Standards are the floor. Mastery and understanding are the goal.

Explore how each subject becomes a coherent sequence of knowledge, reasoning, practice, and transfer—not a disconnected checklist.

Grade 4 Language Arts

43 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Reading Literature · CCSS.ELA-LITERACY.RL.4.1

Refer to details and examples for explicit meaning and inferences

Independently refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. across representations and contexts.

Component progression

  1. 1I can cite a specific detail or example from the text that explicitly states an answer.
  2. 2I can draw an inference by combining details from the text with reasoning.
  3. 3I can support a drawn inference by citing the specific text evidence it is based on.
Reading Literature · CCSS.ELA-LITERACY.RL.4.2

Determine theme from details and summarize

Independently determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. across representations and contexts.

Component progression

  1. 1I can identify details in a text, such as a character's response to a challenge, that reveal a theme.
  2. 2I can determine a theme of a story, drama, or poem based on identified details.
  3. 3I can summarize the text concisely, including its most important events or ideas.
Reading Literature · CCSS.ELA-LITERACY.RL.4.3

Describe characters, settings, and events in depth

Independently describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text, such as a character's thoughts, words, or actions. across representations and contexts.

Component progression

  1. 1I can gather specific details, such as a character's thoughts, words, or actions, from the text.
  2. 2I can describe a character in depth using multiple specific details from the text.
  3. 3I can describe a setting or event in depth using multiple specific details from the text.
Reading Literature · CCSS.ELA-LITERACY.RL.4.4

Determine word meanings including mythological allusions

Independently determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology. across representations and contexts.

Component progression

  1. 1I can determine the meaning of a word or phrase as it is used in a specific text passage.
  2. 2I can recognize when a word or phrase alludes to a significant character from mythology.
  3. 3I can interpret how a mythological allusion adds meaning to the text.
Reading Literature · CCSS.ELA-LITERACY.RL.4.5

Explain differences between poems, drama, and prose

Independently 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. across representations and contexts.

Component progression

  1. 1I can identify structural elements of a poem, such as verse, rhythm, or meter.
  2. 2I can identify structural elements of a drama, such as cast of characters, stage directions, or dialogue.
  3. 3I can explain a major difference between poems, drama, and prose by referring to their structural elements.
Reading Literature · CCSS.ELA-LITERACY.RL.4.6

Compare and contrast points of view in narration

Independently compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. across representations and contexts.

Component progression

  1. 1I can identify a story narrated in first person and explain how the reader knows.
  2. 2I can identify a story narrated in third person and explain how the reader knows.
  3. 3I can compare and contrast the points of view from which two different stories are narrated.
Reading Literature · CCSS.ELA-LITERACY.RL.4.7

Connect text to visual or oral presentation

Independently 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. across representations and contexts.

Component progression

  1. 1I can identify a specific description or direction given in the story or drama's text.
  2. 2I can identify how a visual or oral presentation reflects a specific description from the text.
  3. 3I can compare the text's description to its visual or oral presentation, noting similarities and differences.
Reading Literature · CCSS.ELA-LITERACY.RL.4.9

Compare themes and topics across cultures

Independently compare and contrast the treatment of similar themes and topics, such as opposition of good and evil, and patterns of events, such as the quest, in stories, myths, and traditional literature from different cultures. across representations and contexts.

Component progression

  1. 1I can identify a similar theme or pattern of events, such as a quest, shared by stories from different cultures.
  2. 2I can describe how each of two stories from different cultures treats the shared theme or pattern.
  3. 3I can compare and contrast how two stories from different cultures treat a similar theme or topic.
Reading Literature · CCSS.ELA-LITERACY.RL.4.10

Read and comprehend grade 4-5 literature

Independently 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. across representations and contexts.

