Grade 4 English Language Arts
Instructional Transition Guidance
Notes: Impact on Instruction for my
Common Core Standards Indiana Academic Standards Instructional Transition Guidance
classroom
Reading Standards for Informational Text Reading: Comprehension and Analysis of
Nonfiction and Informational Text
RI.1 Refer to details and examples in a text 4.2.3 Draw conclusions or make and confirm The Common Core Standard requires
when explaining what the text says explicitly predictions about text by using prior students to explain what the text says
and when drawing inferences from the text. knowledge and ideas presented in the text explicitly and to draw inferences from the
itself, including illustrations, titles, topic text. The Indiana Academic Standard
sentences, important words, foreshadowing provides specific strategies that students
clues (clues that indicate what might may use to help them meet the expectation
happen next), and direct quotations. of the Common Core Standard.
RI.2 Determine the main idea of a text and 4.2.9 Recognize main ideas and supporting The Common Core Standard requires
explain how it is supported by key details; details presented in expository students to be able to summarize the text.
summarize the text. (informational texts).
RI.3 Explain events, procedures, ideas, or This Common Core Standard is NEW!
concepts in a historical, scientific, or
technical text, including what happened and
why, based on specific information in the
text.
RI.4 Determine the meaning of general 4.1.7 Use context to determine the meaning The Common Core Standard provides a
academic and domain-specific words or of unknown words. general expectation regarding vocabulary
phrases in a text relevant to a grade 4 topic acquisition. The Indiana Academic Standard
or subject area. provides a specific strategy to accomplish
the task.
RI.5 Describe the overall structure (e.g., 4.2.1 Use the organization of informational While both the Common Core Standard and
chronology, comparison, cause/effect, text to strengthen comprehension. the Indiana Academic Standard attend to
problem/solution) of events, ideas, the organizational structure of a text, the
concepts, or information in a text or part of Common Core Standard requires students
a text. to describe the overall structure of events,
ideas, concepts, or information in a text or
part of a text.
RI.6 Compare and contrast a firsthand and This Common Core Standard is NEW!
secondhand account of the same event or
topic; describe the differences in focus and
the information provided.
Updated March 2011
Grade 4 English Language Arts
Instructional Transition Guidance
Notes: Impact on Instruction for my
Common Core Standards Indiana Academic Standards Instructional Transition Guidance
classroom
Reading Standards for Informational Text Reading: Comprehension and Analysis of
Nonfiction and Informational Text
RI.7 Interpret information presented 4.2.3 Draw conclusions or make and confirm The Common Core Standard requires
visually, orally, or quantitatively (e.g., in predictions about text by using prior students to explain how visual, oral, or
charts, graphs, diagrams, time lines, knowledge and ideas presented in the text quantitative information contributes to the
animations, or interactive elements on Web itself, including illustrations, titles, topic understanding of a text.
pages) and explain how the information sentences, important words, foreshadowing
contributes to an understanding of the text clues (clues that indicate what might
in which it appears. happen next), and direct quotations.
RI.8 Explain how an author uses reasons and 4.2.9 Recognize main ideas and supporting The Common Core Standard moves beyond
evidence to support particular points in a details presented in expository recognition of main ideas and supporting
text. (informational texts). details. Students should explain how the
author uses reasons and evidence to
support ideas.
RI.9 Integrate information from two texts on 4.2.5 Compare and contrast information on The Common Core Standard requires
the same topic in order to write or speak the same topic after reading several students to integrate information from two
about the subject knowledgeably. passages or articles. texts rather than compare and contrast. In
both cases, students are analyzing two
texts.
RI.10 By the end of year, read and Standard 2 - Reading: Comprehension and While this Common Core Standard does not
comprehend informational texts, including Analysis of Nonfiction and Informational represent a new expectation, it is more
history/social studies, science, and technical Text explicit about the need to attend to text
texts, in the grades 4–5 text complexity complexity.
band proficiently, with scaffolding as Please click here to view Appendix A for
needed at the high end of the range. more information on text complexity.
In addition to the Indiana Academic Standards included in the chart above, the following are also essential for adequately preparing
students to be successful on ISTEP+ assessments: 4.2.6, 4.2.7, and 4.2.8. Indiana Academic Standards 4.2.2 and 4.2.4 should be
assessed through in-class measures.
