Grade-by-Grade Snapshot of NY State ELA Common Core Standards Grade 4 GRADE 5 STANDARDS

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1 Ask and answer questions to demonstrate understanding of a text, referencing text for answers. Retell stories including fables, folktales, and myths. Determine central message, moral, etc., and explain how it is conveyed in text. Describe characters in a story and how their actions contribute to the sequence of events. Determine word/phrase meanings and distinguish literal from nonliteral language. Refer to parts of stories, dramas, and poems; describe how successive parts build on earlier sections. Distinguish personal point of view from that of the narrator and/or characters. Explain how the illustrations contribute to what is written in the story. Reading Standards for Literature (RL) RL.4.1 Refer to details/examples in a text when drawing inferences and explaining what text explicitly says. RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.4.3 Use specific text details to describe a character, setting, or event in a story/drama. RL.4.4 Determine word/phrase meanings including those that allude to significant characters found in mythology (e.g., Herculean). RL.4.5 Explain major differences between poems/drama/prose; refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., characters, settings, dialogue, etc.) when writing or speaking about a text. RL.4.6 Compare/contrast the point of view from different stories, including the difference between firstand third-person narrations. RL.4.7 Make connections between the text of a story/drama and a visual or oral presentation, identifying where versions reflect specific text descriptions/directions. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences. Determine a theme of a story, drama, or poem from details in the text including how characters respond to challenges or how the speaker reflects upon a topic; summarize the text. Compare /contrast two or more characters, settings, or events in a story or drama. Determine word/phrase meanings including figurative language (metaphors/similes). Explain how a series of chapters, scenes, or stanzas fit together to provide structure of a text. Describe how a narrator s/ speaker s point of view influences how events are described. Recognize and describe how an author s background/culture affects perspective.* Analyze how visual elements contribute to the meaning/ tone/ beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). NA RL.4. 8 (Not applicable to literature) (Not applicable to literature) Compare/contrast the story elements of books written by the same author about the same or similar characters (e.g., book series). RL.4.9 Compare/contrast treatment of similar themes/topics (good vs. evil) and patterns of events in stories, myths and literature from different culture. Compare/contrast stories in the same genre and their approach to similar themes/topics. Grade-by-Grade Snapshot of NY State ELA Common Core Standards Grade 4 Page 1 of 8

2 Read/comprehend grades 2-3 literature (including stories, dramas, poetry) independently, and proficiently, by end of the year. Make connections in narratives, poetry, and drama to other texts, ideas, cultural perspectives, personal events, and situations. Self-select texts based on personal preferences.* Ask and answer questions to demonstrate understanding of a text, referencing text for answers. Identify the main idea of text, explaining how details support the main idea. Describe the connection between a series of historical events, scientific ideas/concepts, or steps in a technical procedure in a text. Use time, sequence, and cause/effect language. Determine the meaning of academic words/phrases in a text relevant to grade 3. RL.4.10 Read and comprehend grades 4-5 literature (including stories, dramas, poetry) proficiently, with scaffolding, by end of the year. RL.4.11 Make connections in narratives, poetry, and drama to other texts, ideas, cultural perspectives, personal events, and situations. Self-select texts based on personal preferences.* Reading Standards for Informational Text (RI) RI.4.1 Refer to details/examples in a text when drawing inferences and explaining what text explicitly says. RI.4.2 Identify the main idea of text, explaining how details support the main idea; summarize text. RI.4.3 Explain events (and why), procedures, ideas, or concepts, in a historical/scientific/technical text, based on text information. RI.4.4 Determine the meaning of academic words and phrases in a text relevant to grade 4. Read and comprehend literature (including stories, dramas, poetry) at the high of grades 4-5 independently, and proficiently, by end of the year. Make connections in narratives, poetry, and drama to other texts, ideas, cultural perspectives, eras, personal events, and situations. Selfselect texts to develop personal preferences regarding authors; use established criteria to categorize, select texts, and assess to make informed judgments about the quality.* Quote accurately from a text when explaining what the text says explicitly and when drawing inferences. Identify the main idea of text, explaining how details support the main idea; summarize text. Explain the relationships/ interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text, based on information in the text. Determine the meaning of academic words and phrases in a text relevant to grade 5. Efficiently use text features and search tools to locate information about a given topic. Distinguish personal point of view from that of the author. RI.4.5 Describe the structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text. RI.4.6 Compare/ contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and information. Compare/contrast the structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. Analyze multiple accounts of the same event or topic, noting similarities/differences in the point of view they represent. Grade-by-Grade Snapshot of NY State ELA Common Core Standards Grade 4 Page 2 of 8