Component progression

  1. 1I can read a story or drama within the grades 4-5 text complexity band with understanding.
  2. 2I can read a poem within the grades 4-5 text complexity band with understanding.
  3. 3I can demonstrate proficient comprehension of a grade 4-5 complexity literary text by answering questions about it.
Reading Informational Text · CCSS.ELA-LITERACY.RI.4.1

Refer to details and examples for explanations and inferences

Independently refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. across representations and contexts.

Component progression

  1. 1I can cite a specific detail or example from an informational text that explicitly states an answer.
  2. 2I can draw an inference by combining details from an informational text with reasoning.
  3. 3I can support a drawn inference by citing the specific text evidence it is based on.
Reading Informational Text · CCSS.ELA-LITERACY.RI.4.2

Determine main idea, supporting details, and summary

Independently determine the main idea of a text and explain how it is supported by key details; summarize the text. across representations and contexts.

Component progression

  1. 1I can determine the main idea of an informational text.
  2. 2I can explain how specific key details support the identified main idea.
  3. 3I can summarize the informational text concisely, including its main idea and key supporting details.
Reading Informational Text · CCSS.ELA-LITERACY.RI.4.3

Explain events, procedures, ideas, or concepts

Independently 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. across representations and contexts.

Component progression

  1. 1I can explain a specific event, procedure, idea, or concept described in a historical, scientific, or technical text.
  2. 2I can explain why a described event, idea, or concept occurred, using specific information from the text.
  3. 3I can accurately sequence the events or steps described in a historical, scientific, or technical text.
Reading Informational Text · CCSS.ELA-LITERACY.RI.4.4

Determine meanings of academic and domain-specific words

Independently determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. across representations and contexts.

Component progression

  1. 1I can identify a general academic word or phrase relevant to the text's topic.
  2. 2I can identify a domain-specific word or phrase relevant to the text's subject area.
  3. 3I can use context to determine the meaning of an academic or domain-specific word or phrase.
Reading Informational Text · CCSS.ELA-LITERACY.RI.4.5

Describe overall text structure

Independently describe the overall structure, such as chronology, comparison, cause/effect, or problem/solution, of events, ideas, concepts, or information in a text or part of a text. across representations and contexts.

Component progression

  1. 1I can identify words or phrases that signal a text's organizational structure, such as 'because' for cause/effect.
  2. 2I can identify whether a text is organized by chronology, comparison, cause/effect, or problem/solution.
  3. 3I can describe how the identified structure organizes the text's events, ideas, or information.
Reading Informational Text · CCSS.ELA-LITERACY.RI.4.6

Compare firsthand and secondhand accounts

Independently compare and contrast a firsthand and secondhand account of the same event or topic, describing the differences in focus and the information provided. across representations and contexts.

Component progression

  1. 1I can identify a firsthand account of an event and explain how the reader knows it is firsthand.
  2. 2I can identify a secondhand account of the same event and explain how the reader knows it is secondhand.
  3. 3I can compare and contrast the focus and information provided by a firsthand versus a secondhand account of the same event.
Reading Informational Text · CCSS.ELA-LITERACY.RI.4.7

Interpret visual, oral, and quantitative information

Independently 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. across representations and contexts.

Component progression

  1. 1I can interpret the information presented in a chart, graph, or diagram accurately.
  2. 2I can interpret quantitative information or information presented orally accurately.
  3. 3I can explain how the interpreted visual, oral, or quantitative information contributes to understanding the text.
Reading Informational Text · CCSS.ELA-LITERACY.RI.4.8

Explain how an author uses reasons and evidence

Independently explain how an author uses reasons and evidence to support particular points in a text. across representations and contexts.

Component progression

  1. 1I can identify a particular point the author makes in a text.
  2. 2I can identify the reasons and evidence the author uses to support a particular point.
  3. 3I can explain how the identified reasons and evidence support the author's point.
Reading Informational Text · CCSS.ELA-LITERACY.RI.4.9

Integrate information from two texts

Independently integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. across representations and contexts.