Reading Standards for Literature Reading: Comprehension and Analysis of
Literary Text
Updated March 2011
Grade 4 English Language Arts
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Common Core Standards Indiana Academic Standards Instructional Transition Guidance
classroom
RL.1 Refer to details and examples in a text This Common Core Standard is NEW! (in the
when explaining what the text says explicitly context of literature)
and when drawing inferences from the text.
RL.2 Determine a theme of a story, drama, 4.3.6 Determine the theme. The Common Core Standard includes
or poem from details in the text; summarize summarization of the text.
the text.
RL.3 Describe in depth a character, setting, 4.3.3 Use knowledge of the situation,The Common Core Standard is concerned
or event in a story or drama, drawing on with in-depth description of a character,
setting, and a character’s traits, motivations,
specific details in the text (e.g., a character’s setting, or event by using specific details in
and feelings to determine the causes for
thoughts, words, or actions). that character’s actions. the text. Students would likely need to
evaluate a text for similar information to
determine the causes for a character's
actions.
RL.4 Determine the meaning of words and 4.1.4 Use common roots (meter = measure) The Common Core Standard emphasizes
phrases as they are used in a text, including and word parts (therm = heat) derived from words that allude to significant mythological
those that allude to significant characters Greek and Latin to analyze the meaning of characters rather than Greek or Latin roots
found in mythology (e.g., Herculean). complex words (thermometer). in general. Mythologies from other cultures
may be considered as well.
RL.5 Explain major differences between This Common Core Standard is NEW!
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.
RL.6 Compare and contrast the point of view 4.3.7 Identify the narrator in a selection and The Common Core Standard requires
from which different stories are narrated, tell whether the narrator or speaker is students to compare and contrast the point
including the difference between first- and involved in the story. of view from different stories.
third-person narrations.
Reading Standards for Literature Reading: Comprehension and Analysis of
Literary Text
Updated March 2011
Grade 4 English Language Arts
Instructional Transition Guidance
Notes: Impact on Instruction for my
Common Core Standards Indiana Academic Standards Instructional Transition Guidance
classroom
RL.7 Make connections between the text of This Common Core Standard is NEW!
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.
RL.8 (Not applicable to literature)
RL.9 Compare and contrast the treatment of 4.3.4 Compare and contrast tales from The Common Core Standard and the Indiana
similar themes and topics (e.g., opposition different cultures by tracing the adventures Academic Standard are an excellent match.
of good and evil) and patterns of events of one character type. Tell why there are The Common Core Standard extends
(e.g., the quest) in stories, myths, and similar tales in different cultures. beyond stories, myths, tales, and traditional
traditional literature from different cultures. literature about one character type. Similar
themes and topics across cultures should be
compared and contrasted.
RL.10 By the end of the year, read and Standard 3 - Reading: Comprehension and While this Common Core Standard does not
comprehend literature, including stories, Analysis of Literary Text represent a new expectation, it is more
dramas, and poetry, in the grades 4–5 text explicit about the need to attend to text
complexity band proficiently, with complexity.
scaffolding as needed at the high end of the Please click here to view Appendix A for
range. more information on text complexity.
In addition to the Indiana Academic Standards included in the chart above, the following are also essential for adequately preparing
students to be successful on ISTEP+ assessments: 4.3.1, 4.3.2, and 4.3.5.
Foundational Skills for Reading Reading: Word Recognition, Fluency, and
Vocabulary Development
RF.3 Know and apply grade-level phonics Standard 1 Students understand the basic The Common Core Standard and the Indiana
and word analysis skills in decoding words. features of words. They see letter patterns Academic Standard are an excellent match.
and know how to translate them into
spoken language by using phonics (an
a. Use combined knowledge of all letter- understanding of the different letters that
sound correspondences, syllabication make different sounds), syllables, word
patterns, and morphology (e.g., roots and parts (un-, re-, -est, -ful), and context (the
affixes) to read accurately unfamiliar meaning of the text around a word). They
multisyllabic words in context and out of apply this knowledge to achieve fluent
context. (smooth and clear) oral and silent reading.
