Fourth Grade Checklist

Isaac School District No.5
ELAS Standards Checklist: Grade 4
2012-2013
Reading Foundations (RF) Common Core Standards/AZ
Standards/AIMS Blueprint U1 U2 U3 U4 U5 U6
Alignment
4.RF.3 Know and apply grade-level phonics
and word analysis skills in decoding words. F
4.RF.3a Use combined knowledge of all letter- R03.S1C3.01
sound correspondences, syllabication Read multisyllabic words fluently, using
patterns, and morphology (e.g., roots and letter-sound knowledge. R03.S1C3.02
affixes) to read accurately unfamiliar Apply knowledge of basic syllabication rules
multisyllabic words in context and out of when decoding four- or five-syllable written
context. words (e.g., in/for/ma/tion, mul/ti/pli/ca/tion,
pep/per/o/ni).
III-R- 2: HI-7: applying knowledge of spelling R04.S1C4.01
pattern exceptions. Use knowledge of root words and affixes to
determine the meaning of unknown words.
III-R-2: HI-8: applying knowledge of S1C4 (7%)
syllabication rules when decoding unfamiliar √+
words in context.

II-R-2: HI-9: applying knowledge of
inflectional forms of words in context.

II-R-2: HI-10: applying knowledge of affixes to
words in context.

1

4.RF.4 Read with sufficient accuracy and R03.S1C5.01
fluency to support comprehension. Consistently read grade level text with at
least 90 percent accuracy.
III-R-3: HI-1: reading aloud passages from R04.S1C4.02
unfamiliar content area text with fluency. (i.e., Use context to determine the relevant
accuracy, appropriate phrasing, and attention meaning of a word.
to punctuation) S1C4 (7%) √+ √+
R04.S1C5.01
Read from familiar prose and poetry with
fluency and appropriate rhythm, pacing,
intonation, and expression relevant to the
text.
4.RF.4a Read on-level text with purpose and
understanding.
F

4.RF.4b Read on-level prose and poetry orally
with accuracy, appropriate rate, and F
expression on successive readings.
4.RF.4c Use context to confirm or self-correct S1C4 (7%)
word recognition and understanding,
rereading as necessary.

F

2

Reading Literature (RL) Common Core Standards/AZ
Standards/AIMS Blueprint
Alignment
4.RL.1 Refer to details and examples in a text R04.S1C6.01
when explaining what the text says explicitly Predict text content using prior knowledge
and when drawing inferences from the text. and text features (e.g., illustrations, titles,
topic sentences, key words).
(III-R-4: HI-2: generating and confirming R04.S1C6.02
predictions about text for accuracy.) Confirm predictions about text for accuracy.
R04.S1C6.03
(III-R-4: HI-3: answering literal (i.e., Yes/No, Generate clarifying questions in order to
who, what, where, when, why, which and how) comprehend text.
and/or personal response questions about R04.S1C6.06
text.) Use reading strategies (e.g., drawing
conclusions, determining cause and effect,
III-R-4: HI-13: drawing conclusions from making inferences, sequencing) to
information implied or inferred in a literary comprehend text.
selection. S1C6 (15%) √+ F √+ √+ √+ √
R04.S3C1.08
Draw valid conclusions based on information
gathered from expository text.
S3C1 (24%)

3

4.RL.2 Determine a theme of a story, drama, S2C1 (31%)
or poem from details in the text; summarize R05.S2C1.02
the text. Identify the theme (moral, lesson, meaning,
message, view or comment on life) of a
III-R-4: HI-7: summarizing the main idea and literary selection. F √+ √+ √+ √+ √+
supporting details from text using appropriate R06.S2C1.02
academic vocabulary. Identify the theme in works of prose, poetry,
and drama.
4.RL.3 Describe in depth a character, setting, R04.S1C6.04
or event in a story or drama, drawing on Use graphic organizers in order to clarify the
specific details in the text (e.g., a character’s meaning of the text
thoughts, words, or actions). S1C6 (15%)
R04.S2C1.01
III-R-4: HI-14: describing the characters’ traitsIdentify the main problem or conflict of a plot.
and their motivations within a fictional text. R04.S2C1.02
Identify the resolution of a problem or conflict
III-R-4: HI-15: describing the setting using key in a plot.
words from a fictional text. R04.S2C1.04
Distinguish between major characters and
(III-R-4: HI-16: identifying and describing the minor characters.
plot (specific events, problems and solutions) R04.S2C1.05 √+ F √+ √+ √+ √+
from a fictional text.) Describe a character’s traits using textual
evidence (e.g., dialogue, actions, narrations,
illustrations).
R04.S2C1.07
Identify all aspects of the setting (e.g., time of
day or year, historical period, place,
situation).
R04.S2C1.08
Compare (and contrast) the characters,
events, and setting in a literary selection.
S2C1 (31%)

4

4.RL.4 Determine the meaning of words and R04.S1C4.02
phrases as they are used in a text, including Use context to determine the relevant
those that allude to significant characters meaning of a word.
found in mythology (e.g., Herculean). S1C4 (7%)
(III-R-4: HI-8: locating sequential/
chronological order signal words (i.e., first,
next, finally today, now, meanwhile, not long
ago) in text.)

