1st
Qtr
2nd
Qtr
3rd
Qtr
Pre-tests and Post-tests will
include an argumentative writing
prompt.
35%
30%
30%
Writing: Text Types and Purposes
Narrative
Explain/Inform
Opinion
Grade 4 Testing Guidelines PARCC Common Core
2012-2013
CCSS
SLE
W.4.4.1
W.4.4.2
W.4.4.3
W.5.4.1
W.6.4.20
W.4.4.6
W.6.4.21
W.5.4.2
W.4.4.8
CC..4.W.1
IR 12.2.6
W.7.3.4
W.4.5.7
W.9.5.10
W.4.5.1
W.7.5.3
CC.4.W.2
W.5.4.5
W.4.4.1
W.5.4.6
W.5.4.1
W.7.4.1
W.6.4.20
W.4.4.5
W.4.4.7
W.7.4.5
W.5.4.2
W.6.4.16
W.7.4.6
W.5.4.6
W.5.2.7
W.7.3.4
W.4.5.7
W.7.5.3
CC.4.W.3
W.5.4.6
W.7.4.2
W.5.4.1
W.5.4.8
W.6.4.20
R.10.4.13
W.7.4.2
W. 4.4.6
W.6.4.16
W.5.4.6
W.7.4.2
W.7.4.6
W.7.4.3
W.5.4.6
W.4.4.8
Text Types and Purposes: Write opinion pieces on
topics or texts, supporting a point of view with
reasons and information.
W.4.1a Text Types and Purposes: 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.
W.4.1b Text Types and Purposes: Provide
reasons that are supported by facts and details.
W.4.1c Text Types and Purposes: Link opinion
and reasons using words and phrases (e.g., for
instance, in order to, in addition).
W.4.1.d Text Types and Purposes: Provide a
concluding statement or section related to the
opinion presented.
Text Types and Purposes: Write
informative/explanatory texts to examine a topic
and convey ideas and information clearly.
W.4.2a Text Types and Purposes: Introduces a
topic clearly and group related information in
paragraphs and sections; include formatting (e.g.,
headings). Illustrations, and multimedia when
useful to aiding comprehension
W.4.2b Text Types and Purposes: Develop the
topic with facts, definitions, concrete details,
quotations, or other information and examples
related to the topic.
W.4.2c Text Types and Purposes: Link ideas
within categories of information using words and
phrases (e.g., another for example, also because).
W.4.2d Text Types and Purposes: Use precise
language and domain-specific vocabulary to
inform about or explain the topic.
W.4.2e Text Types and Purposes: Provide a
concluding statement or section related to the
information or explanation presented.
Text Types and Purposes: Write narratives to
develop real or imagined experiences or events
using affective technique, descriptive details and
clear event sequences.
W.4.3a Text Types and Purposes: Orient the
reader by establishing a situation and introducing
a narrator and/or characters; organize an event
sequence that unfolds naturally.
W.4.3b Text Types and Purposes: Use dialogue
and description to develop experiences and
events or show the responses of characters to
situations.
W.4.3c Text Types and Purposes: Use a variety of
transitional words and phrases to manage the
sequence of events.
W.4.3d Text Types and Purposes: Use concrete
words and phrases to sensory details to convey
4th
Qtr
All
Although stating one’s opinion and providing
support for it will be the type of writing assessed on
the pre- and post-tests, students should engage in a
variety of writing genres throughout the year.
Recommended percentage of time allotted for each
genre is posted above. Genres may overlap during
the course of any nine weeks.
Although stating one’s opinion and providing
support for it will be the type of writing assessed on
the pre- and post-tests, students should engage in a
variety of writing genres throughout the year.
Recommended percentage of time allotted for each
genre is posted above. Genres may overlap during
the course of any nine weeks.
Although stating one’s opinion and providing
support for it will be the type of writing assessed on
the pre- and post-tests, students should engage in a
variety of writing genres throughout the year.
Recommended percentage of time allotted for each
genre is posted above. Genres may overlap during
the course of any nine weeks.
R.7.2.4
W.7.3.4
W.4.5.7
W.7.5.3
experiences and events precisely.
W.4.3e Text Types and Purposes: Provide a
conclusion that follows from the narrated
experiences or events.