Updated March 2011
Grade 4 English Language Arts
Instructional Transition Guidance
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Common Core Standards Indiana Academic Standards Instructional Transition Guidance
classroom
RF.4 Read with sufficient accuracy and 4.1.1 Read aloud grade-level-appropriate The Common Core added the element of
fluency to support comprehension. literary and informational texts with fluency "with purpose and understanding " and the
a. Read grade-level text with purpose and and accuracy and with appropriate timing, genre of poetry.
understanding. changes in voice, and expression. Classroom
b. Read grade-level prose and poetry orally Assessment Only
with accuracy, appropriate rate, and
expression.
c. Use context to confirm or self-correct 1.1.12 Use phonic and context clues as self- The expectation for self-correction from
word recognition and understanding, correction strategies when reading. Indiana's Standards continues throughout
rereading as necessary. the elementary grades in the Common Core.
Writing Standards Writing: Processes and Features
Writing: Applications
W.1 Write opinion pieces on topics or texts, 4.5.2 Write responses to literature that: The Common Core Standard provides a
supporting a point of view with reasons and • demonstrate an understanding of a more rigorous expectation for the
information. literary work. development of an opinion piece. The
a. Introduce a topic or text clearly, state an • support statements with evidence from expectations of the Indiana Academic
opinion, and create an organizational the text. Classroom Assessment Only Standard are subsumed by the Common
structure in which related ideas are grouped Core Standard.
to support the writer’s purpose.
b. Provide reasons that are supported by
facts and details.
c. Link opinion and reasons using words and
phrases (e.g., for instance, in order to, in
addition).
d. Provide a concluding statement or section
related to the opinion presented.
Writing Standards Writing: Processes and Features
Writing: Applications
Updated March 2011
Grade 4 English Language Arts
Instructional Transition Guidance
Notes: Impact on Instruction for my
Common Core Standards Indiana Academic Standards Instructional Transition Guidance
classroom
W.2 Write informative/explanatory texts to 4.4.3 Write informational pieces with The Common Core Standard and the Indiana
examine a topic and convey ideas and multiple paragraphs that: Academic Standards are an excellent match.
information clearly. • provide an introductory paragraph. The Common Core Standard does not
• establish and support a central idea with a specify a particular text structure (e.g.,
topic sentence at or near the beginning of sequential or chronological order). Also,
the first paragraph. students should use precise language and
• include supporting paragraphs with simple domain-specific vocabulary to inform about
facts, details, and explanations. or explain the topic (part d).
• present important ideas or events in
sequence or in chronological order.
a. Introduce a topic clearly and group • provide details and transitions to link
related information in paragraphs and paragraphs.
sections; include formatting (e.g., headings), • conclude with a paragraph that
illustrations, and multimedia when useful to summarizes the points.
aiding comprehension. • use correct indention at the beginning of
paragraphs. Classroom Assessment Only
b. Develop the topic with facts, definitions, 4.5.2 Write responses to literature that:
concrete details, quotations, or other • demonstrate an understanding of a
information and examples related to the literary work.
topic. • support statements with evidence from
c. Link ideas within categories of the text. Classroom Assessment Only
information using words and phrases (e.g.,
another, for example, also, because).
d. Use precise language and domain-specific
vocabulary to inform about or explain the
topic.
e. Provide a concluding statement or section
related to the information or explanation
presented.
Writing Standards Writing: Processes and Features
Writing: Applications
W.3 Write narratives to develop real or 4.5.1 Write narratives that: The Common Core Standard provides a
imagined experiences or events using • include ideas, observations, or memories more rigorous expectation for the
effective technique, descriptive details, and of an event or experience. development of a narrative piece. The
clear event sequences. • provide a context to allow the reader to expectations of the Indiana Academic
imagine the world of the event or Standards are subsumed by the Common
experience. Core Standard. Updated March 2011
• use concrete sensory details.
