_b_1 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. - W.4.4 Describe in depth a character (a character's actions), drawing on specific details in the text. - NA_RL_4_3_4 Describe in depth a setting, drawing on specific details in the text. - NA_RL_4_3_5 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. - W.4.3 Describe in depth an event, drawing on specific details in the text. - NA_RL_4_3_6 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. - W.4.2 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. - W.4.1 Support opinion with reasons. - NA_W_4_1_b_1 Compare and contrast differences in focus and information in two accounts of the same event or topic. - NA_RI_4_6_1 Write routinely over extended time frames time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. - W.4.10 Describe the differences in focus and the information provided. - NA_RI_4_6_2 Demonstrate understanding of words by relating them to words with similar but not identical meanings (synonyms). - NA_L_4_5_c_2 Demonstrate understanding of words by relating them to their opposites (antonyms). - NA_L_4_5_c_1 Provide logically ordered reasons that are supported by facts and details. - NA_W_4_1_b_2 present and evaluate how completely, accurately, and efficiently the research question was explored or answered using previously established teacher/student criteria - 4.W.3.A.i Acquire grade-appropriate general academic words and phrases. - NA_L_4_6_2 differentiate between paraphrasing and plagiarism when using ideas of others - 4.W.3.A.g Accurately use grade-appropriate general academic words and phrases. - NA_L_4_6_1 record bibliographic information from sources according to a standard format - 4.W.3.A.h convert graphic/visual data into written notes - 4.W.3.A.e determine the accuracy of the information gathered - 4.W.3.A.f identify a variety of relevant sources, literary and informational - 4.W.3.A.c use organizational features of print and digital sources efficiently to locate information - 4.W.3.A.d generate a list of subject-appropriate topics - 4.W.3.A.a create a research question to address relevant to a chosen topic - 4.W.3.A.b establish a setting and situation/topic and introduce a narrator and/or characters - 4.W.2.C.a explain how an author uses language to present information to influence what the reader thinks or does - 4.R.3.B.c use narrative techniques, such as dialogue, motivation, and descriptions - 4.W.2.C.b analyze, make inferences, and draw conclusions about persuasive text; use evidence from the text to explain the author’s purpose; and support the analysis - 4.R.3.B.b organize an event sequence that unfolds naturally to establish a beginning/middle/ end - 4.W.2.C.c explain similarities and differences between the events and characters’ experiences in a fictional work and the actual events and experiences described in an author’s biography or autobiography - 4.R.3.B.a use a variety of transitions to manage the sequence of events - 4.W.2.C.d use specific, relevant, and accurate words that are suited to the topic, audience, and purpose - 4.W.2.C.e Accurately use grade-appropriate words and phrases that signal precise states of being. - NA_L_4_6_9 Acquire grade-appropriate words and phrases that signal precise emotions. - NA_L_4_6_8 Accurately use grade-appropriate words and phrases that signal precise emotions. - NA_L_4_6_7 Acquire grade-appropriate words and phrases that signal precise actions (e.g., quizzed, whined, stammered). - NA_L_4_6_6 Accurately use grade-appropriate words and phrases that signal precise actions (e.g., quizzed, whined, stammered). - NA_L_4_6_5 Acquire grade-appropriate domain-specific words and phrases. - NA_L_4_6_4 Accurately use grade-appropriate domain-specific words and phrases. - NA_L_4_6_3 Determine the meanings of words and phrases as they are used in a text. - NA_RL_4_4_1 Determine the meaning of words and phrases that allude to significant characters in mythology (e.g., Herculean). - NA_RL_4_4_2 text to text (ideas and information in various fiction and nonfiction works, using compare and contrast) - 4.R.1.C.a Integrate information from two texts on the same topic to write or speak about the subject knowledgeably. - NA_RI_4_9_1 Use common, grade-appropriate Greek affixes as clues to the meaning of a word. - NA_L_4_4_b_1 State an opinion about the topic or text. - NA_W_4_1_a_2 Introduce a topic or text clearly. - NA_W_4_1_a_1 text to world (text ideas regarding experiences in the world by demonstrating an awareness that literature reflects a cultural and historical time frame) - 4.R.1.C.b Refer to details and examples (when explaining what the text says). - NA_RL_4_1_1 Create an organizational structure in which related ideas are grouped to support the writer’s purpose. - NA_W_4_1_a_3 summarize and sequence the events/plot, explain how past events impact future events, and identify the theme - 4.R.2.A.a