Component progression

  1. 1I can identify relevant information about a topic from each of two texts.
  2. 2I can combine information from two texts on the same topic into a unified understanding.
  3. 3I can write or speak about a topic knowledgeably, drawing on integrated information from two texts.
Reading Informational Text · CCSS.ELA-LITERACY.RI.4.10

Read and comprehend grade 4-5 informational texts

Independently by the end of the 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. across representations and contexts.

Component progression

  1. 1I can read an informational text within the grades 4-5 text complexity band with understanding.
  2. 2I can apply appropriate reading strategies while reading a grade-level history, science, or technical text.
  3. 3I can demonstrate proficient comprehension of a grade 4-5 complexity informational text by answering questions about it.
Foundational Reading · CCSS.ELA-LITERACY.RF.4.3

Apply Grade 4 phonics and word-analysis skills

Independently know and apply grade-level phonics and word-analysis skills in decoding words, including using combined knowledge of letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of context. across representations and contexts.

Component progression

  1. 1I can combine syllabication patterns and knowledge of prefixes, suffixes, and roots to decode an unfamiliar multisyllabic word.
  2. 2I can decode an unfamiliar multisyllabic word accurately as it appears within a sentence or passage.
  3. 3I can decode an unfamiliar multisyllabic word accurately when presented in isolation.
Foundational Reading · CCSS.ELA-LITERACY.RF.4.4

Read with accuracy and fluency to support comprehension

Independently read with sufficient accuracy and fluency to support comprehension, reading grade-level text with purpose and understanding, and using context to confirm or self-correct word recognition, rereading as necessary. across representations and contexts.

Component progression

  1. 1I can read a grade 4 text with sufficient accuracy and appropriate expression to support comprehension.
  2. 2I can use context to confirm word recognition or self-correct when a word doesn't make sense.
  3. 3I can reread a passage as necessary to clarify or confirm understanding.
Writing · CCSS.ELA-LITERACY.W.4.1

Write organized opinions supported by facts and details

Independently write opinion pieces on topics or texts, supporting a point of view with reasons and information, grouping related reasons and linking them with words and phrases, and providing a concluding statement related to the opinion presented. across representations and contexts.

Component progression

  1. 1I can state an opinion on a topic or text and group related reasons, linked with words and phrases, to support the writer's purpose.
  2. 2I can support each reason with relevant facts and details.
  3. 3I can write a concluding statement related to the stated opinion.
Writing · CCSS.ELA-LITERACY.W.4.2

Write organized informative texts with precise facts

Independently write informative/explanatory texts to examine a topic and convey ideas and information clearly, using precise facts, details, and quotations, and organizing information into related paragraphs. across representations and contexts.

Component progression

  1. 1I can organize information about a topic into paragraphs grouped by related ideas.
  2. 2I can use precise facts, details, and quotations to convey information about the topic clearly.
  3. 3I can write a concluding statement or section related to the information presented.
Writing · CCSS.ELA-LITERACY.W.4.3

Write narratives with technique, details, and sequence

Independently write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. across representations and contexts.

Component progression

  1. 1I can orient the reader by establishing a situation and introducing a narrator or characters.
  2. 2I can use descriptive details and dialogue to develop experiences and events.
  3. 3I can organize an event sequence that unfolds naturally and clearly for the reader.
Writing · CCSS.ELA-LITERACY.W.4.4

Produce clear and coherent writing

Independently produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. across representations and contexts.

Component progression

  1. 1I can identify the task, purpose, and audience for a given piece of writing.
  2. 2I can organize a piece of writing in a way appropriate to its task, purpose, and audience.
  3. 3I can produce writing that is clear and coherent from sentence to sentence and paragraph to paragraph.
Writing · CCSS.ELA-LITERACY.W.4.5

Develop and strengthen writing through the writing process

Independently with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. across representations and contexts.

