PRIORITIZED STANDARDS
LAL GRADE 4
CPI 3.1.4F2 Infer specific word meanings in the context of reading passages
Secure
Developing
Beginning
♦ After reading a passage,
identify the meaning of
unknown words using
context clues (e.g., given
“He was frazzled because he
had too many things to do,”
choose the correct meaning
for “frazzled” from a choice
of three)*
♦ Identify relevant context clues when
given word meaning in sentences
(e.g., “He used the saw to cut the
tree.” The words “cut” and “used”
show it is the tool saw and not the
verb saw.)
♦ Given a choice of words, determine
which word makes sense for that
sentence (e.g., The boy ______ the
sled up the hill; a) pulled b) rode c)
gave)
♦ Determine if a given word
makes sense in the sentence
(e.g., The door ate the bug.)
♦ Identify what is happening
in a picture
♦ Match pictures to
corresponding words
CPI 3.1.4F4 Use a grade appropriate dictionary (independently) to define unknown words
Secure
Developing
Beginning
♦ Use a dictionary to define new
words
♦ Use word origins to define
new words
♦ Use a dictionary to look up
word roots, origins, or affixes to
define unfamiliar words
♦ Find specific words in a
dictionary using the guide words
♦ Identify guide words and
their purpose*
♦ Match the first letter of a
word to the correct section of
the dictionary
CPI 3.1.4G3 Cite evidence from text to support conclusions
Secure
♦ Provide information from a
text that justifies a conclusion
made about the text (e.g., “Do
you think James is smart in
James and the Giant Peach?
Why or why not?” “Yes. He
comes up with the idea of
lassoing the birds to make the
peach fly.”)*
♦ Answer “why” questions about
a text and match the sentence
from the text that best supports
the reason (e.g., Why did
Charlotte save Wilbur? Charlotte
saved Wilbur because they liked
each other. Evidence: Charlotte
told Wilbur, "I will be your
friend.")*
Developing
♦ Draw conclusions about a text
(e.g., why someone did
something, what will happen
next)
♦ Given a conclusion, identify
evidence from the text to support
that conclusion
♦ Answer comprehension
questions about a given
conclusion and identify evidence
from the text to support that
conclusion
Beginning
♦ Answer basic
comprehension questions
from a text (e.g., who, what,
when, where)
♦ Answer basic
comprehension questions
from a text and identify the
supporting details from the
text (e.g., by citing,
highlighting, touching)
CPI 3.1.4G5 Follow simple multiple-steps in written instructions
Secure
♦ Follow five sets of multiplestep written instructions to
complete a task (e.g., make a
poster highlighting important NJ
facts)*
Developing
♦ Follow five sets of two-step
written directions*
♦ Sequence five sets of two-step
written directions so they are in
logical order*
Beginning
♦ Follow five sets of one
step written directions*
♦ Identify common direction
words (e.g., stop, fold, cut,
paste, etc.)