(III-R-4: HI-9: locating signal words that
indicate comparison/contrast. (i.e., similarly, √+ √+ √+ √+ √+ F
on the other hand, however, yet, in spite of))

indicate cause and effect. (i.e., as a result of,
consequently, so that, because of, since))

(III-R-4: HI-32: identifying words (i.e., nouns,
adjective, verbs and adverbs) that the author
selects in a literary selection to create a
graphic visual image.)
4.RL.5 Explain major differences between R04.S2C1.09
poems, drama, and prose, and refer to the Identify characteristics and structural
structural elements of poems (e.g., verse, elements (e.g., imagery, rhyme, verse,
rhythm, meter) and drama (e.g., casts of rhythm, meter) of poetry.
characters, settings, descriptions, dialogue, R04.S2C1.10
stage directions) when writing or speaking Identify common forms of literature (e.g., √+ √+ F √+ √+ √+
about a text. poetry, novel, short story, biography,
autobiography, drama) based upon their
III-R-4: HI-34: identifying structural elements characteristics.
of poetry. (e.g., repetition, rhyme, rhythm, S2C1 (31%)
verse, meter, and imagery, etc.)

5

4.RL.6 Compare and contrast the point of R04.S2C1.06
view from which different stories are narrated, Identify the speaker or narrator in a literary
including the difference between first- and selection.
third-person narrations. S2C1 (31%)
R05.S2C1.05 √+ √+ F √+
Identify the narrative point of view (e.g., first
person, third person, omniscient) in a literary
selection.
4.RL.7 Make connections between the text of R04.S1C6.05
a story or drama and a visual or oral Connect information and events in text to
presentation of the text, identifying where experience and to related text and sources. √+ √+ √ √+ √
each version reflects specific descriptions and S1C6 (15%)
directions in the text.
4.RL.8
(not applicable to literature)
4.RL.9 Compare and contrast the treatment of R04.S2C2.01
similar themes and topics (e.g., opposition of Describe the historical and cultural aspects
good and evil) and patterns of events (e.g., found in cross-cultural works of literature.
the quest) in stories, myths, and traditional R06.S2C2.02
literature from different cultures. Identify common structures and stylistic
elements in literature, folktales, and myths
III-R-4: HI-6: making connections to text (i.e., from a variety of cultures.
text-to-text and text-to-self). R09.S2C2.02
Compare (and contrast) classic works of
literature that deal with similar topics and √+ √+ F √+
problems (e.g., individual and society,
meaning of friendship, freedom,
responsibility).

6

4.RL.10 By the end of the year, read and R03.S1C5.01
comprehend literature, including stories, Consistently read grade level text with at
dramas, and poetry, in the grades 4–5 text least 90 percent accuracy.
complexity band proficiently, with scaffolding R04.S1C5.01
as needed at the high end of the range. Read from familiar prose and poetry with
fluency and appropriate rhythm, pacing,
intonation, and expression relevant to the
text.

√ √ √ √ √ √+

7

Reading Informational Text Common Core Standards/AZ
Standards/AIMS Blueprint
Alignment
4.RI.1 Refer to details and examples in a text R04.S3C1.04
when explaining what the text says explicitly Locate specific information by using
and when drawing inferences from the text. organizational features (e.g., table of
contents, headings, captions, bold print,
III-R-4: HI-13: drawing conclusions from glossaries, indices, italics, key words, topic
information implied or inferred in a literary sentences, concluding sentences) of
selection. expository text.
R04.S3C1.06
Interpret information from graphic features
(e.g., charts, maps, diagrams, illustrations,
tables, timelines) in expository text.
R04.S3C1.08
S3C1 (24%) F √+ √+ √+ √+ √+
R04.S3C2.01
Locate specific information from functional
text (e.g., letters, memos, directories, menus,
schedules, pamphlets, search engines,
signs, manuals, instructions, recipes, labels,
forms).
S3C2 (11%)

8

4.RI.2 Determine the main idea of a text and R04.S3C1.01
explain how it is supported by key details; Identify the main idea and supporting details
summarize the text. in expository text.
S3C1 (24%)
III-R-4: HI-7: summarizing the main idea and R06.S3C1.02
supporting details from text using appropriate Summarize the main idea and critical details
academic vocabulary. of expository text, maintaining chronological
or logical order.

√ √ F √+ √

4.RI.3 Explain events, procedures, ideas, or R04.S3C2.02
concepts in a historical, scientific, or technical Interpret details from functional text for a
text, including what happened and why, based specific purpose (e.g., to follow directions, to
on specific information in the text. solve problems, to perform procedures, to
answer questions).
III-R-4: HI-29: interpreting information from S3C2 (11%)
functional documents for a specific purpose. √ F √ √ √+ √
(e.g., "Which bus do I take to get home by
7pm?")

9

4.RI.4 Determine the meaning of general R04.S1C4.02
academic and domain-specific words or Use context to determine the relevant
phrases in a text relevant to a grade 4 topic or meaning of a word.
subject area. R04.S1C4.05
Determine the meanings, pronunciations,
(III-R-4: HI-8: locating sequential/ syllabication, synonyms, antonyms, and
chronological order signal words (i.e., first, parts of speech of words by using a variety of
next, finally today, now, meanwhile, not long reference aids, including dictionaries,
ago) in text.) thesauri, glossaries, and CD-ROM and
Internet when available.
(III-R-4: HI-9: locating signal words that S1C4 (7%)
indicate comparison/contrast. (i.e., similarly,
on the other hand, however, yet, in spite of))

indicate cause and effect. (i.e., as a result of,
consequently, so that, because of, since)) √+ √+ √+
III-R-4: HI-20: applying understanding of
content vocabulary within math, science and
social studies texts.

