Examining Our History: American Revolution

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

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

L.4.6 — 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).

RF.4.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

RF.4.4 — Read with sufficient accuracy and fluency to support comprehension.

RI.4.1 — Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.4.10 — 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.4.4 — 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.4.9 — Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

SL.4.6 — 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.

W.4.10 — 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.4.4 — Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1—3 above.)

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

W.4.6 — 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.

W.4.9.b — 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").