Writing: Production and
Distribution of Writing
CC.4.W.4
W.5.4.1
W. 4.4.1
W.4.4.11
W.4.4.10
R.10.4.13
W.5.2.7
W.5.2.8
w.4.8.3
W.7.4.8
W.4.4.11
W.4.4.12
W.4.4.10
W.4.4.13
W.4.4.14
W.7.4.7
W. 6.4.6
W.6.4.8
CC.4.W.5
CC.4.W.6
W.4.2.1
W.4.2.2
W.4.2.3
W. 4.2.8
W. 4.2.9
W.4.2.10
W.4.2.11
W.4.4.16
W.4.4.4
W.4.4.13
W.4.4.12
W.4.4.10
W.4.4.15
W.4.4.14
W.4.4.11
Production and Distribution of Writing: Produce
clear and coherent writing in which the
development and organization are appropriate to
task, purpose, and audience. (Grade-specific
expectations for writing types are defined in
standards 1-3 above.)
Production and Distribution of Writing: With
guidance and support from peers and adults,
develop and strengthen writing as needed by
planning, revising, and editing. (editing for
conventions should demonstrate command of
Language standards 1-3 up to and including
grades 4 on page 29.)
Production and Distribution of Writing: 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.
Although stating one’s opinion and providing
support for it will be the type of writing assessed on
the pre- and post-tests, students should engage in a
variety of writing genres throughout the year.
Recommended percentage of time allotted for each
genre is posted above. Genres may overlap during
the course of any nine weeks.
Punct./ Capital
Usage
Spelling
T
All
T
T
T
W.4.2.16
Writing: Research to Build
and Present Knowledge
IR 12.4.4
W.4.4.9
W.5.4.5
CC.4.W.7
IR 12.4.7
W.5.4.9
W.5.4.3
CC.4.W.8
CC.4.W.9
W.5.5.5
W.5.7.5
W.4.9.1
W.4.4.3
R.9.4.2
W.7.4.4
R.9.4.8
Research to Build and Present Knowledge:
Conduct short research projects that build
knowledge through investigation of different
aspects of a topic.
T using
research
project
Research to Build and Present Knowledge: 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.
T using
research
project
Research to Build and Present Knowledge: Draw
evidence from literary or informational texts to
support analysis, reflection, and research.
W.4.9a Research to Build and Present Knowledge:
Draw evidence
from literary
and
informational
Draw evidence
from
informational
text
Explain how an
author uses
reasons and
evidence to
Draw evidence
from literary
texts
R.9.4.7
R. 9.4.9
W.5.4.5
W.5.2.11
W.5.2.8
IR12.5.6
W.9.5.7
Apply grade 4 Reading standards to 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]
W.4.9b Research to Build and Present Knowledge:
Apply grade 4 Reading standards to informational
texts (e.g., "Explain how an author uses reasons
and evidence to support particular points in a
text").
text
Describe
elements of
narrative text
support points
in a text
Writing: Range of Writing
W.5.4.4
W.5.4.10
W.5.4.3
CC.4.W.10
W.5.2.3
W.5.2.13
W.5.2.14
Range of Writing: 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.
T
T
T
T
Language: Conventions of
Standard English
CC.4.L..1
W.6.4.5
W.4.4.13
W.6.4.9
W.6.4.7
W.6.4.4
W.6.4.2
W.6.4.1
W.6.4.10
OV.1.5.7
W.6.5.5
W.6.5.6
W.6.5.7
W.6.5.9
W.6.6.5
W.6.6.6
W.6.6.8
W.6.7.4
W.6.8.4
CC.4.L.2
W.6.4.10
W.6.4.11
W.6.4.12
W.6.4.13
W.6.4.14
W.6.4.16
W.6.4.17
W.6.4.18
W.5.4.13
IR12.4.3
R.11.4.9
W.6.5.8
Conventions of Standard English: Demonstrate
command of the conventions of standard English
grammar and usage when writing or speaking.
L.4.1a Conventions of Standard English: Use
relative pronouns (who, whose, whom, which,
that) and relative adverbs (where, when, why).
L.4.1b Conventions of Standard English: Form
and use the progressive (e.g., I was walking: I am
walking will be walking) verb tenses.
L.4.1c Conventions of Standard English: Use
modal auxiliaries (e.g. can, may must) to convey
various conditions.
L.4.1d Conventions of Standard English: Order
adjectives within sentences according to
conventional patterns (e.g., a small red bag rather
than a red small bag.)
L.4.1e Conventions of Standard English: Form
and use prepositional phrases.