(III-R-4: HI-32: identifying words (i.e., nouns,
adjective, verbs and adverbs) that the author
selects in a literary selection to create a
graphic visual image.)

10

4.RI.5 Describe the overall structure (e.g., R04.S3C1.07
chronology, comparison, cause/effect, Distinguish cause and effect.
problem/solution) of events, ideas, concepts, R06.S3C1.08
or information in a text or part of a text. Identify the organizational structures (e.g.,
chronological order, comparison and √ √+ √+ F √ √
III-R-4: HI-26: explaining the purpose of contrast, cause and effect relationships,
organizational features on a page in nonfiction logical order) of expository text.
text. S3C1 (24%)
4.RI.6 Compare and contrast a firsthand and
secondhand account of the same event or
topic; describe the differences in focus and
the information provided.
√+ √+ F

4.RI.7 Interpret information presented visually, R04.S3C1.06
orally, or quantitatively (e.g., in charts, graphs, Interpret information from graphic features
diagrams, time lines, animations, or interactive (e.g., charts, maps, diagrams, illustrations,
elements on Web pages) and explain how the tables, timelines) in expository text.
information contributes to an understanding of R06.S3C1.08
the text in which it appears Identify the organizational structures (e.g.,
chronological order, comparison and
III-R-4: HI-24: interpreting information from contrast, cause and effect relationships,
external text in nonfiction text for a specific logical order) of expository text. √ √+ √+ √+ F
purpose. S3C1 (24%)

11

4.RI.8 Explain how an author uses reasons R04.S3C1.02
and evidence to support particular points in a Distinguish fact from opinion in expository
text. text.
R04.S3C1.03
(III-R-4: HI-31: distinguishing fact from Determine author’s main purpose (e.g., to
opinion in persuasive text. (e.g., inform, to describe, to explain) for writing the
advertisements, product labels, written expository text.
communications, etc.)) S3C1 (24%)
R04.S3C3.01
Determine the author’s position regarding a
particular idea, subject, concept, or object.
R04.S3C3.02
Identify persuasive vocabulary (e.g.,
loaded/emotional words, exaggerations)
used to influence readers’ opinions.
S3C3 (11%)
√+ √ √ √ √+ F

12

4.RI.9 Integrate information from two texts on R04.S3C1.01
the same topic in order to write or speak about Identify the main idea and supporting details
the subject knowledgeably. in expository text.
R04.S3C1.08
S3C1 (24%)
LS.E2
Prepare and deliver an oral report in a
content area and effectively convey the
information through verbal and nonverbal
communications with a specific audience.
LS.E3
Interpret and respond to questions and
evaluate responses both as interviewer and
interviewee.
R07.S3C1.11 √+ √+ √+ √+ √+ √+
Compare (and contrast) the central ideas
and concepts form selected readings on a
specific topic.

13

4.RI.10 By the end of year, read and R03.S1C5.01
comprehend informational texts, including Consistently read grade level text with at
history/social studies, science, and technical least 90 percent accuracy.
texts, in the grades 4–5 text complexity band R04.S3C1
proficiently, with scaffolding as needed at the Identify, analyze, and apply knowledge of the
high end of the range. purpose, structures, and elements of
expository text.
R04.S3C1.04
Locate specific information by using
organizational features (e.g., table of
contents, headings, captions, bold print,
glossaries, indices, italics, key words, topic
sentences, concluding sentences) of
expository text.
S3C1 (24%)
R04.S3C2.01
Locate specific information from functional √ √ √ √ √ √+
text (e.g., letters, memos, directories, menus,
schedules, pamphlets, search engines,
signs, manuals, instructions, recipes, labels,
forms).
R04.S3C2.02
Interpret details from functional text for a
specific purpose (e.g., to follow directions, to
solve problems, to perform procedures, to
answer questions).
S3C2 (11%)

14

AZ.4.RI.10
By the end of year, read and comprehend
functional 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.

√ √ √ √ √ √

15

Writing Writing Standards/Reading
U1 U2 U3 U4 U5 U6
Standards Alignment
4.W.1 Write opinion pieces on topics or texts, 4.RI.8
supporting a point of view with reasons and Explain how an author uses reasons and
information. evidence to support particular points in a
text.
III-W-1: HI-7: writing a persuasive essay that
states a clear position with supporting details F F √+ √+
using persuasive vocabulary/strategies to
influence the reader (e.g., loaded/emotional
words, exaggeration, euphemisms
bandwagon, peer pressure, repetition, etc.).
4.W.1a Introduce a topic or text clearly, state 4.RI.5
an opinion, and create an organizational Describe the overall structure (e.g.,
structure in which related ideas are grouped to chronology, comparison, cause/effect,
support the writer’s purpose. problem/solution) of events, ideas, concepts,
or information in a text or part of a text.
4.RI.8
Explain how an author uses reasons and
evidence to support particular points in a
text.

√+ √+ √+ √+

16

4.W.1b Provide reasons that are supported by 4.RL.1
facts and details. Refer to details and examples in a text when
explaining what the text says explicitly and
when drawing inferences from the text.
4.RI.3
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
4.RI.8
text.
4.W.1c Link opinion and reasons using words 4.RI.3
and phrases (e.g., for instance, in order to, in Explain events, procedures, ideas, or
addition). concepts in a historical, scientific, or
technical text, including what happened and
why, based on specific information in the text
4.RI.5
Describe the overall structure (e.g.,
chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, √+ √+ √+ √+
4.RI.8
text.

