English Standards for Colorado — Grade 4


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G41.1a

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) i. 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. (CCSS: SL.4.1a) ii. Follow agreed-upon rules for discussions and carry out assigned roles. (CCSS: SL.4.1b) iii. 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. (CCSS: SL.4.1c) iv. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. (CCSS: SL.4.1d)

G41.1a.i

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. (CCSS: SL.4.1a)

G41.1a.ii

Follow agreed-upon rules for discussions and carry out assigned roles. (CCSS: SL.4.1b)

G41.1a.iii

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. (CCSS: SL.4.1c)

G41.1a.iv

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

G41.1b

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

G41.1c

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

G41.1d

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)

G41.1e

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

G41.1f

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. (CCSS: SL.4.6)

G42.1a

Use Key Ideas and Details to: i. 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) ii. Identify and draw inferences about setting, characters (such as motivations, personality traits), and plot. iii. Determine a theme of a story, drama, or poem from details in the text; summarize the text. (CCSS: RL.4.2) iv. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions). (CCSS: RL.4.3) v. Describe the development of plot (such as the origin of the central conflict, the action of the plot, and how the conflict is resolved)

G42.1a.i

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)

G42.1a.ii

Identify and draw inferences about setting, characters (such as motivations, personality traits), and plot

G42.1a.iii

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

G42.1a.iv

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions). (CCSS: RL.4.3)

G42.1a.v

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

G42.1b

Use Craft and Structure to: i. 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). (CCSS: RL.4.4) ii. 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. (CCSS: RL.4.5) iii. 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)

G42.1b.i

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). (CCSS: RL.4.4)

G42.1b.ii

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. (CCSS: RL.4.5)

G42.1b.iii

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)

G42.1c

Use Integration of Knowledge and Ideas to: i. 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) ii. 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. (CCSS: RL.4.9) iii. Summarize text by identifying important ideas and sequence and by providing supporting details, while maintaining sequence.

G42.1c.i

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)

G42.1c.ii

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. (CCSS: RL.4.9)

G42.1c.iii

Summarize text by identifying important ideas and sequence and by providing supporting details, while maintaining sequence

G42.1d

Use Range of Reading and Complexity of Text to: i. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RL.4.10) ii. Read familiar texts orally with fluency, accuracy, and prosody (expression)

G42.1d.i

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RL.4.10)

G42.1d.ii

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

G42.2a

Use Key Ideas and Details to: i. 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) ii. Determine the main idea of a text and explain how it is supported by key details; summarize the text. (CCSS: RI.4.2) iii. 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) iv. Skim materials to develop a general overview of content v. Scan to locate specific information or to perform a specific task (finding a phone number, locating a definition in a glossary, identifying a specific phrase in a passage)

G42.2a.i

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)

G42.2a.ii

Determine the main idea of a text and explain how it is supported by key details; summarize the text. (CCSS: RI.4.2)

G42.2a.iii

. 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)

G42.2a.iv

Skim materials to develop a general overview of content

G42.2a.v

Scan to locate specific information or to perform a specific task (finding a phone number, locating a definition in a glossary, identifying a specific phrase in a passage)

G42.2b

Use Craft and Structure to: i. 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) ii. 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. (CCSS: RI.4.5) iii. 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) iv. Identify common organizational structures (paragraphs, topic sentences, concluding sentences) and explain how they aid comprehension v. Use text features (bold type, headings, visuals, captions, glossary) to organize or categorize information vi. Identify conclusions

G42.2b.i

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

G42.2b.ii

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. (CCSS: RI.4.5)

G42.2b.iii

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)

G42.2b.iv

Identify common organizational structures (paragraphs, topic sentences, concluding sentences) and explain how they aid comprehension

G42.2b.v

Use text features (bold type, headings, visuals, captions, glossary) to organize or categorize information

G42.2c

Use Integration of Knowledge and Ideas to: i. 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. (CCSS: RI.4.7) ii. Explain how an author uses reasons and evidence to support particular points in a text. (CCSS: RI.4.8) iii. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (CCSS: RI.4.9)

G42.2c.i

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. (CCSS: RI.4.7)

G42.2c.ii

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

G42.2c.iii

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

G42.2d

Use Range of Reading and Complexity of Text to: i. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RI.4.10)

G42.2d.i

By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RI.4.10)

G42.3a

Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.4.3) i. 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 and out of context. (CCSS: RF.4.3a)

G42.3a.i

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 and out of context. (CCSS: RF.4.3a)