Grade 4 English Language Arts
4.5.1 Write narratives that: The Common Core Standard provides a
Instructional more rigorous expectation
• include ideas, observations, or memoriesTransition Guidance for the
of an event or experience. Standards development of a narrative piece. The Notes: Impact on Instruction for my
Common Core Standards Indiana Academic Instructional Transition Guidance
• provide a context to allow the reader to expectations of the Indiana Academic classroom
a. Orient the reader by establishing a imagine the world of the event or Standards are subsumed by the Common
situation and introducing a narrator and/or experience. Core Standard.
characters; organize an event sequence that • use concrete sensory details.
unfolds naturally.
b. Use dialogue and description to develop
experiences and events or show the
responses of characters to situations.
c. Use a variety of transitional words and
phrases to manage the sequence of events.
d. Use concrete words and phrases and
sensory details to convey experiences and
events precisely.
e. Provide a conclusion that follows from
the narrated experiences or events.
W.4 Produce clear and coherent writing in 4.4.2 Select a focus, an organizational The Common Core Standard and the Indiana
which the development and organization structure, and a point of view based upon Academic Standards are an excellent match.
are appropriate to task, purpose, and purpose, audience, length, and format Indiana Academic Standard 4.4.4 provides
audience. (Grade-specific expectations for requirements for a piece of writing. organizational strcutures that address
writing types are defined in standards 1–3 Classroom Assessment Only specific purposes, all of which are
above.) 4.4.4 Use logical organizational structures appropriate within the expectation of the
for providing information in writing, such as Common Core Standard.
chronological order, cause and effect,
similarity and difference, and posing and
answering a question. Classroom
Assessment Only
Writing Standards Writing: Processes and Features
Writing: Applications
W.5 With guidance and support from peers 4.4.1 Discuss ideas for writing. Find ideas for The Indiana Academic Standards provide
and adults, develop and strengthen writing writing in conversations with others and in specific student performances that meet the
as needed by planning, revising, and editing. books, magazines, newspapers, school expectation of the Common Core Standard.
textbooks, or on the Internet. Keep a list or
notebook of ideas. Classroom Assessment
Only
Updated March 2011
W.5 With guidance and support from peers The Indiana Academic Standards provide
and adults, develop and strengthen writing specific student performances that meet the
as needed by planning, revising, and editing. expectation of Arts
Grade 4 English Languagethe Common Core Standard.
Instructional Transition Guidance
Notes: Impact on Instruction for my
Common Core Standards Indiana Academic Standards Instructional Transition Guidance
classroom
4.4.10 Review, evaluate, and revise writing
for meaning and clarity.
4.4.11 Proofread one’s own writing, as well
as that of others, using an editing checklist
or set of rules, with specific examples of
corrections of frequent errors. Classroom
Assessment Only
4.4.12 Revise writing by combining and
moving sentences and paragraphs to
improve the focus and progression of ideas.
W.6 With some guidance and support from 4.4.9 Use a computer to draft, revise, and The Common Core Standard leverages
adults, use technology, including the publish writing, demonstrating basic technology as a collaboration and publishing
Internet, to produce and publish writing as keyboarding skills and familiarity with tool.
well as to interact and collaborate with common computer terminology. Classroom
others; demonstrate sufficient command of Assessment Only
keyboarding skills to type a minimum of one
page in a single sitting.
Writing Standards Writing: Processes and Features
Writing: Applications
Updated March 2011
Grade 4 English Language Arts
Instructional Transition Guidance
Notes: Impact on Instruction for my
Common Core Standards Indiana Academic Standards Instructional Transition Guidance
classroom
W.7 Conduct short research projects that 4.5.3 Write or deliver a research report that The Common Core Standard is a component
build knowledge through investigation of has been developed using a systematic of the Indiana Academic Standard. Please
different aspects of a topic. research process (defines the topic, gathers see W.8 and W.9 to understand the full
information, determines credibility, reports range of research skills students should
findings) and that: develop.
• includes information from a variety of
sources (books, technology, multimedia)
and documents sources (titles and authors).
• demonstrates that information that has
been gathered has been summarized.