4.W.1d Provide a concluding statement or
section related to the opinion presented. √+ √+ √+ √+

17

4.W.2 Write informative/explanatory texts to 4.RL.1
examine a topic and convey ideas and Refer to details and examples in a text when
information clearly. explaining what the text says explicitly and
III-W-1: HI-4: writing expository essays and 4.RI.1
informational reports that include topic Refer to details and examples in a text when
sentences, main ideas, and relevant explaining what the text says explicitly and
supporting details, using appropriate when drawing inferences from the text.
transitions, varied sentence structure and 4.RI.2
precise academic vocabulary. Determine the main idea of a text and
explain how it is supported by key details;
III-W-1: HI-5: writing a summary paragraph summarize the text.
containing only key ideas and relevant content 4.RI.3
vocabulary summarizing a variety of text and Explain events, procedures, ideas, or
of varying length. (e.g., science text chapter, concepts in a historical, scientific, or
article, book, oral presentations, etc.). technical text, including what happened and
why, based on specific information in the text F F √+ √+
4.RI.7
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.

18

4.W.2a Introduce a topic clearly and group 4.RI.2
related information in paragraphs and Determine the main idea of a text and
sections; include formatting (e.g., headings), explain how it is supported by key details;
illustrations, and multimedia when useful to summarize the text.
aiding comprehension.

F √+ √+ √+ √+

4.W.2b Develop the topic with facts, 4.RL.1
definitions, concrete details, quotations, or Refer to details and examples in a text when
other information and examples related to the explaining what the text says explicitly and
topic. when drawing inferences from the text.
4.RI.2
Determine the main idea of a text and
explain how it is supported by key details; F √+ √+ √+ √+
summarize the text.
4.RI.5
Describe the overall structure (e.g.,
chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts,
4.W.2c Link ideas within categories of
information using words and phrases (e.g.,
another, for example, also, because). √+ √+ √+ √+ √+ √

19

4.W.2d Use precise language and domain-
specific vocabulary to inform about or explain
the topic.
√+ √+ √ √+ √+ √
III-W-4: HI-4: selecting accurate, specific
words and figurative language to express
ideas with instructional support or resources.
4.W.3 Write narratives to develop real or 4.RL.2
imagined experiences or events using Determine a theme of a story, drama, or
effective technique, descriptive details, and poem from details in the text; summarize the
clear event sequences. text.
4.RL.3
III-W-1: HI-1: writing one or more narrative Describe in depth a character, setting, or
paragraphs based on imagined or real events event in a story or drama, drawing on √+ F √+
that includes characters, setting, sensory specific details in the text (e.g., a character’s
details, appropriate word choice and logical thoughts, words, or actions).
sequencing to develop the plot using
transitional words and varied sentence
structure.
4.W.3a Orient the reader by establishing a 4.RL.2
situation and introducing a narrator and/or Determine a theme of a story, drama, or
characters; organize an event sequence that poem from details in the text; summarize the
unfolds naturally. text.
4.RL.3
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).

20

4.W.3b Use dialogue and description to 4.RL.3
develop experiences and events or show the Describe in depth a character, setting, or
responses of characters to situations. event in a story or drama, drawing on √+ √+ √+ √+
specific details in the text (e.g., a character’s
thoughts, words, or actions).
4.W.3c Use a variety of transitional words and
phrases to manage the sequence of events. √ √+ √ √ √+ √+
4.W.3d Use concrete words and phrases and
sensory details to convey experiences and
events precisely.

III-W-4: HI-4: selecting accurate, specific √ √+ √ √ √+ √+
words and figurative language to express
ideas with
instructional support or resources.
4.W.3e Provide a conclusion that follows from
the narrated experiences or events.

√ √+ √ √ √+ √+

21

4.W.4 Produce clear and coherent writing in 4.RL.3
Describe in depth a character, setting, or event in a story or
which the development and organization are drama, drawing on specific details in the text (e.g., a
appropriate to task, purpose, and audience. character’s thoughts, words, or actions).
4.RL.5
Explain major differences between poems, drama, and
prose, and refer to the structural elements of poems (e.g.,
III-W-1: HI-2: writing simple poetry using a verse, rhythm, meter) and drama (e.g., casts of characters,
variety of poetic devices and figurative settings, descriptions, dialogue, stage directions) when
writing or speaking about text.
language including: personification, 4.RL.7
onomatopoeia, alliteration, simile and Make connections between the text of a story or drama and
metaphor. a visual or oral presentation of the text, identifying where
each version reflects specific descriptions and directions in
the text.
(III-W-3: HI-2: evaluating, organizing and 4.RL.9
selecting ideas that reflect the audience and Compare and contrast the treatment of similar themes and
topics (e.g., opposition of good and evil) and patterns of
purpose.) events (e.g., the quest) in stories, myths, and traditional
literature from different cultures.
III-W-4: HI-1: producing two or more 4.RI.1
Refer to details and examples in a text when explaining
paragraphs with an identifiable main idea and what the text says explicitly and when drawing inferences
supporting from the text.
details that reflect the audience and purpose 4.RI.3
Explain events, procedures, ideas, or concepts in a
in a variety of genres. historical, scientific, or technical text, including what
happened and why, based on specific information in the text √+ √+ √+ √+ √+ √+
III-W-4: HI-2: producing two or more 4.RI.5
Describe the overall structure (e.g., chronology, comparison,
paragraphs containing an introductory cause/effect, problem/solution) of events, ideas, concepts,
statement, or information in a text or part of a text.
supporting details and a concluding statement 4.RI.7
Interpret information presented visually, orally, or
which are connected by transitional quantitatively (e.g., in charts, graphs, diagrams, time lines,
phrase and clauses. animations, or interactive elements on Web pages) and
explain how the information contributes to an understanding
of the text in which it appears.
III-W-4: HI-3: choosing ideas, words, details 4.RI.8
and structure that reflect audience and Explain how an author uses reasons and evidence to
purpose support particular points in a text.
(pragmatics).

