Grade 4 ELA North Carolina standards Standards

Language

Speaking and Listening

Writing

Fluency

Phonics and Word Recognition

Handwriting

Reading Foundational Skills

Reading Informational Text

K-12 not applicable to literature.

Reading Literature

CCR Anchor Standard L.6 – Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in developing vocabulary knowledge when encountering an unknown term important to comprehension or expression.

CCR Anchor Standard L.5 – Demonstrate understanding of figurative language and nuances in word meanings.

CCR Anchor Standard L.4 – Determine and clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

CCR Anchor Standard L.3 – Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully reading or listening.

CCR Anchor Standard L.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the appropriate grade band conventions continuum.

CCR Anchor Standard L.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the appropriate grade band grammar continuum.

LANGUAGE

CCR Anchor Standard SL.6 – Determine whether information presented in diverse media (book, newspaper, video, television, internet) is credible and identify discrepancies.

CCR Anchor Standard SL.5 – Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

CCR Anchor Standard SL.4 – Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

CCR Anchor Standard SL.3 – Determine whether information presented in diverse media (book, newspaper, video, television, internet) is credible and identify discrepancies.

CCR Anchor Standard SL.2 – Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCR Anchor Standard SL.1 – Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

SPEAKING AND LISTENING

Integrated into Standards W.1, W.2, and W.3

CCR Anchor Standard W.10 (in 2010 Standards) – 2010: 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 tasks, purposes, and audiences.

Omitted because it is an expectation of RL and RI Standards

CCR Anchor Standard W.9 (in 2010 Standards) – 2010: Draw evidence from literary or informational texts to support analysis, reflection, and research. Proposed: Omitted because it is an expectation of RL and RI Standards

CCR Anchor Standard W.6 (from Proposed Standards – was W.8 in 2010 Standards) – Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

CCR Anchor Standard W.5 (from Proposed Standards – was W.7 in 2010 Standards) – Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

CR Anchor Standard W.4: Use digital tools and resources to produce and publish writing and to interact and collaborate with others.

CCR Anchor Standard W.3 – Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCR Anchor Standard W.2 – Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

CCR Anchor Standard W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

WRITING

HANDWRITING

Reading Foundational Skills

CR Anchor Standard RI.10: Read and comprehend complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text.

CCR Anchor Standard RI.9 – Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

CCR Anchor Standard RI.8 – Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

CCR Anchor Standard RI.7 – Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

CCR Anchor Standard RI.6: Assess how point of view, perspective, or purpose shapes the content and style of a text.

CCR Anchor Standard RI.5 – Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

CCR Anchor Standard RI.4: Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.

CCR Anchor Standard RI.3 – Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

CCR Anchor Standard RI.2 – Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCR Anchor Standard RI.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

READING: INFORMATIONAL TEXT

CCR Anchor Standard RL.10: Read and comprehend complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text.

CCRAnchorStandardRL.9 – Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

K-12 Not applicable to literature

CCR Anchor Standard RL.8 – Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

CCR Anchor Standard RL.7 – Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

CCR Anchor Standard RL.6 Assess how point of view, perspective, or purpose shapes the content and style of a text.

CCR Anchor Standard RL.5 – Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

RL.4: Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.

CCR Anchor Standard RL.3 –Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

CCR Anchor Standard RL.2 –Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCR Anchor Standard RL.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

READING: LITERATURE

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the appropriate grade band grammar continuum.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the appropriate grade band conventions continuum.

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, word relationships, and consulting general and specialized reference materials, as appropriate.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 4-5 grammar continuum.

Demonstrate standard English grammar and usage within the 4-5 grammar continuum when writing or communicating.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 4-5 conventions continuum

Demonstrate understanding of conventions of standard English within 4-5 conventions continuum when writing.

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

Use language to achieve desired outcomes when communicating.

Choose words and phrases to convey ideas precisely.

Use language to express emotion.

Choose punctuation for effect.

Communicate effectively with peers and adults.

Differentiate between contexts that call for formal English and situations where informal discourse is appropriate.

Determine and/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: context clues, word parts, word relationships, and reference materials.

Demonstrate knowledge of word meanings drawn from grade 4 content.

Demonstrate understanding of figurative language and nuances in word meanings.

Demonstrate understanding of word relationships and use.

Explain the meaning of simple similes and metaphors in context.

Use common idioms (e.g., no way, not a chance, you bet).

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

Demonstrate understanding of opposites.

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

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 and that are basic to a particular topic.

Use words acquired through conversations, being read to, and during shared reading activities including domain-specific words.

Demonstrate understanding of figurative language and nuances in word meanings.