3 Use illustrations and words in text to demonstrate understanding of the text. RI.4.7 Interpret visual, oral, or quantitative information (e.g., charts, graphs, diagrams, time lines, animations, or interactive Web pages) and explain how it contributes to an understanding of the text. Use information from multiple print or digital sources to locate an answer quickly or to solve a problem efficiently. Describe the logical connection between particular sentences and paragraphs (e.g., comparison, cause/effect, sequence). RI.4.8 Explain how an author uses reasons and evidence to support points in a text. Explain how an author uses reasons and evidence to support points in a text, identifying which reasons and evidence support which point. Compare/contrast important points and key details presented by two texts on the same topic. RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Read/comprehend the high end of grades 2-3 informational texts (history/social studies, science, and technical texts) independently and proficiently, by the end of year. RI.4.10 Read and comprehend the high end of grades 4-5 informational texts (history/social studies, science, and technical texts) proficiently, with scaffolding, by the end of year. Reading - Foundational Skills (RF) NA RF.4.1 NA NA NA RF.4.2 NA NA Decode grade 3 level words: common prefixes and suffixes; Latin suffixes, multisyllable words, grade level irregularly spelled words. Read with sufficient accuracy and fluency to support comprehension (e.g., grade level text fluently, prose/poetry orally with fluency, and use context to confirm, or self-correct). RF.4.3 Decode grade 4 level words using combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read unfamiliar multisyllabic words in and out of context. RF.4.4 Read with sufficient accuracy and fluency to support comprehension (e.g., grade level text fluently, prose/poetry orally with fluency, and use context to confirm, or self-correct). Read and comprehend the high end of grades 4-5 informational texts (history/social studies, science, and technical texts) independently and proficiently, by the end of year. Decode grade 5 level words using combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read unfamiliar multisyllabic words in and out of context. Read with sufficient accuracy and fluency to support comprehension (e.g., grade level text fluently, prose/poetry orally with fluency, and use context to confirm, or selfcorrect). Grade-by-Grade Snapshot of NY State ELA Common Core Standards Grade 4 Page 3 of 8

4 Write opinion piece by introducing topic/book, stating opinion and organizational structure with reasons, using linking words (because, also, etc.) to connect opinion with reasons; provide conclusion. Write informative/ explanatory texts to clearly examine topic and information: introduce topic and group related ideas together; include useful illustrations; develop points using facts and definitions; use linking words/phrases; provide conclusion. Write real or imagined narratives using effective technique, descriptive details and clear sequence. Establish situation, use dialogue and descriptions of actions/ thoughts/feelings; use temporal words, and provide closure. Writing Standards (W) W.4.1 Write opinion piece by introducing topic/text clearly, stating opinion and organizational structure with reasons and information (facts/details), grouping related ideas together to support purpose, link opinion and reasons using words and phrases (for instances, in order to, in addition); provide conclusion related to opinion. W.4.2 Write informative/explanatory texts to examine topic and information: introduce topic clearly and group related information in paragraphs and sections; include formatting, illustrations, etc., as aids; develop points using facts, definitions, details, quotations, etc.; use linking words/phrases to link ideas within categories (another, for example, etc.) ; use precise vocabulary; provide conclusion related to information. W.4.3 Write narratives of real or imagined experiences/events using effective technique, descriptive details and clear sequence. Establish situation, use dialogue and descriptions to develop events or show character s responses; use transitional words/phrases/ clauses for sequence; use concrete words and sensory details for events; provide conclusion that follows events. Write opinion piece by introducing topic/text clearly, stating opinion and organized structure with logically ordered reasons (supported by facts/details) and information, grouping related ideas together to support purpose, link opinion and reasons using words, phrases, and clauses (consequently, specifically); provide conclusion related to opinion. Produce text that explores a variety of cultures and perspectives.* Write informative/explanatory texts to examine topic and information: introduce topic clearly and provide observation and focus; group related information logically; include formatting, illustrations, etc., as aids; develop points using facts, definitions, details, quotations, etc.; link ideas within categories, using linking words/phrases/clauses (in contrast, especially, etc.) ; use precise vocabulary; provide conclusion related to information. Write narratives of real or imagined experiences/events using effective technique, descriptive details and clear sequence. Establish situation, use narrative techniques (dialogue, description, pacing, etc.) to develop events or show character s responses; use transitional words/phrases/ clauses for sequence; use concrete words and sensory details for events; provide conclusion that follows events. Grade-by-Grade Snapshot of NY State ELA Common Core Standards Grade 4 Page 4 of 8