III-W-1: HI-6: writing a variety of functional
text that address audience, stated purpose
and context:* Letters* Directions* Procedures
* Graphs/Tables * Brochures

22

AZ.4.W.4a. Produce clear and coherent
functional writing (e.g., friendly and formal
letters, recipes, experiments,
notes/messages, labels, graphs/tables,
procedures, invitations, envelopes) in which
the development and organization are
appropriate to task and purpose.

III-W-1: HI-3: taking notes using self selected
formats based upon knowledge of oral or
written text structures with instructional
support. (e.g., Student selects Venn Diagram
for comparing and contrasting text).

4.W.5 With guidance and support from peers
and adults, develop and strengthen writing as
needed by planning, revising, and editing. √+ √ √+ √+ √+ √+
(III-W-3: HI-1: generating and organizing
ideas to create a prewriting plan using multiple
self selected methods (brainstorming,
webbing, writer’s notebook, journal, etc.).)
(III-W-3: HI-2: evaluating, organizing and
selecting ideas that reflect the audience and
purpose.)

23

(III-W-3: HI-3: using a prewriting plan to draft
an essay with an introductory paragraph,
body, transitions and concluding paragraph.)
(III-W-3: HI-4: revising a student draft as a
class, in small groups and independently with
audience and purpose in mind for: *word
choice * sequence of ideas (introduction,
body, conclusion) *adding/deleting/ moving
supporting details *effective transitions
*sentence structure (combining/adding/ √+ √ √+ √+ √+ √+
deleting, complete and varied sentences))
using revision tools. (checklists, rubrics, and
reference materials)

(III-W-3: HI-5: reviewing student drafts for
errors in conventions* as a class, in small
groups and independently using editing tools.
(e.g., checklists, rubrics, computer spell check
and other reference materials)
4.W.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. √ √ √+ √+ √+ √
III-W-3: HI-6: publishing products in a variety
of formats (e.g., oral presentation, manuscript,
multimedia, etc.) and presenting within a set
period of time (e.g., 15 minutes).

24

4.W.7 Conduct short research projects that 4.RI.7
build knowledge through investigation of Interpret information presented visually,
different aspects of a topic. orally, or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations, or
III-W-5: HI-1: recording, evaluating and interactive elements on Web pages) and
organizing information, observations or explain how the information contributes to an
questions on a topic of student interest from understanding of the text in which it appears.
two or more sources (experiment, article, 4.RI.9 Integrate information from two texts on
textbook, guest speaker, video, Internet, the same topic in order to write or speak
interview, podcasts, about the subject knowledgeably.
etc.) for report/research purposes. √+ √+ √+ √+ √+ F

4.W.8 Recall relevant information from 4.RI.1
experiences or gather relevant information Refer to details and examples in a text when
from print and digital sources; take notes and explaining what the text says explicitly and
categorize information, and provide a list of when drawing inferences from the text.
sources. 4.RI.7
Interpret information presented visually,
III-W-5: HI-1: recording, evaluating and orally, or quantitatively (e.g., in charts,
organizing information, observations or graphs, diagrams, time lines, animations, or
questions on a topic of student interest from interactive elements on Web pages) and √+ √+ √+ √+
two or more sources (experiment, article, explain how the information contributes to an
textbook, guest speaker, video, Internet, understanding of the text in which it appears.
interview, podcasts, etc.) for report/research 4.RI.9 Integrate information from two texts on
purposes. the same topic in order to write or speak
about the subject knowledgeably.

25

4.W.9 Draw evidence from literary or 4.RL.1
informational texts to support analysis, Refer to details and examples in a text when
reflection, and research. explaining what the text says explicitly and
4.RI.1 √+ √+ √+ √+ √+
Refer to details and examples in a text when
explaining what the text says explicitly and
4.W.9a Apply grade 4 Reading standards to 4.RL.1 thru 4.RL.10
literature (e.g., “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].”).
4.W.9b Apply grade 4 Reading standards to 4.RI.1 thru 4.RI.10
informational texts (e.g., “Explain how an
author uses reasons and evidence to support √+ √+ √+ √+ √+ √+
particular points in a text”).

26

4.W.10 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.

III-W-3: HI-7: using time management
strategies to publish products within a teacher
specified period of time.

√ √ √ √ √ √+

Speaking and Listening Common Core Standards/AZ
Standards Alignment

27

4.SL.1 Engage effectively in a range of LS.R5
collaborative discussion (one-on-one, in Participate in group discussions.
groups, and teacher-led) with diverse partners LS.E3
on grade 4 topics and texts, building on Interpret and respond to questions and
others’ ideas and expressing their own clearly. evaluate responses both as interviewer and
interviewee.
LS.E4
III-SL-1: HI-5: demonstrating relationships Predict, clarify, analyze and critique a
among facts, ideas or events using academic speaker’s information and point of view.
vocabulary in classroom discussions. (e.g.,
problem/solution, cause/effect, etc.)

III-SL-1: HI-8: responding to social
conversations by rephrasing and repeating F F √+ √+ √+ √+
information, asking questions, offering advice,
sharing one’s experiences, and expressing
one’s thoughts.