Component progression

  1. 1I can plan a piece of writing before drafting, with guidance and support.
  2. 2I can revise a piece of writing to strengthen its content and organization, with guidance and support.
  3. 3I can edit a piece of writing to correct conventions, with guidance and support.
Writing · CCSS.ELA-LITERACY.W.4.6

Use technology to produce and publish writing

Independently with 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. across representations and contexts.

Component progression

  1. 1I can use technology, including the internet, to produce a piece of writing, with guidance and support.
  2. 2I can use technology to publish writing and interact or collaborate with others, with guidance and support.
  3. 3I can demonstrate sufficient keyboarding skill to type at least one page in a single sitting.
Writing · CCSS.ELA-LITERACY.W.4.7

Conduct short research projects

Independently conduct short research projects that build knowledge through investigation of different aspects of a topic. across representations and contexts.

Component progression

  1. 1I can identify different aspects of a topic worth investigating for a short research project.
  2. 2I can investigate different aspects of a topic using available sources.
  3. 3I can build knowledge of a topic by synthesizing findings from a short research project.
Writing · CCSS.ELA-LITERACY.W.4.8

Gather, categorize, and cite information

Independently 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. across representations and contexts.

Component progression

  1. 1I can gather relevant information about a topic from print and digital sources.
  2. 2I can take notes on gathered information and categorize it by related ideas.
  3. 3I can provide a list of the sources used to gather information for a research project.
Writing · CCSS.ELA-LITERACY.W.4.9

Draw evidence from literary or informational texts

Independently draw evidence from literary or informational texts to support analysis, reflection, and research. across representations and contexts.

Component progression

  1. 1I can draw specific evidence from a literary text to support an analysis or reflection.
  2. 2I can draw specific evidence from an informational text to support an analysis or reflection.
  3. 3I can use drawn text evidence to support a piece of research writing.
Writing · CCSS.ELA-LITERACY.W.4.10

Write routinely for a range of tasks and purposes

Independently 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. across representations and contexts.

Component progression

  1. 1I can produce a piece of writing within a shorter time frame, such as a single sitting.
  2. 2I can produce a piece of writing over an extended time frame that includes research, reflection, and revision.
  3. 3I can adjust a piece of writing appropriately for its specific task, purpose, and audience.
Speaking And Listening · CCSS.ELA-LITERACY.SL.4.1

Engage in collaborative discussions

Independently engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. across representations and contexts.

Component progression

  1. 1I can come prepared to a discussion having read or studied the topic or text.
  2. 2I can build on a comment or idea shared by another participant in a discussion.
  3. 3I can express one's own ideas clearly in a collaborative discussion.
Speaking And Listening · CCSS.ELA-LITERACY.SL.4.2

Paraphrase text read aloud or media information

Independently paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. across representations and contexts.

Component progression

  1. 1I can paraphrase a portion of a text read aloud accurately in one's own words.
  2. 2I can paraphrase information presented visually, quantitatively, or orally in diverse media.
  3. 3I can check a paraphrase against the original text or presentation to confirm it preserves the correct meaning.
Speaking And Listening · CCSS.ELA-LITERACY.SL.4.3

Identify a speaker's reasons and evidence

Independently identify the reasons and evidence a speaker provides to support particular points. across representations and contexts.

Component progression

  1. 1I can identify a particular point a speaker makes during a presentation.
  2. 2I can identify the reasons and evidence a speaker provides to support a particular point.
  3. 3I can evaluate whether a speaker's reasons and evidence actually support the point being made.
Speaking And Listening · CCSS.ELA-LITERACY.SL.4.4

Report on a topic or experience in an organized manner

Independently 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. across representations and contexts.

Component progression

  1. 1I can organize a report, story, or recounted experience in a clear, logical manner.
  2. 2I can use appropriate facts and relevant, descriptive details to support the main ideas or themes of a presentation.
  3. 3I can speak clearly at a pace a listener can understand during an oral presentation.
Speaking And Listening · CCSS.ELA-LITERACY.SL.4.5

Add audio and visual displays to presentations

Independently add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. across representations and contexts.