• organizes information by categorizing it
into multiple categories (such as solid,
liquid, and gas or reduce, reuse, and recycle)
or includes information gained through
observation. Classroom Assessment Only
Writing Standards Writing: Processes and Features
Writing: Applications
W.8 Recall relevant information from 4.4.5 Quote or paraphrase information The Common Core Standard is a component
experiences or gather relevant information sources, citing them appropriately. of the Indiana Academic Standard. Please
from print and digital sources; take notes Classroom Assessment Only see W.7 and W.9 to understand the full
and categorize information, and provide a 4.4.7 Use multiple reference materials and range of research skills students should
list of sources. online information (the Internet) as aids to develop.
writing. Classroom Assessment Only
Updated March 2011
experiences or gather relevant information of the Indiana Academic Standard. Please
from print and digital sources; take notes see W.7 and W.9 to understand the full
and categorize information, and provide a Grade 4 English Language Arts students should
range of research skills
list of sources. Instructional Transition Guidance
develop.
Notes: Impact on Instruction for my
Common Core Standards Indiana Academic Standards Instructional Transition Guidance
classroom
4.5.3 Write or deliver a research report that
has been developed using a systematic
research process (defines the topic, gathers
information, determines credibility, reports
findings) and that:
• includes information from a variety of
sources (books, technology, multimedia)
and documents sources (titles and authors).
• demonstrates that information that has
been gathered has been summarized.
• organizes information by categorizing it
into multiple categories (such as solid,
liquid, and gas or reduce, reuse, and recycle)
or includes information gained through
observation. Classroom Assessment Only
Writing Standards Writing: Processes and Features
Writing: Applications
W.9 Draw evidence from literary or 4.5.3 Write or deliver a research report that The Common Core Standard is a component
informational texts to support analysis, has been developed using a systematic of the Indiana Academic Standard. Please
reflection, and research. research process (defines the topic, gathers see W.7 and W.8 to understand the full
a. Apply grade 4 Reading standards to information, determines credibility, reports range of research skills students should
literature (e.g., “Describe in depth a findings) and that: develop. Also, the Common Core Standard
character, setting, or event in a story or • includes information from a variety of integrates reading and writing tasks,
drama, drawing on specific details in the sources (books, technology, multimedia) insisting on the thoughtful analysis and
text *e.g., a character’s thoughts, words, or and documents sources (titles and authors). evaluation of literary and informational
actions+.”). • demonstrates that information that has texts as an important part of the research
been gathered has been summarized. process.
• organizes information by categorizing it
into multiple categories (such as solid,
liquid, and gas or reduce, reuse, and recycle)
or includes information gained through
observation. Classroom Assessment Only
Updated March 2011
research process (defines the topic, gathers see W.7 and W.8 to understand the full
information, determines credibility, reports range of research skills students should
findings) and that: develop. Also, the Common Core Standard
Grade 4 English Language Arts
• includes information from a variety of integrates reading and writing tasks,
Instructional Transition Guidance
sources (books, technology, multimedia) insisting on the thoughtful analysis and
Notes: Impact on Instruction for my
Common Core Standards and documents sources (titles and authors). evaluation of literary and informational
Indiana Academic Standards Instructional Transition Guidance
classroom
• demonstrates that information that has texts as an important part of the research
b. Apply grade 4 Reading standards to
been gathered has been summarized. process.
informational texts (e.g., “Explain how an
• organizes information by categorizing it
author uses reasons and evidence to
into multiple categories (such as solid,
support particular points in a text”).
liquid, and gas or reduce, reuse, and recycle)
or includes information gained through
observation. Classroom Assessment Only
W.10 Write routinely over extended time 4.5.6 Write for different purposes The Common Core Standard emphasizes
frames (time for research, reflection, and (information, persuasion, description) and discipline-specific tasks as well as extended
revision) and shorter time frames (a single to a specific audience or person. and shorter time frames.
sitting or a day or two) for a range of
discipline-specific tasks, purposes, and
audiences.
In addition to the Indiana Academic Standards included in the chart above, the following are also essential for adequately preparing
students to be successful on ISTEP+ assessments: 4.4.6, 4.4.8, and 4.5.5. Indiana Academic Standard 4.5.4 should be assessed through
in-class measures.