III-SL-2: HI-4: participating in socio-functional
communication tasks using complete
sentences.

II-SL-2: HI-5: asking and responding to
academic questions in complete sentences
(e.g., expressing possibilities and
probabilities,hypothetical questions, etc.).
4.SL.1a Come to discussions prepared,
having read or studied required material;
explicitly draw on that preparation and other F √+ √+ √+ √+ √+
information known about the topic to explore
ideas under discussion.
4.SL.1b Follow agreed-upon rules for
discussions and carry out assigned roles. F √+ √+ √+ √+ √+

28

4.SL.1c 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.

III-SL-1: HI-6: responding to comprehension
questions by demonstrating relationships
among facts, ideas or events and extending √+ F √+ √+ √+ √+
the information to other relevant contexts
using appropriate academic vocabulary. (e.g.,
problem/solution, cause/effect,
compare/contrast, etc.)

III-SL-1: HI-9: asking questions to clarify
ideas and concepts.
4.SL.1d Review the key ideas expressed and
explain their own ideas and understanding in
light of the discussion.

√+ F √+ √+ √+ √+

4.SL.2 Paraphrase portions of a text read LS.R5
aloud or information presented in diverse Participate in group discussions.
media and formats, including visually, LS.E3
quantitatively, and orally. Interpret and respond to questions and
evaluate responses both as interviewer and √+ F
interviewee.
LS.E4
Predict, clarify, analyze and critique a
speaker’s information and point of view.
4.SL.3 Identify the reasons and evidence a LS.E4
speaker provides to support particular points. Predict, clarify, analyze and critique a √+ F √+ √+
speaker’s information and point of view.
29

4.SL.4 Report on a topic or text, tell a story, or LS.E1
recount an experience in an organized Prepare and deliver an organized speech
manner, using appropriate facts and relevant, and effectively convey the message
descriptive details to support main ideas or through verbal and nonverbal
themes; speak clearly at an understandable communications with a specific audience.
pace. LS.E2
Prepare and deliver an oral report in a
III-SL-1: HI-5: demonstrating relationships content area and effectively convey the
among facts, ideas or events using academic information through verbal and nonverbal
vocabulary in classroom discussions. (e.g., communications with a specific audience.
problem/solution, cause/effect, etc.)
√+ √+ √+ F √+
III-SL-2: HI-7: sharing personal
experiences/stories with descriptive language
supported by details and examples in
complete sentences.

III-SL-2: HI-8: presenting a variety of oral
reports (e.g., expository, cause and effect,
persuasive, etc.) containing specific and
accurate academic vocabulary, an
introduction, body, conclusion, transitions and
visual aids.

30

4.SL.5 Add audio recordings and visual VP.E1
displays to presentations when appropriate to Analyze visual media for language, subject
enhance the development of main ideas or matter and visual techniques used to
themes. influence opinions, decision making and
cultural perceptions.
VP.E2
Plan, develop and produce a visual
presentation, using a variety of media such
as videos, films, newspapers, magazines
and computer images.
VP.E3
Compare, contrast and establish criteria to
evaluate visual media for purpose and
effectiveness.

√+ √+ F √+ √+ √+

31

4.SL.6 Differentiate between contexts that call LS.E1
for formal English (e.g., presenting ideas) and Prepare and deliver an organized speech
situations where informal discourse is and effectively convey the message through
appropriate (e.g., small-group discussion); use verbal and nonverbal communications with a
formal English when appropriate to task and specific audience.
situation.

III-SL-2: HI-2: presenting dialogue, skits and
drama using appropriate rhythm, rate,
phrasing and expression.

√+

32

Language Common Core Standards/AZ
U1 U2 U3 U4 U5 U6
Standards Alignment
4.L.1 Demonstrate command of the See Writing Addendum:
conventions of standard English grammar and Writing Elements W04.S2, W05.S2,
usage when writing or speaking. W06.S2 √+ √+
4.L.1a Use relative pronouns (who, whose,
whom, which, that) and relative adverbs
(where, when, why).

III-L-1 (PRO): HI-6: using interrogative √+ √+ √+ √+ √+ √+
pronouns who, whom, what, which and
whose.

33

4.L.1b Form and use the progressive (e.g., I
was walking; I am walking; I will be walking)
verb tenses.

III-L-1 (V): HI-7: producing declarative,
negative, and interrogative sentences using
present progressive tense verbs with subject-
verb agreement.

III-L-1 (V): HI-8: differentiating between the
use of simple present and present progressive
verb tenses.

the past progressive tense with subject-verb
agreement.

III-L-1(V): HI-18: producing sentences using
modal auxiliary verbs (i.e., will, can, could,
may, might, must, should, would) and
negative modal auxiliary verbs (i.e., cannot, √+ √+ √+ √+
should not) with subject-verb agreement.

the future progressive tense with subject-verb
agreement

(III-L-1 (Q): HI-4: producing Yes/No questions
in the present progressive tense.)

(III-L-1 (Q): HI-7: producing Yes/No questions
in the past progressive tense)

(III-L-1 (Q): B-8: producing Yes/No questions
in the futureprogressive tense.)

(III-L-1-(Q): HI-10: producing Yes/No 34
questions in the present perfect progressive
tense.)

4.L.1c Use modal auxiliaries (e.g., can, may,
must) to convey various conditions.

III-L-1: HI-17: distinguishing between the auxiliary
(helping) verb and the main verb.