G42.3b

Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.4.4) i. Read grade-level text with purpose and understanding. (CCSS: RF.4.4a) ii. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (CCSS: RF.4.4b) iii. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.4.4c)

G42.3b.i

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

G42.3b.ii

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

G42.3b.iii

Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.4.4c)

G42.3c

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: L.4.4) i. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. (CCSS: L.4.4a) ii. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). (CCSS: L.4.4b) iii. Read and understand words with common prefixes (un-, re-, dis-) and derivational suffixes (-ful, -ly, -ness) iv. Read and understand words that change spelling to show past tense: write/wrote, catch/caught, teach/taught v. Read multisyllabic words with and without inflectional and derivational suffixes vi. Infer meaning of words using explanations offered within a text vii. 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. (CCSS: L.4.4c)

G42.3c.i

Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. (CCSS: L.4.4a)

G42.3c.ii

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

G42.3c.iii

Read and understand words with common prefixes (un-, re-, dis-) and derivational suffixes (-ful, -ly, -ness)

G42.3c.iv

Read and understand words that change spelling to show past tense: write/wrote, catch/caught, teach/taught

G42.3c.v

Read multisyllabic words with and without inflectional and derivational suffixes

G42.3c.vi

Infer meaning of words using explanations offered within a text

G42.3c.vii

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. (CCSS: L.4.4c)

G42.3d

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: L.4.5) i. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. (CCSS: L.4.5a) ii. Recognize and explain the meaning of common idioms, adages, and proverbs. (CCSS: L.4.5b) iii. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). (CCSS: L.4.5c)

G42.3d.i

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

G42.3d.ii

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

G42.3d.iii

Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). (CCSS: L.4.5c)

G42.3e

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). (CCSS: L.4.6)

G43.1a

Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (CCSS: W.4.1) i. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writers purpose. (CCSS: W.4.1a) ii. Provide reasons that are supported by facts and details. (CCSS: W.4.1b) iii. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). (CCSS: W.4.1c) iv. Provide a concluding statement or section related to the opinion presented. (CCSS: W.4.1d)

G43.1a.i

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writers purpose. (CCSS: W.4.1a)

G43.1a.ii

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

G43.1a.iii

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

G43.1a.iv

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

G43.1b

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (CCSS: W.4.3) i. 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) ii. Choose planning strategies to support text structure and intended outcome iii. Use dialogue and description to develop experiences and events or show the responses of characters to situations. (CCSS: W.4.3b) iv. Use a variety of transitional words and phrases to manage the sequence of events. (CCSS: W.4.3c) v. Use concrete words and phrases and sensory details to convey experiences and events precisely. (CCSS: W.4.3d) vi. Provide a conclusion that follows from the narrated experiences or events. (CCSS: W.4.3e)

G43.1b.i

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)

G43.1b.ii

Choose planning strategies to support text structure and intended outcome

G43.1b.iii

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

G43.1b.iv

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

G43.1b.v

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

G43.1b.vi

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

G43.1c

Write poems that express ideas or feelings using imagery, figurative language, and sensory details

G43.2a

Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (CCSS: W.4.2) i. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. (CCSS: W.4.2a) ii. Choose planning strategies to support text structure and intended outcome iii. Identify a text structure appropriate to purpose (sequence, chronology, description, explanation, comparison-and-contrast iv. Organize relevant ideas and details to convey a central idea or prove a point v. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (CCSS: W.4.2b) vi. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). (CCSS: W.4.2c) vii. Use precise language and domain-specific vocabulary to inform about or explain the topic. (CCSS: W.4.2d) viii. Provide a concluding statement or section related to the information or explanation presented. (CCSS: W.4.2e)

G43.2a.i

Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. (CCSS: W.4.2a)

G43.2a.ii

Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. (CCSS: W.4.2a)

G43.2a.iii

Identify a text structure appropriate to purpose (sequence, chronology, description, explanation, comparison-and-contrast

G43.2a.iv

Organize relevant ideas and details to convey a central idea or prove a point

G43.2a.v

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (CCSS: W.4.2b)

G43.2a.vi

Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). (CCSS: W.4.2c)

G43.2a.vii

Use precise language and domain-specific vocabulary to inform about or explain the topic. (CCSS: W.4.2d)

G43.2a.viii

Provide a concluding statement or section related to the information or explanation presented. (CCSS: W.4.2e)

G43.3a

.Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (CCSS: W.4.4)

G43.3b

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (CCSS: W.4.5)

G43.3c

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 sitting. (CCSS: W.4.6)