5 With help, produce writing in which the development and organization are appropriate to task, purpose, and grade level. With adult and peer support, develop and strengthen writing by planning, revising, and editing according to grade 3 standards. With help, use technology to produce and publish writing (using keyboarding skills) in collaboration with peers. Conduct short research projects to increase knowledge about a topic. Use prior knowledge or gather information from print/digital sources; take notes and sort evidence into categories. (Begins in grade 4) Write routinely over extended and shorter time frames for specific tasks, purposes, and audiences. W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, audience, and grade level. W.4.5 With adult and peer support, develop and strengthen writing by planning, revising, and editing according to grade 4 standards. W.4.6 With help, use technology and internet to produce and publish writing in collaboration with peers; demonstrate keyboarding skills sufficient enough to type a minimum of one page in single sitting. W.4.7 Conduct short research projects to increase knowledge through investigation of different aspects of a topic. W.4.8 Use prior knowledge or gather information from print/digital sources; take notes and categorize information; provide a list of resources. W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research using grade 4 standards (literature: Describe in depth a character, setting, or event, etc.; informational text: Explain how an author uses reasons and evidence to support points in a text). W.4.10 Write routinely over extended and shorter time frames for specific tasks, purposes, and audiences. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, audience, and grade level. Produce text (print or nonprint) that explores a variety of cultures and perspectives.* With adult and peer support, develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach according to grade 5 standards. With help, use technology and internet to produce and publish writing in collaboration with peers; demonstrate keyboarding skills sufficient enough to type a minimum of two pages in single sitting. Conduct short research projects that use several sources to increase knowledge through investigation of different aspects of a topic. Use prior knowledge or gather information from print/digital sources; summarize or paraphrase information in notes and final work; provide a list of resources. Draw evidence from literary or informational texts to support analysis, reflection, and research using grade 5 standards (literature: compare/contrast characters, setting, events, etc.; informational text: Explain how an author uses reasons and evidence to support points in a text, identifying evidence). Write routinely over extended and shorter time frames for specific tasks, purposes, and audiences. Grade-by-Grade Snapshot of NY State ELA Common Core Standards Grade 4 Page 5 of 8

6 Create and/or present a poem, narrative, play, art work, or personal response to a particular author or theme studied in class.* Work collaboratively with a partner or in groups discussing grade 3 topics/texts, building on ideas of others and self. Be prepared, follow group rules, ask questions, explain own ideas. Understand and communicate with those from different cultural backgrounds.* Determine main ideas and supporting details in diverse media and formats. Ask/answer questions about information from a speaker; elaborate and give details appropriately. Speaking clearly, and at understandable pace, give a report, tell a story, or recount an experience, with relevant facts and details. Create audio recordings of stories/poems, demonstrate fluid reading and pace; add drawings or visuals as appropriate. W.4.11 Create and/or present a poem, narrative, play, art work, or literary review in response to a particular author or theme studied in class.* Speaking and Listening Standards (SL) SL.4.1 Work collaboratively with a partner or in groups discussing grade 4 topics/texts, building on ideas of others and self. Be prepared; follow group rules and assigned roles; pose and respond to questions to clarify and follow up; make comments that contribute and link to remarks of others; review key idea and explain own ideas. Understand and communicate with those from different cultural backgrounds.* SL.4.2 Paraphrase portions of a text read aloud or information presented, including visually, quantitatively, and orally. SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. SL.4.4 Speaking clearly, and at understandable pace, give a report, tell a story, or recount an experience (in an organized manner), with relevant facts and descriptive details to support main ideas or themes. SL.4.5 Add audio recordings and visual displays to presentations when appropriate to add to main idea/theme. Create and/or present a poem, narrative, play, art work, or literary critique in response to a particular author or theme studied in class. Recognize and illustrate social/historical/ cultural features in the presentation.* Work collaboratively with a partner or in groups discussing grade 5 topics/texts, building on ideas of others and self. Be prepared; follow group rules and assigned roles; pose and respond to questions to clarify and follow up; make comments that contribute and link to remarks of others; review key idea and draw conclusions from discussions. Understand and communicate with those from different cultural backgrounds. Use experience and knowledge of language, logic, and culture, to analyze, problem solve, and advocate persuasively.* Summarize text read aloud or information presented, including visually, quantitatively, and orally. Summarize points a speaker makes and explain how each claim is supported by reasons/evidence. Speaking clearly, and at understandable pace, give a report, or present an opinion, sequencing ideas logically, with relevant facts and descriptive details to support main ideas or themes. Include multimedia and visual displays in presentations when appropriate to add to main idea/theme. Grade-by-Grade Snapshot of NY State ELA Common Core Standards Grade 4 Page 6 of 8