III-L-1: HI-18: producing sentences using
modal auxiliary verbs (i.e., will, can, could, √+ √+ √+ √+ √+
may, might, must, should, would) and
negative modal auxiliary verbs (i.e., cannot,
should not) with subject-verb agreement.

III-L-1 (PH/CL): HI-9: using auxiliary and/or
modal auxiliary verb phrases in a complete
sentence.
4.L.1d Order adjectives within sentences
according to conventional patterns (e.g., a
small red bag rather than a red small bag).
√+ √+ √+ √+ √+
III-L-1 (ADJ): HI-1: producing a series of
adjectives in the correct order (i.e.,
quantity/concept/size/shape/ color).

35

4.L.1e Form and use prepositional phrases.

(III-L-1 (PREP): HI-1: using prepositions of
location.)

direction.)

time.)

action and movement (including compound
prepositions).)

opposition.)

exception (i.e., despite, except).) √+ √+ √+
III-L-1 (PH/CL): HI-6: using a prepositional
phrase in a complete sentence.

(III-L-1 (SC): HI-9: producing sentences using
a subject + “to be” + prepositional phrase, with
subjectverb agreement. (S-V-P))

(III-L-1 (SC): HI-10: producing sentences (S-
V-O-P) using subjects, verbs and
prepositional phrases, with subject-verb
agreement.)

(III-L-1 (SC): HI-11: producing sentences
using “There” + “to be” + subject +
prepositional phrase, with subject-verb
agreement.)

36

4.L.1f Produce complete sentences,
recognizing and correcting inappropriate
fragments and run-ons.

(III-L-1(PH/CL): HI-1: using noun phrases in a
complete sentence.)

(III-L-1(PH/CL): HI-2: using joined noun
phrases in a complete sentence.)

(III-L-1(PH/CL): HI-3: using a demonstrative
adjective and a noun in a complete sentence.)

(III-L-1(PH/CL): HI-4: using a verb phrase in a
complete sentence.)

(III-L-1(PH/CL): HI-5: using a joined verb
phrases in a complete sentence.) √+ √+
(III-L-1(PH/CL): HI-6: using a prepositional
phrase in a complete sentence.)

(III-L-1 (PH/CL): HI-7: using an infinitive verb
phrase to complete a sentence frame.)

(III-L-1 (PH/CL): HI-8: using an adverbial
phrase in a complete sentence.)

(III-L-1 (PH/CL): HI-9: using auxiliary and/or
modal auxiliary verb phrases in a complete
sentence.)

( III-L-1 (PH/CL): HI-10: using degree adverbs
+ adjectives in a complete sentence.)

37

(III-L-1 (PH/CL): HI-11: using linking verbs +
noun/adjective complement in a complete
sentence.)

(III-L-1 (PH/CL): HI-14: using noun clauses.)

subjects and verbs, with subject-verb
agreement. (S-V))

(III-L-1 (SC): HI-3: producing sentences in
the negative SV construction (subject +
auxiliary verb + not + verb), with subject-verb
agreement.)

(III-L-1 (SC): HI-4: producing sentences with
a pronoun as the subject using S-V-C
construction, with subject-verb agreement.) √+ √+
a noun as the subject using S-V-C
construction, with subject-verb agreement.)

a plural noun as the subject using S-V-C

an adjective as the complement using S-V-C

(III-L-1 (SC): HI-8: producing sentences in the
negative construction with a subject + “to be”
+ adjective as the complement, with
subjectverb agreement. (S-V-C))

38

a subject + “to be” + prepositional phrase, with
subjectverb agreement. (S-V-P))

(III-L-1 (SC): HI-10: producing sentences (S-
V-O-P) using subjects, verbs and
prepositional phrases with subject-verb
agreement.)

using “There” + “to be” + subject +
prepositional phrase, with subject-verb
agreement.)

using subjects + verbs + direct object (noun),
with subject-verb agreement.) √+ √+
using subjects + verbs + object pronouns, with
subject-verb agreement.)

using adverbs to modify verbs.)

III-L-1 (SC): HI-15: producing imperative
sentences.

III-L-1 (SC): HI-16: producing compound
sentences.

using subject + verb + object (S-V-O) with
subject-verb agreement.)

39

using subject + verb + direct object + indirect
object (S-V-DO-IO) with subject-verb
agreement.)

III-L-1 (SC): HI-19: producing sentences
using the passive voice.

III-L-1 (SC): HI-20: producing a sentence
using present
real conditional.

HI-22: producing a compound sentence using
an independent clause + semi colon +
conjunctive adverb + independent clause

III-L-1 (SC): HI-21: constructing a sentence √+ √+
using reflexive pronouns.

III-L-1 (SC): HI-22: producing a compound
sentence using an independent clause + semi
colon + conjunctive adverb + independent
clause.

(III-L-1-(Q): HI-1: producing questions using
inflection when produced orally.)

(III-L-1-(Q): HI-2: producing Yes/No questions
in the simple present tense using “to do.”)

beginning with “to be” and containing a
complement in a variety of verb tenses.)

40

in the present progressive tense.)

in the simple past tense.)

in the simple future tense with instructional
support.)

in the past progressive tense.)

(III-L-1-(Q): B-8: producing Yes/No questions
in the future progressive tense.)

in the present perfect tense.)
√+ √+
(III-L-1-(Q): HI-10: producing Yes/No
questions in the present perfect progressive
tense.)

(III-L-1-(Q): HI-11: producing interrogative
sentences beginning with “What.”)

sentences beginning with “Where.”)

sentences beginning with “Who” or “Whom.”)

sentences beginning with “When.”)

sentences beginning with “Why.”)

