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

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

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

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

RL.4.2 — Determine a theme of a story, drama, or poem from details in the text; summarize the text.

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.4.4 — 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.4.1 — 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.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.4.3 — 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.d — Use concrete words and phrases and sensory details to convey experiences and events precisely.

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.

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.a — 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 character's thoughts, words, or actions].").