Idaho 4th Grade ELA Standards

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4.FR Foundational Reading

• 4.FR.PH Phonics and Decoding
  • 4.FR.PH.3 Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (roots and affixes) to read accurately unfamiliar grade-appropriate multisyllabic words (e.g., depart, beneficial, recycle) in context and out of context.

4.RC Reading Comprehension

• 4.RC.TC Text Complexity
  • 4.RC.TC.1 Independently and proficiently read and comprehend texts representing a balance of genres, cultures, and perspectives that exhibit complexity at the lower end of the grades 4–5 band.
• 4.RC.V Volume of Reading to Build Knowledge
  • 4.RC.V.2 Regularly engage in a volume of reading, independently, with peers, or with modest support related to the topics and themes being studied to build knowledge and vocabulary.
• 4.RC.TE Textual Evidence
  • 4.RC.TE.3 Refer to details and examples in grade-level texts when explaining what texts say explicitly and when drawing inferences from texts.
• 4.RC.RF Reading Fluency
  • 4.RC.RF.4 Read grade-level text with accuracy, automaticity, appropriate rate, and expression in successive readings to support comprehension.
• 4.RC.L Literature
  • 4.RC.L.5 Use evidence from literature to demonstrate understanding of grade-level texts.
    • 4.RC.L.5a Determine the central themes in stories (including myths and legends), poems, and plays and explain how they are supported by key details.
    • 4.RC.L.5b Describe a character, setting, or event in depth in stories and plays, drawing on specific details in the texts (e.g., a character’s thoughts, words, or actions).
    • 4.RC.L.5c Explain the overall structures of stories, plays, and poems and how each successive part builds on earlier sections.
    • 4.RC.L.5d Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
    • 4.RC.L.5e Compare and contrast the treatment of similar themes and patterns of events in stories, myths, and traditional literature from different cultures.
• 4.RC.NF Nonfiction Text
  • 4.RC.NF.6 Use evidence from nonfiction works to demonstrate understanding of grade-level texts.
    • 4.RC.NF.6a Determine the central ideas of texts and explain how they are supported by key details; summarize texts.
    • 4.RC.NF.6b Explain events, procedures, steps, ideas, or concepts found in historical, scientific, or technical texts, including what happened and why.
    • 4.RC.NF.6c Explain the overall structure of informational texts (e.g., description, sequence, comparison, problem solution, cause-effect) and how each successive part builds on earlier sections.
    • 4.RC.NF.6d Explain how authors use evidence and reasons to support specific points in texts.
    • 4.RC.NF.6e Combine information from two texts on the same topic, noting important similarities and differences in focus and the information provided.

4.VD Vocabulary Development

• 4.VD.WB Word Building
  • 4.VD.WB.1 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level content, choosing flexibly from a range of strategies:
    • 4.VD.WB.1a Use context (e.g., definitions, examples, or restatements in text) as clues to the meaning of words or phrases.
    • 4.VD.WB.1b Use common Greek and Latin affixes and roots as clues to the meaning of words (e.g., thermometer, thermos, thermostat).
    • 4.VD.WB.1c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), print or digital, to find the pronunciation and clarify the precise meaning of key words and phrases.
  • 4.VD.WB.2 Determine how words and phrases provide meaning and nuance to grade-level texts:
    • 4.VD.WB.2a Recognize and explain the meaning of idioms, adages, and proverbs in context.
    • 4.VD.WB.2b Distinguish shades of meaning among related words that describe subtle differences (e.g., shook, trembled, wavered, quivered).
• 4.VD.AV Academic Vocabulary
  • 4.VD.AV.3 Acquire and use accurately general academic and content-specific words and phrases occurring in grade-level reading and content, including those that signal precise actions or states of being (e.g., frustrated, puzzled, stammered) and vocabulary essential to a particular topic (e.g., heroes, villains, quest, fate when discussing myths). Use these words in discussions and writing.

4.RS Research

• 4.RS.IP Inquiry Process to Build, Present, and Use Knowledge
  • 4.RS.IP.1 Conduct short research tasks to take some action or share findings orally or in writing by identifying what information is needed to answer a research question, using text features and search tools to gather relevant information efficiently; and taking notes, categorizing that information, and providing a list of sources.
• 4.RS.DR Deep Reading on Topics to Build Knowledge
  • 4.RS.DR.2 Read a series of texts organized around a variety of conceptually related topics to build knowledge about the world. (These texts should be at a range of complexity levels so students can read the texts independently, with peers, or with modest support.)

4.W Writing

• 4.W.RW Range of Writing
  • 4.W.RW.1 Develop flexibility in writing by routinely engaging in the production of shorter and longer pieces for a range of tasks, purposes, and audiences. This could include, among others, summaries, reflections, descriptions, letters, and poetry, etc.
  • 4.W.RW.2 Write arguments that introduce the topic; express a clear opinion supported with facts, details and reasons; and provide a concluding statement or section.
  • 4.W.RW.3 Write informational texts that introduce the topic; develop the focus with facts, details or other information; and provide a concluding statement or section.
  • 4.W.RW.4 Write personal or fictional narratives that organize the writing around a central problem, conflict, or experience; use descriptions or dialogue to develop the characters or event(s); and provide a sense of closure.
  • 4.W.RW.5 Organize related information together in paragraphs using precise language and linking words and phrases to connect details and ideas.
  • 4.W.RW.6 With support from adults and peers, develop and strengthen writing as needed by planning, revising, and editing. (Editing should demonstrate command of grade-level Grammar and Conventions.)
• 4.W.HWK Handwriting and Keyboarding
  • 4.W.HWK.7 Write legibly and fluently in cursive by hand, forming letters and words that can be easily read by others.
  • 4.W.HWK.8 Use technology to produce and publish writing, demonstrating sufficient command of keyboarding skills.

4.GC Grammar and Conventions

• 4.GC.GU Grammar and Usage
  • 4.GC.GU.1 Demonstrate command of the conventions of English grammar and usage when writing or speaking.
    • 4.GC.GU.1a Recognize subject-predicate relationship in sentences.
    • 4.GC.GU.1b Use principal modals to convey various conditions (e.g., can, may, must).
    • 4.GC.GU.1c Order adjectives within sentences according to conventional patterns.
    • 4.GC.GU.1d Use relative pronouns and relative adverbs.
    • 4.GC.GU.1e Form and use prepositional phrases.
    • 4.GC.GU.1f Correctly use frequently confused common words (e.g., to/too/two).
    • 4.GC.GU.1g Ensure subject-verb agreement.
    • 4.GC.GU.1h Produce complete sentences; recognize and correct inappropriate fragments and run-ons.
    • 4.GC.GU.1i 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.
• 4.GC.M Mechanics
  • 4.GC.2 Demonstrate command of the conventions of English punctuation and capitalization when writing and reading aloud to create meaning.
    • 4.GC.2a Commas in a series.
    • 4.GC.2b Quotation marks to mark direct speech and quotations from a text.
    • 4.GC.2c Use correct capitalization.
  • 4.GC.3 Spell grade level words correctly, including commonly confused words (e.g., there/their/they’re).