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

L.4.1.e — Form and use prepositional phrases.

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

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

L.4.3.a — Choose words and phrases to convey ideas precisely.

L.4.3.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).

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).

RL.4.6 — Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

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.4.1.a — 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.b — Follow agreed-upon rules for discussions and carry out assigned roles.

SL.4.1.c — 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.4.2 — Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

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

W.4.1.a — 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.b — Provide reasons that are supported by facts and details.

W.4.1.d — Provide a concluding statement or section related to the opinion presented.

W.4.3 — Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.4.3.a — Orient the reader by establishing a situationand introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

W.4.3.b — Use dialogue and description to develop experiences and events or show the responses of characters to situations.

W.4.3.c — Use a variety of transitional words and phrases to manage the sequence of events.

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

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.

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

RL.4.10 — 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.

RL.4.4 — 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).

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