Language Standards Reading: Word Recognition, Fluency, and
Vocabulary Development
Writing: English Language Conventions
L.1 Demonstrate command of the 4.6.2 Use simple sentences (Dr. Vincent The Common Core Standard significantly
conventions of standard English grammar Stone is my dentist.) and compound increases the rigor of language concepts
and usage when writing or speaking. sentences (His assistant cleans my teeth, that students are expected to master at this
and Dr. Stone checks for cavities.) in writing. grade level. In particular, the following
concepts are NEW: relative pronouns, the
a. Use relative pronouns (who, whose,
progressive verb tense, modal auxiliaries,
whom, which, that) and relative adverbs
the conventional ordering of adjectives, and
(where, when, why).
the distinction between frequently confused
b. Form and use the progressive (e.g., I was words (e.g., to, too, two; there, their).
walking; I am walking; I will be walking) verb
tenses.
c. Use modal auxiliaries (e.g., can, may, 4.6.4 Identify and use in writing regular
must) to convey various conditions. (live/lived, shout/shouted) and irregular
verbs (swim/swam, ride/rode, hit/hit),
adverbs (constantly, quickly), and
prepositions (through, beyond, between). Updated March 2011
the distinction between frequently confused
words (e.g., to, too, two; there, their).
Grade 4 English Language Arts
Instructional Transition Guidance
4.6.4 Identify and use in writing regular Notes: Impact on Instruction for my
Common Core Standards Indiana Academic Standards Instructional Transition Guidance
(live/lived, shout/shouted) and irregular classroom
d. Order adjectives within sentences verbs (swim/swam, ride/rode, hit/hit),
according to conventional patterns (e.g., a adverbs (constantly, quickly), and
small red bag rather than a red small bag). prepositions (through, beyond, between).
e. Form and use prepositional phrases.
f. Produce complete sentences, recognizing
and correcting inappropriate fragments and
run-ons.
g. Correctly use frequently confused words
(e.g., to, too, two; there, their).
Language Standards Reading: Word Recognition, Fluency, and
Vocabulary Development
Writing: English Language Conventions
L.2 Demonstrate command of the 4.6.5 Use parentheses to explain something Parentheses are addressed in Common Core
conventions of standard English that is not considered of primary Standard 6.L.2a. Apostrophes are addressed
capitalization, punctuation, and spelling importance to the sentence, commas in in Common Core Standard 2.L.2c.
when writing. direct quotations, apostrophes to show
a. Use correct capitalization. possession, and apostrophes in
contractions.
b. Use commas and quotation marks to 4.6.7 Capitalize names of magazines,
mark direct speech and quotations from a newspapers, works of art, musical
text. compositions, organizations, and the first
word in quotations, when appropriate.
c. Use a comma before a coordinating 4.6.8 Spell correctly roots (bases of words,
conjunction in a compound sentence. such as unnecessary, cowardly), inflections
d. Spell grade-appropriate words correctly, (words like care/careful/caring), words with
consulting references as needed. more than one acceptable spelling (like
advisor/adviser), suffixes and prefixes (-ly, -
ness, mis-, un-), and syllables.
Updated March 2011
Grade 4 English Language Arts
Instructional Transition Guidance
Notes: Impact on Instruction for my
Common Core Standards Indiana Academic Standards Instructional Transition Guidance
classroom
L.3 Use knowledge of language and its 4.6.3 Create interesting sentences by using The Indiana Academic Standard provides
conventions when writing, speaking, words that describe, explain, or provide guidance on fufilling the expectation of part
reading, or listening. additional details and connections, such as a of the Common Core Standard. Students
a. Choose words and phrases to convey verbs, adjectives, adverbs, appositives, should also use punctuation for effect. Also,
ideas precisely. participial phrases, prepositional phrases, the concept of differentiating between
b. Choose punctuation for effect. and conjunctions. Classroom Assessment situations requiring formal and informal
Only discourse is NEW!
c. Differentiate between contexts that call
for formal English (e.g., presenting ideas)
and situations where informal discourse is
appropriate (e.g., small-group discussion).