describe the personality traits of characters from their thoughts, words, and actions - 4.R.2.A.b describe the interaction of characters, including relationships and how they change - 4.R.2.A.c Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. - SL.4.1.d compare and contrast the adventures or exploits of characters and their roles - 4.R.2.A.d compare and contrast the point of view from which stories are narrated; explain whether the narrator or speaker of a story is first or third person - 4.R.2.A.e 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. - SL.4.1.a Follow agreed-upon rules for discussions and carry out assigned roles. - SL.4.1.b Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. - SL.4.1.c Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. - RF.4.4.b Read grade-level text with purpose and understanding. - RF.4.4.a Refer to details and examples (when drawing inferences). - NA_RL_4_1_2 Consult reference materials to determine or clarify the precise meaning of key words and phrases. - NA_L_4_4_c_5 Use formal English when appropriate to task. - NA_SL_4_6_1 Consult reference materials (e.g., glossaries), both print and digital. - NA_L_4_4_c_2 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate. - NA_SL_4_6_3 Consult reference materials (e.g., dictionaries), both print and digital. - NA_L_4_4_c_1 Use formal English when appropriate to situation. - NA_SL_4_6_2 Consult reference materials to find the pronunciation of key words and phrases. - NA_L_4_4_c_4 Consult reference materials (e.g., thesauruses), both print and digital. - NA_L_4_4_c_3 Explain how an author uses evidence to support particular points in a text. - NA_RI_4_8_2 Use context (e.g., examples) as a clue to the meaning of a word or phrase. - NA_L_4_4_a_2 Use context (e.g., definitions) as a clue to the meaning of a word or phrase. - NA_L_4_4_a_1 reading text that is developmentally appropriate - 4.R.1.D.a Explain how an author uses reasons to support particular points in a text. - NA_RI_4_8_1 producing evidence of reading - 4.R.1.D.b Explain the meaning of simple metaphors in context (e.g., as pretty as a picture). - NA_L_4_5_a_2 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). - NA_L_4_3_c_1 explain structural elements of poetry - 4.R.2.B.a paraphrasing portions of a text read aloud or information presented in diverse media and formats - 4.SL.4.A.a speaking with expression and fluency - 4.SL.4.A.e giving a formal presentation to classmates, using a variety of media - 4.SL.4.A.d incorporating descriptive and sequential details in a student-designed or teacher-assigned topic - 4.SL.4.A.c using efficient presentation skills with available resources - 4.SL.4.A.b adjusting formal/informal language according to context and topic - 4.SL.4.A.f Determine a theme of a story from details in the text. - NA_RL_4_2_1 Determine a theme of a drama from details in the text. - NA_RL_4_2_2 Apply grade 4 Reading standards to literature. - NA_W_4_9_a_1 Add audio recordings to presentations when appropriate to enhance the development of main ideas and themes. - NA_SL_4_5_2 Determine a theme of a poem from details in the text. - NA_RL_4_2_3 Summarize the text. - NA_RL_4_2_4 Add visual displays to presentations when appropriate to enhance the development of main ideas and themes. - NA_SL_4_5_1 Use common, grade-appropriate Greek roots as clues to the meaning of a word (e.g.,telegraph, photograph, autograph). - NA_L_4_4_b_3 Use common, grade-appropriate Latin affixes as clues to the meaning of a word. - NA_L_4_4_b_2 Use common, grade-appropriate Latin roots as clues to the meaning of a word. - NA_L_4_4_b_4 Explain what happened and why (cause and effect). - NA_RI_4_3_4 Base explanations on specific information in the text. - NA_RI_4_3_5 Choose punctuation for effect. - NA_L_4_3_b_1 Correctly use frequently confused words (e.g., to, too, two; there, their). - NA_L_4_1_g_1 Use a variety of transitional phrases to manage the sequence of events. - NA_W_4_3_c_2 Use a variety of transitional words to manage the sequence of events. - NA_W_4_3_c_1 Support a point of view with information. - NA_W_4_1_3 Support a point of view with reasons. - NA_W_4_1_2 Write opinion pieces on topics or texts. - NA_W_4_1_1 Provide a concluding statement related to the information presented. - NA_W_4_2_e_1 recognize the difference between and use coordinating conjunctions and subordinating conjunctions - 4.L.1.A.g Provide a concluding section related to the information presented. - NA_W_4_2_e_3 use prepositions correctly in a sentence - 4.L.1.A.f Provide a concluding statement related to the explanation presented. - NA_W_4_2_e_2 Spell grade-appropriate words correctly, consulting references as needed. - NA_L_4_2_d_1 correct sentence fragments and run-on sentences in writing - 4.L.1.A.i Provide a concluding section related to the explanation presented. - NA_W_4_2_e_4 produce and expand