L.4.1f Conventions of Standard English: Produce
complete sentences, recognizing and correcting
inappropriate fragments and run-ons
L.4.1g Conventions of Standard English: Correctly
use frequently confused words (e.g., to , too, two,
there, their)
Order
Adjectives
Relative
Pronouns
Verbs
Frequently
confused
words/homophon
es
Verb tenses
Auxiliaries
Relative
Adverbs
Modal
auxiliaries
Prepositional
Phrases
Progressive
Verb forms
Fragments and
Run-ons
Word Parts
Conventions of Standard English: Determine or
clarify the meaning of unknown and multiplemeaning words and phrases by using context
clues, analyzing meaningful word parts, and
consulting general and specialized reference
materials, as appropriate.
L.4.2a Conventions of standard English: Use
correct capitalization.
L.4.2b Conventions of Standard English: Use
Commas and quotation marks to mark direct
speech and quotations from a text.
L.4.2c Conventions of Standard English: Use a
comma before a coordinating conjunction in a
compound sentence.
L.4.2d Conventions of Standard English: Spell
grade-appropriate words correctly, consulting
references as needed.
Capitalization
Context
Clues
Spelling
Commas
Quotation
marks
Use of
reference
materials
Commas
before
coordinating
conjunctions
Multiplemeaning words
Language: Knowledge of
Language
OV.1.4.6
W.4.4.1
W.5.4.2
OV.1.4.6
W.4.4.1
W.5.4.2
W.7.4.3
OV.1.4.3
CC.4.L.3
W.6.5.1
W.6.6.11
W.4.6.3
Choose words
and phrases to
convey precise
ideas
Knowledge of Language: Use knowledge of
language and its conventions when writing,
speaking, reading or listening.
L.4.3a Knowledge of Language: Choose words
and phrases to convey ideas precisely.
L.4.3b Knowledge of Language: Choose
punctuation for effect.
L.4.3c Knowledge of Language: Differentiate
between contexts that call for formal English (e.g.
Presenting ideas) and situations where informal
discourse is appropriate (e.g. small-group
discussions.)
Choose
punctuation for
effect
Differentiate
between
context and
situations that
call for formal
and informal
English
Language: Vocabulary
Acquisition
R.11.4.1
IR12.4.3
IR.12.4.2
IR.12.4.4
CC.4.L..4
R.11.5.9
R.11.3.9
CC.4.L..5
R.11.5.7
W. 7.5.1
R.11.5.2
R.11.5.3
R.11.5.6
W.7.5.1
CC.4.L..6
R.11.5.2
R.11.5.3
R.11.5.7
R.11.5.6
OV1.5.1
Vocabulary Acquisition and Use: Determine or
clarify the meaning of unknown and multiple
meaning words and phrases based on grade 4
reading and content choosing flexibility from a
range of strategies
L.4.4a Vocabulary Acquisition and Use: Use
context (e.g. definitions, examples, or
restatements in text) as a clue to the meaning of a
word or phrase.
L.4.4b Vocabulary Acquisition and Use: Use
common, grade appropriate Greek and Latin
affixes and roots as clues to the meaning of a
word (eg. telegraph, photograph, autograph)
L.4.4c Vocabulary Acquisition and Use: Consult
reference materials, (e.g. dictionaries, glossaries,
thesauruses). Both print and digital to determine
or clarify the precise meaning of key words and
phrases
Context
Vocabulary Acquisition and Use: Demonstrate
understanding of figurative language, word
relationships, and nuances in word meanings.
L.4.5a Vocabulary Acquisition and Use: Explain
the meaning of simple similes and metaphors
(e.g., as pretty as a picture) in context.
L.4.5b Vocabulary Acquisition and Use: Recognize
and explain the meaning of common idioms,
adages, and proverbs.
L.4.5c Vocabulary Acquisition and Use:
Demonstrate understanding of words by relating
them to their opposites (antonyms) and to words
with similar but not identical meanings
(synonyms).
Similes and
metaphors
Vocabulary Acquisition and Use: 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 (e.g., quizzed, whined, stammered)
and that are basic to a particular topic (e.g.,
wildlife, conservation, and endangered when
discussing animal preservation).
Consult
reference
materials
Affixes
Root Words
Synonyms and
antonyms
Idioms,
adages, and
proverbs
T
T
All
T
Speaking and Listening: Comprehension and Collaboration
OV1.4.8
OV.1.4.2
OV.1.4.3
OV.2.4.1
OV.1.4.6
OV.1.4.12
CC.4.SL.1
OV.1.4.4
OV.1.4.9
OV.2.4.3
OV.1.4.7
OV.1.4.13
OV.2.4.6
OV.1.4.5
OV.1.4.9
OV.1.4.12
IR.12.4.1
OV.1.4.1
SL.4.1 Comprehension and Collaboration: 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.