Language Standards Reading: Word Recognition, Fluency, and
Vocabulary Development
Writing: English Language Conventions
L.4 Determine or clarify the meaning of 4.1.3 Use knowledge of root words (nation, The Common Core Standard and the Indiana
unknown and multiple-meaning words and national, nationality) to determine the Academic Standards are an excellent match.
phrases based on grade 4 reading and meaning of unknown words within a Students should also consult reference
content, choosing flexibly from a range of passage. materials to find the pronunciation and
strategies. determine or clarify the precise meaning of
a. Use context (e.g., definitions, examples, 4.1.4 Use common roots (meter = measure) key words and phrases.
or restatements in text) as a clue to the and word parts (therm = heat) derived from
meaning of a word or phrase. Greek and Latin to analyze the meaning of
complex words (thermometer).
b. Use common, grade-appropriate Greek 4.1.5 Use a thesaurus to find related words
and Latin affixes and roots as clues to the and ideas.
meaning of a word (e.g., telegraph,
photograph, autograph).
c. Consult reference materials (e.g., 4.1.6 Distinguish and interpret words with
dictionaries, glossaries, thesauruses), both multiple meanings (quarters) by using
print and digital, to find the pronunciation context clues.
and determine or clarify the precise
4.1.7 Use context to determine the meaning
meaning of key words and phrases.
of unknown words.
Language Standards Reading: Word Recognition, Fluency, and
Updated March 2011
Grade 4 English Language Arts
Instructional Transition Guidance
Notes: Impact on Instruction for my
Common Core Standards Indiana Academic Standards Instructional Transition Guidance
Language Standards classroom
Writing: English Language Conventions
L.5 Demonstrate understanding of figurative 4.1.2 Apply knowledge of synonyms (words The Common Core Standard attends to
language, word relationships, and nuances with the same meaning), antonyms (words nuances in word meanings. Also, the
in word meanings. with opposite meanings), homographs Common Core Standard includes the terms
a. Explain the meaning of simple similes and (words that are spelled the same but have simile, metaphor, adage, and proverb.
metaphors (e.g., as pretty as a picture) in different meanings), and idioms
context. (expressions that cannot be understood just
by knowing the meanings of the words in
b. Recognize and explain the meaning of the expression, such as couch potato) to
common idioms, adages, and proverbs. determine the meaning of words and
phrases.
c. Demonstrate understanding of words by
relating them to their opposites (antonyms)
and to words with similar but not identical
meanings (synonyms).
L.6 Acquire and use accurately grade- Standard 1 - Reading: Word Recognition, While the expectations of this Common
appropriate general academic and domain- Fluency, and Vocabulary Development Core Standard are not new, there is a more
specific words and phrases, including those explicit requirement that students acquire
that signal precise actions, emotions, or grade-appropriate academic and domain-
states of being (e.g., quizzed, whined, specific words and phrases.
stammered) and that are basic to a
particular topic (e.g., wildlife, conservation,
For more information about language and
and endangered when discussing animal
vocabulary instruction, please see Appendix
preservation).
A.
In addition to the Indiana Academic Standards included in the chart above, the following is also essential for adequately preparing
students to be successful on ISTEP+ assessments: 4.6.6 (Common Core Standard 5.L.2d). Indiana Academic Standards 4.1.1 and 4.6.1
should be assessed through in-class measures.
Speaking and Listening Standards Listening and Speaking: Skills, Strategies,
and Applications
Updated March 2011
Grade 4 English Language Arts
Instructional Transition Guidance
Notes: Impact on Instruction for my
Common Core Standards Indiana Academic Standards Instructional Transition Guidance
classroom
SL.1 Engage effectively in a range of Since the Indiana Academic Standards for
collaborative discussions (one-on-one, in Listening and Speaking are not currently
groups, and teacher-led) with diverse assessed on ISTEP+ assessments, educators
partners on grade 4 topics and texts, and students should implement the
building on others’ ideas and expressing Common Core Standards for Speaking and
their own clearly. Listening as soon as possible.
a. 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.
b. Follow agreed-upon rules for discussions
and carry out assigned roles.
c. 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.
d. Review the key ideas expressed and
explain their own ideas and understanding
in light of the discussion.
SL.2 Paraphrase portions of a text read
aloud or information presented in diverse
media and formats, including visually,
quantitatively, and orally.
SL.3 Identify the reasons and evidence a
speaker provides to support particular
points.
SL.4 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.
Updated March 2011
Grade 4 English Language Arts
Instructional Transition Guidance
Notes: Impact on Instruction for my
Common Core Standards Indiana Academic Standards Instructional Transition Guidance
classroom
SL.5 Add audio recordings and visual
displays to presentations when appropriate
to enhance the development of main ideas
or themes.
SL.6 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.
Updated March 2011