the complete, simple and compound four types of sentences - 4.L.1.A.h use progressive verbs to show past, present, and future - 4.L.1.A.c use and order adjectives within sentences to conventional patterns - 4.L.1.A.b use subject/verb agreement with 1st-, 2nd-, and 3rd-person pronouns - 4.L.1.A.e use adverbs in writing - 4.L.1.A.d use the “be” helping verbs with “ing” verbs - 4.L.1.A.a Provide a concluding statement or section related to the information or explanation presented. - W.4.2.e Use precise language and domain-specific vocabulary to inform about or explain the topic. - W.4.2.d Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). - W.4.2.c Explain ideas or concepts in a historical, scientific, or technical text. - NA_RI_4_3_2 Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. - W.4.2.b Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia to aid comprehension, if needed. - W.4.2.a Explain events in a historical, scientific, or technical text. - NA_RI_4_3_1 Use context (e.g., restatements in text) as a clue to the meaning of a word or phrase. - NA_L_4_4_a_3 Make connections between the text of a story and a visual presentation of the text, identifying where each version reflects specific descriptions in the text. - NA_RL_4_7_1 Make connections between the text of a story and an oral presentation of the text, identifying where each version reflects specific descriptions in the text. - NA_RL_4_7_3 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. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons. - RL.4.10 Determine the main idea of a text and explain how it is supported by key details. - RI.4.2.a Provide a summary of the text that includes the main idea and key details, as well as other important information. - RI.4.2.b Produce complete sentences, correcting inappropriate run-ons. - NA_L_4_1_f_4 Choose phrases to convey ideas precisely. - NA_L_4_3_a_2 Produce complete sentences, correcting inappropriate fragments. - NA_L_4_1_f_3 Choose words to convey ideas precisely. - NA_L_4_3_a_1 Produce complete sentences, recognizing inappropriate run-ons. - NA_L_4_1_f_2 Produce complete sentences, recognizing inappropriate fragments. - NA_L_4_1_f_1 Use description to show the responses of characters to situations. - NA_W_4_3_b_4 Use dialogue to show the responses of characters to situations. - NA_W_4_3_b_3 Use description to develop experiences and events. - NA_W_4_3_b_2 Use dialogue to develop experiences and events. - NA_W_4_3_b_1 use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (roots, affixes) to read and spell accurately unfamiliar multi-syllabic words in context - 4.L.1.B.i Use precise language to explain the topic. - NA_W_4_2_d_2 Use precise language to inform about the topic. - NA_W_4_2_d_1 spell words with suffixes by dropping or leaving the final e - 4.L.1.B.f Use domain-specific vocabulary to explain the topic. - NA_W_4_2_d_4 use correct capitalization - 4.L.1.B.e Use domain-specific vocabulary to inform about the topic. - NA_W_4_2_d_3 alphabetize reference sources - 4.L.1.B.h Use a comma before a coordinating conjunction in a compound sentence. - NA_L_4_2_c_1 spell words ending ln the long e sound - 4.L.1.B.g punctuate a dialogue between two or more characters - 4.L.1.B.b write legibly - 4.L.1.B.a capitalize proper adjectives - 4.L.1.B.d insert a comma before a coordinating conjunction in a compound sentence - 4.L.1.B.c explaining how various design techniques used in media influence the message - 4.R.4.A.b explaining the positive and negative impacts of advertisement techniques used in various genres of media to impact consumer behavior - 4.R.4.A.a explaining text structures and graphics features of a web page and how they help readers to comprehend text - 4.R.4.A.d comparing various written conventions used for digital media - 4.R.4.A.c Form prepositional phrases. - NA_L_4_1_e_1 Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context. - NA_RF_4_3_a_1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. - RL.4.1 Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words out of context. - NA_RF_4_3_a_2 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). - RL.4.4 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. - RL.4.5 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). - RL.4.3 Determine the main idea of a text. - NA_RI_4_2_1 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. - RL.4.9 Provide a concluding statement or section related to the opinion presented. - W.4.1.d Explain the differences in the point(s) of view in a text and different perspectives of the characters. - RL.4.6 Summarize the text. - NA_RI_4_2_3 Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). - W.4.1.c Explain how the main idea is supported by key details. - NA_RI_4_2_2 Provide reasons that are supported by facts and details. - W.4.1.b 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. - RL.4.7 