| ela-2017:RL.4.1 | Provisional target; review pending | Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. |
| ela-2017:RL.4.2 | Provisional target; review pending | Analyze literary text development. |
| ela-2017:RL.4.3 | Provisional target; review pending | 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). |
| ela-2017:RL.4.4 | Provisional target; review pending | 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). |
| ela-2017:RL.4.5 | Provisional target; review pending | Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. |
| ela-2017:RL.4.6 | Provisional target; review pending | Explain the differences in the point(s) of view in a text and different perspectives of the characters. |
| ela-2017:RL.4.7 | Provisional target; review pending | 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. |
| ela-2017:RL.4.8 | Not applicable at this grade | (Not applicable to literature) |
| ela-2017:RL.4.9 | Provisional target; review pending | Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. |
| ela-2017:RL.4.10 | Provisional target; review pending | 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. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons. |
| ela-2017:RI.4.1 | Provisional target; review pending | Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. |
| ela-2017:RI.4.2 | Provisional target; review pending | Analyze informational text development. |
| ela-2017:RI.4.3 | Provisional target; review pending | 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. |
| ela-2017:RI.4.4 | Provisional target; review pending | Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. |
| ela-2017:RI.4.5 | Provisional target; review pending | 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. |
| ela-2017:RI.4.6 | Provisional target; review pending | Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in perspective and the information provided. |
| ela-2017:RI.4.7 | Provisional target; review pending | 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. |
| ela-2017:RI.4.8 | Provisional target; review pending | Explain how an author uses evidence to support particular points in a text. |
| ela-2017:RI.4.9 | Provisional target; review pending | Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. |
| ela-2017:RI.4.10 | Provisional target; review pending | 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. |
| ela-2017:RF.4.3 | Provisional target; review pending | Know and apply grade-level phonics and word analysis skills in decoding words by using combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. |
| ela-2017:RF.4.4 | Provisional target; review pending | Read with sufficient accuracy and fluency to support comprehension. |
| ela-2017:W.4.1 | Provisional target; review pending | Write opinion pieces on topics or texts, supporting a point of view with reasons and information. |
| ela-2017:W.4.2 | Provisional target; review pending | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| ela-2017:W.4.3 | Provisional target; review pending | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
| ela-2017:W.4.4 | Provisional target; review pending | 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.) |
| ela-2017:W.4.5 | Provisional target; review pending | 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.) |
| ela-2017:W.4.6 | Provisional target; review pending | 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, while demonstrating sufficient command of keyboarding skills. |
| ela-2017:W.4.7 | Provisional target; review pending | Conduct short research projects that build knowledge through investigation of different aspects of a topic. |
| ela-2017:W.4.8 | Provisional target; review pending | 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. |
| ela-2017:W.4.9 | Provisional target; review pending | Draw evidence from literary or informational texts to support analysis, reflection, and research. |
| ela-2017:W.4.10 | Provisional target; review pending | 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. |
| ela-2017:SL.4.1 | Provisional target; review pending | 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. |
| ela-2017:SL.4.2 | Provisional target; review pending | Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. |
| ela-2017:SL.4.3 | Provisional target; review pending | Identify the reasons and evidence a speaker provides to support particular points. |
| ela-2017:SL.4.4 | Provisional target; review pending | 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. |
| ela-2017:SL.4.5 | Provisional target; review pending | Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. |
| ela-2017:SL.4.6 | Provisional target; review pending | 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. (See grade 4 Language standards 1 for specific expectations.) |
| ela-2017:L.4.1 | Provisional target; review pending | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| ela-2017:L.4.2 | Provisional target; review pending | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| ela-2017:L.4.3 | Provisional target; review pending | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| ela-2017:L.4.4 | Provisional target; review pending | 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. |
| ela-2017:L.4.5 | Provisional target; review pending | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| ela-2017:L.4.6 | Provisional target; review pending | 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). |