Interpreting Perspectives: Greek Myths

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

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

L.4.1.f — Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

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

L.4.2.a — Use correct capitalization.

L.4.2.b — Use commas and quotation marks to mark direct speech and quotations from a text.

L.4.2.c — Use a comma before a coordinating conjunction in a compound sentence.

L.4.2.d — Spell grade-appropriate words correctly, consulting references as needed.

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

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.4.10 — 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.