SL.4.1a Comprehension and Collaboration: 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.
SL.4.1b Comprehension and Collaboration: Follow
agreed upon rules for discussions and carry out
assigned roles.
SL.4.1c Comprehension and Collaboration: 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.
SL.4.1d Comprehension and Collaboration:
Review the key ideas expressed and explain their
own ideas and understanding in light of the
discussion.
OV.3.4.1
OV.3.4.4
OV.3.4.2
Comprehension and Collaboration: Paraphrase
portions of a text read aloud or information
presented in diverse media and formats, including
visually quantitatively, and orally
OV.2.4.2
OV.2.4.4
OV.2.4.1
Comprehension and Collaboration: Identify the
reasons and evidence a speaker provides to
support particular points
CC.4.SL.2
T using
research
project
T using
research
project
T using
research
project
CC.4.SL.3
Speaking and Listening: Presentation of Knowledge and Ideas
CC.4.SL 4
Presentation of Knowledge and Ideas:
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.
CC.4.SL.5
Presentation of Knowledge and Ideas: Add
audio recordings and visual displays to
presentations when appropriate to enhance
the development of maid idea or themes.
OV.1.4.10
OV.1.4.11
OV.3.5.3
OV.1.3.10
OV.2.4.5
CC.4.SL.6
Presentation of Knowledge and Ideas:
Differentiate between contexts that call for
formal English (e.g., presenting ideas) and
situations where informal discourse is
appropriate (e.g., small-group discussion):
use formal English when appropriate to task
and situation. (See grade 4 Language
T using
research
project
T using
research
project
T
standards 1 and 3 on page 28 for specific
expectations.
Reading Literature: Key
Ideas and Details
R.9.2.7
R. 9.K.7
R. 9.K.8
CC.4.R.L.1
CC.4.R.L.2
R.9.4.9
R.9.4.7
R.9.4.12
Key Ideas and Details: Refer to details and
examples in a text when explaining what the
text says explicitly and when drawing
inferences from the text.
Literary/
Informational
Informational/
Practical
Practical/
Informational
Literary/
Poetry
T
T
Key Ideas and Details: Determine a theme of
a story, drama, or poem from details in the
text; summarize the text.
T
T
R.9.4.2
R.10.4.12
R.9.5.20
R.9.5.8
CC.4.R.L.3
Key Ideas and Details: Describe characters in
a story (e.g., their traits, motivations, or
feelings) and explain how their actions
contribute to the sequence of events.
T
T
Reading Literature: Craft
and Structure
R.11.4.1
R.9.4.11
CC.4.R.L.4
CC.4.R.L.5
R.10.4.15
R.10.4.16
R.10.4.17
R.10.4.3
R.10.4.7
R.5.4.7
R.10.2.16
R.10.5.11
R.10.5.12
R.10.8.9
R.9.4.8
CC.4.R.L.6
R.9.7.10
Craft and Structure: Determine the meaning
of words and phrases as they are used in a
text, including those that allude to significant
characters found in mythology (e.g.
Herculean)
Craft and Structure: Explain major
differences between poems, drama, and
prose, and refer to the structural elements of
poems (e.g. casts of characters, setting
descriptions, dialogue, stage directions) when
writing or speaking about a text
T
T
Stories
Drama
Poetry
Craft and Structure: Compare and contrast
the point of view from which different stories
are narrated, including the difference
between first - and - third person narrations:
T
T
Reading Literature:
Integration of Knowledge
and Ideas
CC.4.R.L.7
CC.4.R.L.8
R.9.4.2
R.9.4.3
R.9.4.4
R.10.4.7
R.9.4.5
Integration of Knowledge and Ideas: 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.
R.9.4.8
Integration of Knowledge and Ideas: Explain
how an author uses reasons and evidence to
support particular points in a text.
T
T
T
T
CC.4.R.L.9
R.10.4.10
R.9.4.6
R.9.4.10
R.10.4.2
R.10.4.3
Integration of Knowledge and Ideas:
Compare and contrast the treatment of
similar themes and topics (e.g. opposition of
good and evil) and patterns of events (e.g.,
the quest in stories, myths, and traditional
literature from different cultures.