G43.3d

.Use correct format (indenting paragraphs, parts of a letter, poem, etc.) for intended purpose

G43.3e

Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS: L.4.3) i. Choose words and phrases to convey ideas precisely. (CCSS: L.4.3a) ii. Choose punctuation for effect. (CCSS: L.4.3b) iii. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). (CCSS: L.4.3c)

G43.3e.i

Choose words and phrases to convey ideas precisely. (CCSS: L.4.3a)

G43.3e.ii

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

G43.3e.iii

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). (CCSS: L.4.3c)

G43.3f

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.4.1) i. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). (CCSS: L.4.1a) ii. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. (CCSS: L.4.1b) iii. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. (CCSS: L.4.1c) iv. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). (CCSS: L.4.1d) v. Form and use prepositional phrases. (CCSS: L.4.1e) vi. Use compound subjects (Tom and Pat went to the store) and compound verbs (Harry thought and worried about the things he said to Jane) to create sentence fluency in writing vii. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. (CCSS: L.4.1f) viii. Correctly use frequently confused words (e.g., to, too, two; there, their). (CCSS: L.4.1g)

G43.3f.i

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

G43.3f.ii

Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. (CCSS: L.4.1b)

G43.3f.iii

Use modal auxiliaries (e.g., can, may, must) to convey various conditions. (CCSS: L.4.1c

G43.3f.iv

Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). (CCSS: L.4.1d)

G43.3f.v

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

G43.3f.vi

Use compound subjects (Tom and Pat went to the store) and compound verbs (Harry thought and worried about the things he said to Jane) to create sentence fluency in writing

G43.3f.vii

Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. (CCSS: L.4.1f)

G43.3f.viii

Correctly use frequently confused words (e.g., to, too, two; there, their). (CCSS: L.4.1g)

G43.3g

.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.4.2) i. Use correct capitalization. (CCSS: L.4.2a) ii. Use commas and quotation marks to mark direct speech and quotations from a text. (CCSS: L.4.2b) iii. Use a comma before a coordinating conjunction in a compound sentence. (CCSS: L.4.2c) iv. Spell grade-appropriate words correctly, consulting references as needed. (CCSS: L.4.2d)

G43.3g.i

Use correct capitalization. (CCSS: L.4.2a)

G43.3g.ii

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

G43.3g.iii

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

G43.3g.iv

Spell grade-appropriate words correctly, consulting references as needed. (CCSS: L.4.2d)

G44.1a

Conduct short research projects that build knowledge through investigation of different aspects of a topic. (CCSS: W.4.7) i. Identify a topic and formulate open-ended research questions for further inquiry and learning ii. Present a brief report of the research findings to an audience

G44.1a.i

Identify a topic and formulate open-ended research questions for further inquiry and learning

G44.1a.ii

Present a brief report of the research findings to an audience

G44.1b

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) i. Identify relevant sources for locating information ii. Locate information using text features, (appendices, indices, glossaries, and table of content) iii. Gather information using a variety of resources (reference materials, trade books, online resources, library databases, print and media resources) iv. Read for key ideas, take notes, and organize information read (using graphic organizer) v. Interpret and communicate the information learned by developing a brief summary with supporting details vi. Develop relevant supporting visual information (charts, maps, diagrams, photo evidence, models)

G44.1b.i

Identify relevant sources for locating information

G44.1b.ii

Locate information using text features, (appendices, indices, glossaries, and table of content)

G44.1b.iii

Gather information using a variety of resources (reference materials, trade books, online resources, library databases, print and media resources)

G44.1b.iv

Read for key ideas, take notes, and organize information read (using graphic organizer)

G44.1b.v

Interpret and communicate the information learned by developing a brief summary with supporting details

G44.1b.vi

Develop relevant supporting visual information (charts, maps, diagrams, photo evidence, models

G44.1c

Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.4.9) i. 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 characters thoughts, words, or actions].). (CCSS: W.4.9.a) ii. 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). (CCSS: W.4.9.b)

G44.1c.i

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 characters thoughts, words, or actions].). (CCSS: W.4.9.a)

G44.1c.ii

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). (CCSS: W.4.9.b)

G44.2a

Consider negative as well as positive implications of their own thinking or behavior, or others thinking or behavior

G44.2b

State, elaborate, and give an example of a concept (for example, state, elaborate, and give an example of friendship or conflict)

G44.2c

Identify the key concepts and ideas they and others use

G44.2d

Ask primary questions of clarity, significance, relevance, accuracy, depth, and breadth