7 Appropriately use complete sentences to provide detail and clarification as requested. Use standard English grammar in writing/speaking (nouns, pronouns, verbs, adjectives, adverbs, regular/irregular plural nouns, abstract nouns [childhood], tenses, regular/ irregular verbs, subject-verb and pronoun-antecedent agreement, comparative and superlative adjectives/ adverbs, coordinating and subordinating conjunctions, produce simple, compound, and complex sentences). SL.4.6 Differentiate between contexts that call for formal English and situations where informal discourse is appropriate; use formal English when appropriate. Language Standards (L) L.4.1 Use standard English grammar in writing/ speaking (relative pronouns [who, whose, whom, etc.]; relative adverbs [where, when, why]; progressive verb tenses [ I was, I am, I will be]; modal auxiliaries [can, may, must]; order adjectives [small red bad NOT red small bag]; prepositional phrases; produce [and correct inappropriate] complete sentences; correctly use frequently confused words [to/too/two]). Adapt speech to a variety of contexts/tasks using formal English when appropriate. Use standard English grammar in writing/ speaking (conjunctions/propositions/int erjections; perfect verb tenses; verb tense to convey time/sequence/states/ conditions; correct inappropriate shifts in verb tense; use corrective conjunctions). Use standard conventions of English capitalization (e.g., titles) appropriately, punctuation (commas in addresses, commas and quotation marks in dialogue), possessives, and spelling (high-frequency/studied words, adding suffixes to roots, spelling patterns and generalizations), and use reference materials (dictionary) to correct spellings. L.4.2 Use standard conventions of English capitalization, punctuation, (commas and quotation marks in direct speech and quotations from a text, comma in compound sentences), and spelling (grade appropriate words, consulting references as needed). Use standard conventions of English capitalization, punctuation, (commas: items in a series, separate introductory element from rest of sentence, set off yes or no, tag questions from rest of sentence, direct address [Is that you, Steve?]; quotation marks/italics for titles of works), and spelling (grade appropriate words, consulting references as needed). Use knowledge of language conventions when writing, speaking, reading, or listening; choose words for effect and recognize/observe differences between conventions of spoken and written standard English. L.4.3 Use knowledge of language conventions when writing, speaking, reading, or listening; choose precise words and phrases to convey ideas and punctuation for effect; differentiate between contexts that call for formal English and situations where informal discourse is appropriate. Use knowledge of language and its conventions when writing, speaking, reading, or listening; expand/combine/reduce sentences for meaning, reader/listener interest, and style; compare/contrast the varieties of English (e.g., dialects) used in stories, dramas, or poems. Grade-by-Grade Snapshot of NY State ELA Common Core Standards Grade 4 Page 7 of 8

8 Determine the meaning of unknown and multiplemeaning words and phrases based grade 3 reading, using multiple strategies (context, affixes, roots, and reference materials). Understand word relationships and nuances in word meanings by distinguishing between literal and nonliteral, making reallife connections, and distinguishing shades of meaning in related words describing states of mind or degrees of certainty (knew believed; heard, wondered). Use accurately grade appropriate conversational, academic, and domainspecific words and phrases, including those that signal spatial and temporal relationships. L.4.4 Determine the meaning of unknown and multiplemeaning words and phrases based grade 4 reading, using multiple strategies (context, Greek and Latin affixes/roots, and reference materials). L.4.5 Understand figurative language, word relationships and nuances in word meanings (similes and metaphors; common idioms, adages, and proverbs; antonyms/synonyms). L.4.6 Use accurately grade-appropriate academic, and domain-specific words and phrases, including those that signal precise actions, emotions and states of being (whined, stammered), and that are basic to a particular topic (wildlife/endangered). Determine the meaning of unknown and multiple-meaning words and phrases based grade 5 reading, using multiple strategies (context, cause/effect, comparison, Greek and Latin affixes/roots, and reference materials). Understand figurative language, word relationships and nuances in word meanings (similes and metaphors; common idioms, adages, and proverbs; antonyms/synonyms/ homographs). Use accurately gradeappropriate academic, and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (however, although, similarly, in addition, etc.). *Indicates standard specific to NY only. Grade-by-Grade Snapshot of NY State ELA Common Core Standards Grade 4 Page 8 of 8