2020 Colorado Academic Standards Online

Students Can:

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. (CCSS: SL.4.1)
   • 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. (CCSS: SL.4.1a)
   • Follow agreed-upon rules for discussions and carry out assigned roles. (CCSS: SL.4.1b)
   • 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. (CCSS: SL.4.1c)
   • Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. (CCSS: SL.4.1d)
2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (CCSS: SL.4.2)
3. Identify the reasons and evidence a speaker provides to support particular points. (CCSS: SL.4.3)

Students Can:

1. 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. (CCSS: SL.4.4)
2. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (CCSS: SL.4.5)
3. Differentiate between contexts that call for formal English (for example: presenting ideas) and situations where informal discourse is appropriate (for example: small-group discussion); use formal English when appropriate to task and situation. (CCSS: SL.4.6)

Students Can:

1. Use Key Ideas and Details to:
   • Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RL.4.1)
   • Determine a theme of a story, drama, or poem from details in the text; summarize the text. (CCSS: RL.4.2)
   • Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (for example: a character’s thoughts, words, or actions). (CCSS: RL.4.3)
   • Describe the development of plot (such as the origin of the central conflict, the action of the plot, and how the conflict is resolved).
2. Use Craft and Structure to:
   • Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (for example: Herculean). (CCSS: RL.4.4)
   • Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (for example: verse, rhythm, meter) and drama (for example, casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. (CCSS: RL.4.5)
   • Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. (CCSS: RL.4.6)
3. Use Integration of Knowledge and Ideas to:
   • 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. (CCSS: RL.4.7)
   • Compare and contrast the treatment of similar themes and topics (for example: opposition of good and evil) and patterns of events (for example: the quest) in stories, myths, and traditional literature from different cultures. (CCSS: RL.4.9)
4. Use Range of Reading and Complexity of Text to:
   • 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. (CCSS: RL.4.10)
   • Read familiar texts orally with fluency, accuracy, and prosody (expression)

Students Can:

1. Use Key Ideas and Details to:
   • Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RI.4.1)
   • Determine the main idea of a text and explain how it is supported by key details; summarize the text. (CCSS: RI.4.2)
   • 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. (CCSS: RI.4.3)
2. Use Craft and Structure to:
   • Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. (CCSS: RI.4.4)
   • Describe the overall structure (for example, chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. (CCSS: RI.4.5)
   • Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. (CCSS: RI.4.6)
3. Use Integration of Knowledge and Ideas to:
   • Interpret information presented visually, orally, or quantitatively (for example: 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. (CCSS: RI.4.7)
   • Explain how an author uses reasons and evidence to support particular points in a text. (CCSS: RI.4.8)
   • Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (CCSS: RI.4.9)
4. Use Range of Reading and Complexity of Text to:
   • 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. (CCSS: RI.4.10)

Students Can:

1. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.4.3)
   • Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (for example, roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. (CCSS: RF.4.3a)
2. Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.4.4)
   • Read grade-level text with purpose and understanding. (CCSS: RF.4.4a)
   • Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (CCSS: RF.4.4b)
   • Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.4.4c)
3. 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. (CCSS: L.4.4)
   • Use context (for example: definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. (CCSS: L.4.4a)
   • Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (for example: telegraph, photograph, autograph). (CCSS: L.4.4b)
   • Read and understand words with common prefixes (for example: un-, re-, dis-) and derivational suffixes ( for example: -ful, -ly, -ness)
   • Read and understand words that change spelling to show past tense (for example: write/wrote, catch/caught, teach/taught)
   • Read multisyllabic words with and without inflectional and derivational suffixes
   • Infer meaning of words using explanations offered within a text
   • Consult reference materials (for example: dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. (CCSS: L.4.4c)
4. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: L.4.5)
   • Explain the meaning of simple similes and metaphors (for example, as pretty as a picture) in context. (CCSS: L.4.5a)
   • Recognize and explain the meaning of common idioms, adages, and proverbs. (CCSS: L.4.5b)
   • Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). (CCSS: L.4.5c)
5. 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 (for example: quizzed, whined, stammered) and that are basic to a particular topic (for example: wildlife, conservation, and endangered when discussing animal preservation). (CCSS: L.4.6)