R.9.8.3
T
Range of Reading and
Complexity of Text
R.11.4.11
R.11.4.12
R.11.4.13
R.10.4.3
R.10.4.2
R.10.4.4
R.10.4.1
R.10.4.5
R.10.4.11
Range of Reading and Complexity of Text: 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.
NT
NT
NT
Key Ideas and Details: Refer to details and
examples in a text when explaining what the
text says explicitly and when drawing
inferences from the text.
T
T
T
Key Ideas and Details: Determine the main
idea of a text and explain how it is supported
by key details; summarize the text.
T
T
T
Historical
and/or
scientific text
Technical
Text
T
T
Chronology/
comparison
All
CC.4.R.L.10
R.10.2.16
R.9.8.3
Reading Informational:
Key Ideas and Details
CC.4.R.I. 1
R.9.4.7
R.9.4.9
R.9.4.12
CC.4.R.I. 2
R.10.5.6
R.10.5.7
CC.4.R.I.3
R.9.4.12
R.10.4.8
Key Ideas and Details: 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.
Reading Informational:
Craft and Structure
R.11.4.8
R.11.4.1
CC.4.R.I.4
R.11.5.9
R.10.4.3
R.10.4.7
R.10.4.9
CC.4.R.I.5
R.9.3.1
R.10.2.10
R.10.5.5
R.10.4.2
CC.4.R.I.6
OV 3.2.3
R.9.7.10
Craft and Structure: Determine the meaning
of general academic and domain-specific
words and phrases in a text relevant to a
grade 4 topic or subject area.
Craft and Structure: Describe the overall
structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events,
ideas, concepts, or information in a text or
part of a text.
T
Problem/
Solution
Cause/
Effect
Craft and Structure: Compare and contrast a
firsthand and secondhand account of the
same event or topic; describe the differences
in focus and the information provided.
T
Reading Informational:
Integration of Knowledge
and Ideas
CC.4.R.I.7
R.10.4.6
R.9.4.5
R.9.4.10
R.10.4.7
Integration of Knowledge and Ideas:
Interpret information presented visually,
orally and quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations, or
interactive elements on Web pages) and
T
T
NT
R.9.5.15
R.10.5.14
IR 12.6.5
CC.4.R.I.8
CC.4.R.I.9
R.9.4.8
R.10.4.10
R.9.4.6
explain how the information contributes to
an understanding of the text in which it
appears.
Integration of Knowledge and Ideas: Explain
how an author uses reasons and evidence to
support particular points in a text.
Integrations of Knowledge and Ideas:
Integrate information from two texts on the
same topic in order to write or speak about
the subject knowledgeably.
T
T
T
NT
NT
Reading Informational:
Range of Reading and
Complexity of Text
R.10.4.5
R.10.4.1
R.10.4.18
R.11.4.11
R.11.4.12
R.11.4.13
R.10.4.4
CC.4.R.I.10
Range of Reading and Complexity of Text: 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,
and scaffolding as necessary at the high end
of the range.
NT
NT
Reading Foundations:
Phonics and Word
Recognition
R.11.4.5
R.11.4.6
R.11.4.7
CC.4.R.F.3
R.11.2.4
R.11.3.2
R.11.5.4
Phonics and Word Recognition: Know and
apply grade-level phonics and word analysis
skills in decoding words.
RF.4.3a Phonics and Word Recognition: Use
combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology (e.g., roots and affixes ) to read
accurately unfamiliar multisyllabic words in
context and out of context.
Roots
Affixes
Reading Foundations:
Fluency
CC.4.R.F.4
R.11.4.13
R.11.4.11
R.11.4.12
Read with sufficient accuracy and fluency to
support comprehension.
RF.4.4a Fluency: Read grade-level text with
purpose and understanding.
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** Highlighted areas are items that are commonly assessed on the Arkansas Benchmark
exams.
Close readings of five to nine short texts from across the curriculum: These would
include the selection of short texts of sufficient complexity for close reading (with emphasis in
one module on reading Greek Myths) that would allow students to draw evidence from the texts
and present their analyses in writing as well as through speaking. Educators can create coherence
within the curriculum as a whole by choosing short texts to complement the extended text
described below, by focusing instruction on similar standards and skills across multiple genres,
and by choosing information texts that build the background knowledge needed to read and
interpret the literary texts students will study. (Shorter texts should account for three to four
weeks of instruction.)
Literature includes adventure stories, folktales, legends, fables, fantasy, realistic fiction and
drama, with a special emphasis on myth, as well as nursery rhymes, narrative poems, limericks
and free verse (Common Core State Standards, page 31).
