RI.4.3 — 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.4.5 — 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.4.6 — Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

RI.4.7 — 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.4.8 — Explain how an author uses reasons and evidence to support particular points in a text.

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

RL.4.3 — 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).

SL.4.1 — 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.4.4 — 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.4.5 — Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

W.4.1 — Write opinion pieces on topics or texts, supporting a point of view with reasons and information

W.4.2 — Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.4.2.a — 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.

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

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

W.4.2.d — Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.4.2.e — Provide a concluding statement or section related to the information or explanation presented

W.4.7 — Conduct short research projects that build knowledge through investigation of different aspects of a topic.

W.4.8 — 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.4.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.

L.4.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.4.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.4.3 — Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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.4.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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.

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.