CPI 3.1.4G8 Recognize differences among forms of literature, including poetry, drama, fiction,
and nonfiction
Secure
Developing
Beginning
♦ Compare and contrast two
forms of literature
♦ Identify differences between
fiction and nonfiction or
between poetry and fiction
♦ Identify a definition/traits of a
type of literature to examples of
that type (e.g., match “contains
rhyming words and stanzas” to
the poem “Bleezer’s Ice Cream”)
♦ Identify three different
types of literature (e.g.,
poetry, drama, fiction,
nonfiction)*
♦ Sort examples of literature
by their forms (e.g., poems,
drama)
CPI 3.2.4B2 Write informational reports across the curriculum that frame an issue or topic,
include facts and details, and draw from more than one source of information
Secure
Developing
Beginning
♦ Write a report about a
♦ Given an informational source,
♦ Match a topic sentence
science or social studies
such as a book or website,
to a specific topic
topic that outlines the
answer questions in writing
♦ Identify/match
pros and cons of an issue
about a specific topic (e.g.,
supporting details or
using two resource books
student uses an encyclopedia to
facts about an
or websites (e.g., should
find specific information about
informational topic
Pluto be considered a
New Jersey; or uses the NASA
♦ Write a topic sentence
planet?) rubric
website to find out specific
based on given
information about Jupiter)
♦ Write a report on a topic
details/facts
that includes a topic
♦ Write a topic sentence and
sentence and at least
identify details/facts that belong
three to five facts/details
with that topic sentence*
about the topic rubric
♦ Given a specific topic, compare
and contrast the information obtained
from two sources (e.g., compare and
contrast information about JFK
obtained from an encyclopedia and
from a 1963 article in Time
Magazine)
CPI 3.2.4B3 Craft writing to elevate its quality by adding detail, changing the order of ideas,
strengthening openings and closings, and using dialogue
Secure
Developing
Beginning
♦ Revise writing so that the
♦ Revise writing to add new
♦ Identify dialogue in writing
order of ideas matches those
dialogue with quotation marks in ♦ Identify words that often
presented in the topic sentence the proper place*
mark openings or closings (e.g.,
♦ Write a short piece of
♦ Revise sentences by adding or finally, lastly, last, to sum up,
dialogue between two people,
changing adjectives, adverbs,
to conclude, the most
using quotation marks and
and/or vivid verbs to add to a
important, first of all, at first)
commas rubric
sentence’s detail or quality
♦ Sequence ideas in order*
♦ Given a topic, write a text that ♦ Edit writing to show where to
provides the important details of add quotation marks
who, what, when, how and at
least one adjective rubric
CPI 3.2.4B7 Recognize the difference between complete sentences and sentence fragments, and
examine the uses of each in real-world writing
Secure
Developing
Beginning
♦ Write an original sentence that ♦ Identify sentence fragments
♦ Recognize the difference
includes a dependent clause
and sentences*
between a group of unrelated
♦ Combine two sentence
♦ Identify subject and verb of a
words and a sentence
fragments to make one complete sentence
♦ Identify the subject of a
sentence*
sentence
♦ Identify the verb of a
sentence
CPI 3.2.4C3 Use grade appropriate knowledge of English grammar and usage to craft writing,
such as subject/verb agreement, pronoun usage and agreement, and appropriate verb tense
Secure
Developing
Beginning
♦ Given a time, write sentences
♦ Classify sentences as past,
♦ Classify words as nouns or
with subject/verb agreement and present, or future based on verb
pronouns—must include both
the proper verb tense—must
tense—must include all three
nouns and pronouns
include all three tenses (e.g.,
tenses
♦ Classify words as verbs or
given
♦ Complete a sentence using the
nouns—must include
proper verb tense
the word yesterday, write a
♦ Match a pronoun to its referent verbs and nouns
sentence about yesterday; given (e.g., girl = she)
the word today, write a sentence
about today; given the word
tomorrow, write a sentence
about tomorrow)*
♦ Write sentences that include
subject/verb agreement and
pronouns
CPI 3.2.4C4 Use punctuation correctly in sentences, such as ending punctuation, commas and
quotation marks in dialogue
Secure
♦ Edit and revise work for
commas and end punctuation*
♦ Write using correct end
punctuation and commas
♦ Edit and revise work for
quotation marks, commas, and
end punctuation
♦ Write using correct quotation
marks, end punctuation, and
commas
Developing
♦ Revise work for quotation
marks
♦ Revise work for end
punctuation
♦ Revise work for commas
Beginning
♦ Complete a sentence using
correct end punctuation
♦ Match an end punctuation
mark to its purpose (e.g.,
period– makes a statement,
question mark–asks a
question)
CPI 3.2.4C5 Use capital letters correctly in sentences, for proper nouns, and in titles
Secure
♦ Write own sentences with
proper nouns, titles, and initial
word all correctly capitalized*
♦ Revise sentences so that they
have correct capital letters for
initial word, proper nouns, and
titles
Developing
♦ Identify when to capitalize a
noun
♦ Capitalize titles correctly
♦ Revise sentences so that they
have correct capital letters for
initial word and proper nouns
Beginning
♦ Sort nouns as proper or
common
♦ Use capital letter at the
beginning of a sentence