All Lessons

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.

4(13)(D) Identify primary and secondary sources.

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.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

4(6)(B) Generate questions about text before, during, and after reading to deepen understanding and gain information.

RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

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

4(12)(A) Compose literary texts such as personal narratives and poetry using genre characteristics and craft.

W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 here.)

4(11)(E) Publish written work for appropriate audiences.

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

4(7)(B) Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources.

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

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.E Provide a concluding statement or section related to the information or explanation presented.

4(11)(B)(i) Develop drafts into a focused, structured, and coherent piece of writing by organizing with purposeful structure, including an introduction, transitions, and a conclusion.

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.C Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

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

4(11)(A) Plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping.

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.

4(11)(A) Plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping.

W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 here.)

L.4.1.F Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

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

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.A Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

4(3)(B) Use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words.

L.4.5.A Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

L.4.5.B Recognize and explain the meaning of common idioms, adages, and proverbs.

4(10)(D) Describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices such as alliteration and assonance achieves specific purposes.

L.4.5.C Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

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

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

L.4.5.C Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

L.4.5.C Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).