Students Can:

1. 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. (CCSS: W.4.1a)
2. Provide reasons that are supported by facts and details. (CCSS: W.4.1b)
3. Link opinion and reasons using words and phrases (for example: for instance, in order to, in addition). (CCSS: W.4.1c)
4. Provide a concluding statement or section related to the opinion presented. (CCSS: W.4.1d)

Students Can:

1. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (for example: headings), illustrations, and multimedia when useful to aiding comprehension. (CCSS: W.4.2a)
2. Identify a text structure appropriate to purpose (sequence, chronology, description, explanation, and comparison-and-contrast).
3. Organize relevant ideas and details to convey a central idea or prove a point.
4. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (CCSS: W.4.2b)
5. Link ideas within categories of information using words and phrases (for example: another, for example, also, because). (CCSS: W.4.2c)
6. Use precise language and domain-specific vocabulary to inform about or explain the topic. (CCSS: W.4.2d)
7. Provide a concluding statement or section related to the information or explanation presented. (CCSS: W.4.2e)

Students Can:

1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. (CCSS: W.4.3a)
2. Use dialogue and description to develop experiences and events or show the responses of characters to situations. (CCSS: W.4.3b)
3. Use a variety of transitional words and phrases to manage the sequence of events. (CCSS: W.4.3c)
4. Use concrete words and phrases and sensory details to convey experiences and events precisely. (CCSS: W.4.3d)
5. Provide a conclusion that follows from the narrated experiences or events. (CCSS: W.4.3e)

Students Can:

1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (CCSS: L.4.1)
   • Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). (CCSS: L.4.1a)
   • Form and use the progressive (for example: I was walking; I am walking; I will be walking) verb tenses. (CCSS: L.4.1b)
   • Use modal auxiliaries (for example: can, may, must) to convey various conditions. (CCSS: L.4.1c)
   • Order adjectives within sentences according to conventional patterns (for example: a small red bag rather than a red small bag). (CCSS: L.4.1d)
   • Form and use prepositional phrases. (CCSS: L.4.1e)
   • Use compound subjects (for example: Tom and Pat went to the store) and compound verbs (for example: Harry thought and worried about the things he said to Jane) to create sentence fluency in writing
   • Produce complete simple, compound, and complex sentences.
   • Recognize and correct inappropriate fragments and run-ons. (adapted from CCSS: L.4.1f)
   • Correctly use frequently confused words (for example: to, too, two; there, their). (CCSS: L.4.1g)
2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (CCSS: L.4.2)
   • Use correct capitalization. (CCSS: L.4.2a)
   • Use commas and quotation marks to mark direct speech and quotations from a text. (CCSS: L.4.2b)
   • Use a comma before a coordinating conjunction in a compound sentence. (CCSS: L.4.2c)
   • Spell grade-appropriate words correctly, consulting references as needed. (CCSS: L.4.2d)
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS: L.4.3)
   • Choose words and phrases to convey ideas precisely. (CCSS: L.4.3a)
   • Choose punctuation for effect. (CCSS: L.4.3b)
   • Differentiate between contexts that call for formal English (for example: presenting ideas) and situations where informal discourse is appropriate (for example: small-group discussion). (CCSS: L.4.3c)
4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (CCSS: W.4.4)
5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (CCSS: W.4.5)
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. (CCSS: W.4.6)
7. 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. (CCSS.W.4.10)

Students Can:

1. Conduct short research projects that build knowledge through investigation of different aspects of a topic. (CCSS: W.4.7)
   • Identify a topic and formulate open-ended research questions for further inquiry and learning.
   • Present a brief report of the research findings to an audience.
2. 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. (CCSS: W.4.8)
3. Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.4.9)
   • Apply grade 4 Reading standards to literature (for example: “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [for example: a character’s thoughts, words, or actions].”). (CCSS: W.4.9.a)
   • Apply grade 4 Reading standards to informational texts (for example: “Explain how an author uses reasons and evidence to support particular points in a text”). (CCSS: W.4.9.b)