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. - W.4.1.a Describe the overall structure (e.g., problem/solution) in a text or part of a text. - NA_RI_4_5_6 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. - RI.4.10 Describe the overall structure (e.g., cause/effect) in a text or part of a text. - NA_RI_4_5_5 Describe the overall structure of events, ideas, concepts, or information in a [whole] text. - NA_RI_4_5_2 Describe the overall structure of events, ideas, concepts, or information in part of a text. - NA_RI_4_5_1 Describe the overall structure (e.g., comparison) in a text or part of a text. - NA_RI_4_5_4 Describe the overall structure (e.g., chronology) in a text or part of a text. - NA_RI_4_5_3 Write routinely over shorter time frames (a single sitting) for a range of discipline-specific audiences. - NA_W_4_10_6 Write routinely over shorter time frames (a single sitting) for a range of discipline-specific purposes. - NA_W_4_10_5 Write routinely over extended time frames (time for research, reflection, and revision) for a range of discipline-specific purposes. - NA_W_4_10_2 Write routinely over extended time frames (time for research, reflection, and revision) for a range of discipline-specific tasks. - NA_W_4_10_1 Write routinely over shorter time frames (a single sitting) for a range of discipline-specific tasks. - NA_W_4_10_4 Write routinely over extended time frames (time for research, reflection, and revision) for a range of discipline-specific audiences. - NA_W_4_10_3 Use prepositional phrases. - NA_L_4_1_e_2 Organize an event sequence that unfolds naturally. - NA_W_4_3_a_4 Use effective technique. - NA_W_4_3_2 Write narratives to develop real or imagined experiences or events. - NA_W_4_3_1 Orient the reader by introducing characters. - NA_W_4_3_a_3 Orient the reader by introducing a narrator. - NA_W_4_3_a_2 Orient the reader by establishing a situation. - NA_W_4_3_a_1 compare and contrast a firsthand and secondhand account of the same event or topic - 4.R.3.C.d explain author’s purpose - 4.R.3.C.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). - NA_W_4_2_c_1 explain explicit and implicit relationships among ideas in texts - 4.R.3.C.b Use clear event sequences. - NA_W_4_3_4 distinguish fact from opinion in a text and explain how to verify what is a fact - 4.R.3.C.a Use descriptive details. - NA_W_4_3_3 Use commas to mark direct speech from a text. - NA_L_4_2_b_1 Use quotation marks to mark direct speech from a text. - NA_L_4_2_b_3 Use commas to mark quotations from a text. - NA_L_4_2_b_2 Read grade-level prose orally with accuracy. - NA_RF_4_4_b_1 Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). - NA_L_4_1_d_1 Explain major differences between poems, drama, and prose. - NA_RL_4_5_1 Refer to the structural elements of prose (stories) when writing or speaking about a text. - NA_RL_4_5_2 Refer to the structural elements of drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. - NA_RL_4_5_3 Refer to the structural elements of poems (e.g., verse, rhythm, meter) when writing or speaking about a text. - NA_RL_4_5_4 Determine the meaning of domain-specific words and phrases relevant to a grade 4 topic or subject area. - NA_RI_4_4_2 Provide a concluding section related to the opinion presented. - NA_W_4_1_d_2 Provide a concluding statement related to the opinion presented. - NA_W_4_1_d_1 Summarize the text, incorporating a theme determined from details in the text. - RL.4.2.b Convey ideas and information clearly. - NA_W_4_2_3 Examine a topic. - NA_W_4_2_2 Write informative/explanatory texts. - NA_W_4_2_1 Read grade-level poetry orally with appropriate rate. - NA_RF_4_4_b_5 Develop the topic with definitions. - NA_W_4_2_b_2 Develop the topic with facts. - NA_W_4_2_b_1 Read grade-level poetry orally with accuracy. - NA_RF_4_4_b_4 Read grade-level prose orally with expression on successive readings. - NA_RF_4_4_b_3 Develop the topic with quotations. - NA_W_4_2_b_4 Read grade-level prose orally with appropriate rate. - NA_RF_4_4_b_2 Develop the topic with concrete details. - NA_W_4_2_b_3 Determine a theme of a story, drama, or poem from details in the text. - RL.4.2.a Develop the topic with examples related to the topic. - NA_W_4_2_b_6 Use correct capitalization. - NA_L_4_2_a_1 Develop the topic with (other) information related to the topic. - NA_W_4_2_b_5 Read grade-level poetry orally with expression on successive readings. - NA_RF_4_4_b_6 Use quotation marks to mark quotations from a text. - NA_L_4_2_b_4 Read with understanding. - NA_RF_4_4_a_2 Read with purpose. - NA_RF_4_4_a_1 Use modal auxiliaries (e.g., can, may, must) to convey various conditions. - NA_L_4_1_c_1 Provide a conclusion that follows from the narrated experiences or events. - W.4.3.e Use concrete words and phrases and sensory details to convey experiences and events precisely. 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