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Informational texts include biographies and autobiographies; books about history, social studies,
science and the arts; technical texts, including directions, forms and information displayed in
graphs, charts or maps; and digital sources on a range of topics written for a broad audience
(Common Core State Standards, page 31).
One extended text: This should be an extended, full-length work of literature (such as a novel or
a play) or informational text, depending on the focus of the module. Like the others, this text
would be aligned with the complexity and range specifications of the standards. As with shorter
texts, students would perform a close, analytic reading of the extended text; compare and
synthesize ideas from across other related texts; conduct text-focused discussions, and produce
written work aligned with the standards. (Such a study could take around two to three weeks of
concentrated focus on a single text.)
Writing About Texts
The balance of student writing should be 65% analytical (30% opinion and 35%
explain/inform) and 35% narrative with a mix of on-demand and review and revision
writing assignments. Building student competence and confidence with technology
should be part of instruction.
Routine writing: Routine writing, such as short constructed-responses to text-dependent
questions, builds content knowledge and provides opportunities for reflection on a
specific aspect of a text or texts. Routine written responses to such text-dependent
questions allow students to build sophisticated understandings of vocabulary, text
structure and content and to develop needed proficiencies in analysis.
Three to four analyses per module: All analytic writing should put a premium on using
evidence, (RL/RI 4.1 and W.4.9) as well as on crafting works that display a degree of logical
integration and coherence (W.4.4, W.4.5 and L.4.1–3). These responses can vary in length based
on the questions asked and task performed, from answering brief questions to crafting multiparagraph responses, allowing teachers to assess students’ ability to paraphrase, infer, and
ultimately integrate. Over the course of the year, analytic writing should include comparative
analysis and compositions that incorporate research.
Research Project
Each module includes the opportunity for students to produce one extended project that uses
research to address a significant topic, problem or issue. This entails gathering and integrating
information from several additional informational texts in various media or formats on a
particular topic or question drawn from one or more texts from the module, taking notes and
categorizing information, as well as providing a list of sources. Students can present their findings
a variety of informal and more formal argumentative or explanatory contexts, either written or
orally. (Research aligned with the standards can take one to two weeks of instruction.)
The Interim III Target Assessment for 2012-2013 will include a research project.
Narrative Writing
Students are expected to write two or three narratives per module that reflect real or imagined
experiences or events. Narrative writing offers students opportunities to express personal ideas
and experiences; author literature; and deepen understandings of literary concepts, structures and
genres (e.g., short stories, anecdotes, poetry, drama) through purposeful imitation. It also provides
an additional opportunity for students to reflect on what they read through imaginative writing.
For Reading and Writing in Each Module
In each module, students are expected to take a close look at the texts they encounter through the
lenses of the following skills rooted in the standards.
Cite evidence: The goal of close, analytic reading is to be able to discern and cite evidence from
the text to support assertions. In grade 4, students should refer details and examples from the text
when explaining what the text says explicitly and when drawing inferences from the text
(RL/RI.4.1).
Analyze content: The content of each text should determine which standards (RL/RI.4.2–9 and
SL.4.2–3) to target, allowing teachers to focus instruction and ensure that all the standards have
been taught by the end of the year.
Study and apply grammar: While grammar is meant to be a normal, everyday part of what
students do, students should be taught explicit lessons in grammar as they read, write and speak,
guided by L.4.1–3.
Study and apply vocabulary: To focus vocabulary instruction on words that students would be
encouraged to use in writing and speaking, students should be given 5–10 Tier 2 academic words
per week for each text (L.4.4–6). Students require multiple exposures to targeted vocabulary
words in authentic contexts to retain an understanding of the words’ meaning(s) and use the
words effectively when writing and speaking.
Conduct discussions: Students should engage in a range of collaborative discussions (one-onone, small group, teacher-led), enabling them to build effectively on one another’s ideas while
clearly explaining their own (SL.4.1).
Report findings: Students should tell a story, recount an experience, or report on a topic or text
with appropriate facts and relevant, descriptive details to support main ideas or themes, while
speaking clearly at an appropriate pace (SL.4.4–6).
For Reading Foundation Skills in Each Module
In each module, students are expected to recognize words and read with fluency through the
lenses of the following skills rooted in the standards.
Decode words: Students should apply their knowledge of phonics and word analysis to be able to
recognize the words they encounter when reading texts (RF.4.3).
Read fluently: Students should be able to read with accuracy and fluency to be able to
comprehend texts sufficiently (RF.4.4).