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in developing vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Create readable documents through legible handwriting (cursive).

Uses letters to create written documents.

Know and apply grade-level phonics and word analysis skills in decoding words.

Apply letter-sound knowledge to decode words."

Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of context.

Apply letter-sound knowledge to use first letter plus context to identify unfamiliar words.

Decode single-syllable words with common spelling patterns (consonant-vowel- consonant [CVC] or high-frequency rimes).

Read with sufficient accuracy and fluency to support comprehension.

Engage in purposeful reading of text.

Read on-level text with purpose and understanding.

Read text comprised of familiar words with accuracy and understanding.

Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Use letter knowledge and context to support word recognition when reading.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text.

Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.

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

Identify explicit details in an informational text.

By the end of grade 4, read and understand informational texts within the 4-5 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.

Actively engage in reading of information text for sustained periods of time for the purpose of connecting prior knowledge and experiences to text.

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

Identify the main idea of a text when it is explicitly stated.

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.

Identify an explicit detail that is related to an individual, event, or idea in a historical, scientific, or technical text.

Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Determine meaning of words in text.

Describe the overall structure of events, ideas, concepts, or information in a text or part of a text.

During reading, identify elements such as events, ideas, or topics that are characteristic of informational text

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

Compare own experience with a written account of the same experience.

Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.

Answer questions about information presented visually, orally, or quantitatively.

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

Identify one or more details supporting a specific point in an informational text.

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

Compare details presented in two texts on the same topic.

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Assess how point of view, perspective, or purpose shapes the content and style of a text.

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text.

Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.

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

Use details from the text to recount what the text says.

By the end of grade 4, read and understand literature within the 4-5 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.

Actively engage in reading for the purpose of connecting prior knowledge and experiences to text for sustained periods of time.

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

Identify the theme of a familiar story, drama or poem.

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.

Use details from the text to describe characters in the story.

Determine the meaning of words and phrases as they are used in a text, including words that affect meaning and tone.

Determine the meaning of words in a text.

Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text.

Identify elements that are characteristics of stories.

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

Identify the narrator of a story with first person narration.

Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Compare the text representation of a story to a visual, tactual, or oral version of the same story.

Compare and contrast the use of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures.

Compare characters, settings, or events in stories, myths, or texts from different cultures.

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Assess how point of view, perspective, or purpose shapes the content and style of a text.

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

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.

Communicate with others in group interactions.

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.

Contribute ideas from prior knowledge of a text during discussions about the same text.

Follow agreed-upon rules for discussions and carry out assigned roles.

With guidance and support, carry out assigned role in a discussion.

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.

Answer specific questions related to information in a discussion.

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Identify the key ideas in a discussion.

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

Ask and answer questions about details from a text read aloud or information presented orally or through other media.

Identify the reasons and evidence a speaker provides to support particular points.

Identify a point that the speaker makes.

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; adjust speech as appropriate to formal and informal discourse.

Communicate opinion on a familiar topic or text in an organized manner.

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Add audio recordings or visuals to a presentation about a personally relevant topic.

Integrated into SL.4

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Use digital tools and resources to produce and publish writing and to interact and collaborate with others.

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

Write an opinion about topics or texts, supporting a point of view with reasons.

Organize information and ideas around a topic to plan and prepare to write.

Select a topic or text and write an opinion about it.

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.

List reasons to support the opinion.

Provide reasons that are supported by facts and details.

Link opinion and reasons using words and phrases.

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

With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task, purpose, and audience.

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

Write to share information supported by details.

Organize information and ideas around a topic to plan and prepare to write.

Select a topic and write about it including related visual, tactual, or multimedia information as appropriate.

Introduce a topic clearly and group related information in paragraphs and sections; include formatting, illustrations, and multimedia when useful to aiding comprehension.

List words, facts, or details related to the topic.

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

Link ideas within categories of information using words and phrases.

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

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

With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task, purpose, and audience.

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

Write about events or personal experiences.

Organize information and ideas around a topic to plan and prepare to write.

Write about a personal experience including two events in sequence.

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

List words that describe an event or personal experience to use when writing about it.

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

Use a variety of transitional words and phrases to manage the sequence of events.

Use concrete words and phrases and sensory details to convey experiences and events precisely.

Provide a conclusion that follows from the narrated experiences or events.

With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task, purpose, and audience.

With some guidance and support from adults, use digital tools and resources to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of word processing skills.

With guidance and support from adults, use digital tools to produce writing while interacting and collaborating with others.

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

Gather information about a topic from two or more sources for a research project.

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.

Gather and sort information from personal experiences or a topic into given categories.

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.