41

sentences beginning with “How.”)

sentences beginning with “Which.”)

III-L-1-(Q): HI-18: producing interrogative
sentences beginning with “Whose.”

III-L-1-(Q): HI-19: producing questions with
“to be” + “there” + subject + preposition +
noun.
√+ √+
III-L-1-(Q): HI-20: producing Yes/No
questions using modal auxiliaries.

III-L-1-(Q): HI-21: producing an interrogative
sentence, introduced by an auxiliary verb
which offers two or more alternative
responses.

III-L-1-(Q): HI-22: producing questions,
including negative construction, with
contraction
4.L.1g Correctly use frequently confused
words (e.g., to, too, two; there, their).

III-L-2: HI-10: using context clues in a variety
of content texts to confirm the intended √+ √+ √+ √+ √+ √+
meaning of grade-level homonyms and
multiplemeaning words.

4.L.2 Demonstrate command of the See Writing Addendum:
conventions of standard English capitalization, Writing Elements W04.S2 √+ √+ √+
punctuation, and spelling when writing.
4.L.2a Use correct capitalization. √+ √+ √+ √+ √+ √+

42

4.L.2b Use commas and quotation marks to
mark direct speech and quotations from a text. √+ √+ √+ √+ √+
4.L.2c Use a comma before a coordinating
conjunction in a compound sentence. √+ √+ √+ √+
4.L.2d Spell grade-appropriate words
correctly, consulting references as needed. √+ √+ √+
4.L.3 Use knowledge of language and its See Writing Addendum:
conventions when writing, speaking, reading, Writing Elements W04.S2, W06.S2 √+ F √+
or listening.
4.L.3a Choose words and phrases to convey
ideas precisely. √+ √+ √+ √+
4.L.3b . Choose punctuation for effect.

√+ √+ √+

4.L.3c Differentiate between contexts that call
for formal English (e.g., presenting ideas) and
situations where informal discourse is √+ √+ √+
appropriate (e.g., small-group discussion).

43

4.L.4 Determine or clarify the meaning of R04.S1C4.01
unknown and multiple-meaning words and Use knowledge of root words and affixes to
phrases based on grade 4 reading and determine the meaning of unknown words.
content, choosing flexibly from a range of R04.S1C4.02
strategies. Use context to determine the relevant
meaning of a word.
(III-L-2: HI-2: identifying the meaning/usage R04.S1C4.05
of sight words and utilizing them in context.) Determine the meanings, pronunciations,
syllabication, synonyms, antonyms, and
(III-L-2: HI-3: identifying the meaning/usage parts of speech of words by using a variety of F F √+ √+
of high frequency words and utilizing them in reference aids, including dictionaries,
context.) thesauri, glossaries, and CD-ROM and
(III-L-2: HI-4 explaining the meaning and S1C4 (7%)
usage of grade-specific academic vocabulary
and symbols.)

4.L.4a Use context (e.g., definitions, S1C4 (7%)
examples, or restatements in text) as a clue to
the meaning of a word or phrase.

of content texts to confirm the intended
meaning of grade-level homonyms and F √+ √+ √+ √+ √+
multiple meaning words.

of content texts to confirm the intended
meaning of grade-level content words.

44

4.L.4b Use common, grade-appropriate Greek S1C4 (7%)
and Latin affixes and roots as clues to the
meaning of a word (e.g., telegraph,
photograph, autograph).

III-L-2: HI-7: using knowledge of base/root √+ √+ √+ √+
words and affixes (prefixes and suffixes) to
determine the meaning of unknown gradelevel
content words.

4.L.4c Consult reference materials (e.g., S1C4 (7%)
dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation and
determine or clarify the precise meaning of
key words and phrases. √+ √+ √+ √+
III-L-2: HI-14: using a dictionary to identify
meanings, spellings, and pronunciations of
grade-level content words.

45

4.L.5 Demonstrate understanding of figurative R03.S1C4.06
language, word relationships, and nuances in Determine the meaning of common
word meanings. synonyms, antonyms, and homonyms.
R04.S1C4.03
III-L-2: HI-13: interpreting the meaning of Determine the difference between figurative
figurative language including in a variety of language and literal language.
grade-level texts. R04.S1C4.04
Identify figurative language, including similes,
personification, and idioms.
R04.S1C4.05
Determine the meanings, pronunciations,
syllabication, synonyms, antonyms, and
parts of speech of words by using a variety of F F √+ √+ √+
reference aids, including dictionaries,
thesauri, glossaries, and CD-ROM and
R04.S1C4.06
Identify antonyms, synonyms, and
homonyms for given words within text.
S1C4 (7%)

4.L.5a Explain the meaning of simple similes S1C4 (7%)
and metaphors (e.g., as pretty as a picture) in
context. √+ F √+ √+ √+ √+

4.L.5b Recognize and explain the meaning of S1C4 (7%)
common idioms, adages, and proverbs.
F √+ √+ √+

46

4.L.5c Demonstrate understanding of words S1C4 (7%)
by relating them to their opposites (antonyms)
and to words with similar but not identical
meanings (synonyms).
F √+ √+ √+
III-L-2: HI-9: completing and explaining
analogous relationships (e.g., bravery:
courage :: smooth: ______).
4.L.6 Acquire and use accurately grade- See Writing Addendum:
appropriate general academic and domain- Writing Elements W04.S2
specific words and phrases, including those S1C4 (7%)
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).

F

47

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