Component progression

  1. 1I can select an audio recording or visual display appropriate to a presentation's main ideas or themes.
  2. 2I can add a selected audio recording or visual display to a presentation to enhance it.
  3. 3I can explain how an added audio or visual element enhances the audience's understanding of the presentation's main ideas.
Speaking And Listening · CCSS.ELA-LITERACY.SL.4.6

Differentiate formal and informal English contexts

Independently differentiate between contexts that call for formal english, such as presenting ideas, and situations where informal discourse is appropriate, such as small-group discussion; use formal english when appropriate to task and situation. across representations and contexts.

Component progression

  1. 1I can identify a speaking situation, such as a formal presentation, that calls for formal english.
  2. 2I can identify a speaking situation, such as small-group discussion, where informal discourse is appropriate.
  3. 3I can use formal english appropriately when the task and situation call for it.
Language · CCSS.ELA-LITERACY.L.4.1

Use Grade 4 grammar and usage

Independently demonstrate command of the conventions of standard english grammar and usage when writing or speaking, including using relative pronouns and relative adverbs, and forming and using progressive verb tenses. across representations and contexts.

Component progression

  1. 1I can use relative pronouns, such as who or that, and relative adverbs, such as where or when, correctly.
  2. 2I can form and use progressive verb tenses to express an ongoing action.
  3. 3I can order adjectives within a sentence according to conventional patterns.
Language · CCSS.ELA-LITERACY.L.4.2

Use Grade 4 capitalization, punctuation, and spelling

Independently demonstrate command of the conventions of standard english capitalization, punctuation, and spelling when writing, including using commas and quotation marks to mark direct speech and quotations from a text. across representations and contexts.

Component progression

  1. 1I can use commas and quotation marks correctly to mark direct speech.
  2. 2I can use quotation marks correctly when quoting directly from a text.
  3. 3I can spell grade-appropriate words correctly, consulting references as needed.
Language · CCSS.ELA-LITERACY.L.4.3

Use knowledge of language conventions

Independently use knowledge of language and its conventions when writing, speaking, reading, or listening, including choosing words and phrases to convey ideas precisely. across representations and contexts.

Component progression

  1. 1I can choose precise words and phrases to convey ideas clearly in writing.
  2. 2I can compare two word choices and explain which conveys an idea more precisely.
  3. 3I can adjust word choice and language conventions for a specific audience or situation.
Language · CCSS.ELA-LITERACY.L.4.4

Determine meanings using context, roots, affixes, and references

Independently 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, including using common greek and latin affixes and roots as clues. across representations and contexts.

Component progression

  1. 1I can use context clues to determine the meaning of an unfamiliar word.
  2. 2I can use knowledge of common greek and latin roots and affixes to determine the meaning of an unfamiliar word.
  3. 3I can use a dictionary or other reference material to verify the meaning of an unfamiliar word.
Language · CCSS.ELA-LITERACY.L.4.5

Interpret figurative language and word relationships

Independently demonstrate understanding of figurative language, word relationships, and nuances in word meanings, including explaining the meaning of simple similes and metaphors in context and recognizing common idioms, adages, and proverbs. across representations and contexts.

Component progression

  1. 1I can explain the meaning of a simple simile or metaphor as it is used in context.
  2. 2I can recognize a common idiom, adage, or proverb and explain its meaning.
  3. 3I can distinguish between the literal and figurative meaning of a word or phrase in context.
Language · CCSS.ELA-LITERACY.L.4.6

Acquire and use academic and domain-specific vocabulary

Independently acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. across representations and contexts.

Component progression

  1. 1I can acquire and use a general academic word or phrase accurately in speaking or writing.
  2. 2I can acquire and use a domain-specific word or phrase accurately, relevant to a specific topic.
  3. 3I can use a precise word to signal a specific action, emotion, or state of being.
Request Academy Access