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State and Common Core Standards

State

Standard

Description

AlabamaSee Common Core 
AlaskaRSI 4.1Locate explicit information in the text to explain what the text says explicitly and to support inferences drawn from the text
 RSI 4.2Determine the main idea of a text and explain how it is supported by key details; paraphrase or summarize key ideas, events, or procedures including correct sequence when appropriate.
 RSI 4.3Explain relationships (e.g., cause-effect) among events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
 RSI 4.4Determine the meaning of general academic and domain- specific words or phrases in a text relevant to a grade-level topic or subject area.
 RSI 4.9Integrate information from two texts on the same topic or related topics in order to write or speak about the subject knowledgeably.
 RSI 4.10By the end of the year, read and comprehend a range of informational texts, including history/social studies, science, and technical texts within a complexity band appropriate to grade 4 (from upper grade 3 to grade 5), with scaffolding as needed at the high end of the range.
 WS 4.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 WS 4.4Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
 SLS 4.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly
 SLS 4.2Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
 LS 4.4Determine 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.
 LS 4.6Acquire and accurately use 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).
 Science C1develop an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and biological evolution; (Foundation meets this standard in that students look at scientific evidence against the accidental generation of life)
 Science F1develop an understanding of the interrelationships among individuals, cultures, societies, science, and technology;
 Cultural E1recognize and build upon the inter-relationships that exist among the spiritual, natural and human realms in the world around them, as reflected in their own cultural traditions and beliefs as well as those of others;
 Cultural E3demonstrate an understanding of the relationship between world view and the way knowledge is formed and used;
 Cultural E4determine how ideas and concepts from one knowledge system relate to those derived from other knowledge systems;
Arizona4.RI.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
 4.RI.2Determine the main idea of a text and explain how it is supported by key details; summarize the text.
 4.RI.3Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
 4.RI.4Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
 4.RI.5Describe the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in a text or part of a text.
 4.RI.9Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
 4.RI.10By the end of the year, proficiently and independently read and comprehend informational texts, including history/social studies, science, and technical texts, in a text complexity range determined by qualitative and quantitative measures appropriate to grade-level.
 4.W.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 4.W.4Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 
 4.W.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
 4.SL.1Engage 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.
 4.SL.2Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
 4.L.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies. 
 4.L.6Acquire and accurately use 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).
 Science 1.3.1Analyze data obtained in a scientific investigation to identify trends.
 Science 1.3.2Formulate conclusions based upon identified trends in data.
ArkansasRI.4.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
 RI.4.2Examine a grade-appropriate informational text. Provide a summary. Determine the main idea of a text and explain how it is supported by key details.
 RI.4.3Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
 RI.4.4Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a Grade 4 topic or subject area.
 RI.4.5Describe 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.
 RI.4.9Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
 RI.4.10By the end of 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.
 W.4.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 W.4.4Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
 W.4.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
 SL.4.1Engage effectively in a range of collaborative discussions one-on-one, in groups, and teacher-led with diverse partners on Grade-level topics and texts, building on others’ ideas and expressing their own clearly.
 SL.4.2Paraphrase portions of information that is gained by means other than reading (e.g., texts read aloud; oral presentations of charts, graphs, diagrams; speeches).
 L.4.4Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on Grade 4 reading and content, choosing flexibly from a range of effective strategies.
 L.4.6Acquire and use accurately gradeappropriate 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, endangered).
 4-ETS1-2Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
 H.13.4.2Develop claims in response to compelling questions about Arkansas and United States history using evidence from a variety of primary and secondary sources
CaliforniaRSI 4.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
 RSI 4.2Determine the main idea of a text and explain how it is supported by key details; summarize the text.
 RSI 4.3Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
 RSI 4.4Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade-level topic or subject area.
 RSI 4.5Describe 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.
 RSI 4.9Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
 RSI 4.10By the end of 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.
 WS 4.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 WS 4.4Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
 WS 4.9Draw evidence from literary or informational texts to support analysis, reflection, and research
 SLS 4.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly
 SLS 4.2Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
 LS 4.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies.
 LS 4.6Acquire 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)
ColoradoRWC 1.1.aEngage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-level topics and texts, building on others’ ideas and expressing their own clearly. (CCSS: SL.4.1)
 RWC 1.1.bParaphase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (CCSS: SL.4.2)
 RWC 1.1.dReport  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. (CCSS: SL.4.4)
 RWC 2.1.a.iRefer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RL.4.1)
 RWC 2.2.a.iiiExplain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. (CCSS: RI.4.3)
 RWC 2.2.b.iDetermine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. (CCSS: RI.4.4)
 RWC 2.2.c.iiiIntegrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (CCSS: RI.4.9)
 RWC 2.2.d.iBy the end of 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. (CCSS: RI.4.10)
 RWC 3.1.aWrite opinion pieces on topics or texts, supporting a point of view with reasons and information. (CCSS: W.4.1)
 RWC 2.3.cDetermine  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. (CCSS: L.4.4)
 RWC 2.3.eAcruire 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). (CCSS: L.4.6)
 RWC 3.2.aWrite nformative/explanatory texts to examine a topic and convey ideas and information clearly. (CCSS: W.4.2)
 RWC 3.3.aProduces clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (CCSS: W.4.4)
 RWC 4.1.cDraw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.4.9)
 RWC 4.2.aConsider negative as well as positive implications of their own thinking or behavior, or others thinking or behavior
 RWC 4.2.bState, elaborate, and give an example of a concept (for example, state, elaborate, and give an example of friendship or conflict)
 RWC 4.2.cIdentify the key concepts and ideas they and others use
 RWC 4.2.dAsk primary questions of clarity, significance, relevance, accuracy, depth, and breadth
 Science 2.2.bAnalyze and interpret data to generate evidence about the prehistoric environment (DOK 1-2)
 SS 4.1.cDiscuss how various individuals and groups influence the way an issue affecting the state is viewed and resolved (DOK 1-3)
ConnecticutSee Common Core 
DelawareSee Common Core 
FloridaLAFS.4.RI.1.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
 LAFS.4.RI.1.2Determine the main idea of a text and explain how it is supported by key details; summarize the text.
 LAFS.4.RI.2.4Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade-level topic or subject area.
 LAFS.4.RI.3.0Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
 LAFS.4.RI.4.10By the end of 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.
 LAFS.4.RI.1.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
 LAFS.4.SL.1.1Engage 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.
 LAFS.4.SL.1.2Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
 LAFS.4.W.1.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 LAFS.4.W.2.4Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
 LAFS.4.W.3.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
 LAFS.K12.L.3.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
 SC.4.N.1.4Attempt reasonable answers to scientific questions and cite evidence in support.
 SC.4.N.2.1Explain that science focuses solely on the natural world. (Foundation covers this standard in that it demonstrated that the evidence we find in the physical world leads us to conclude that the physical world did not come about naturally/accidentally.)
GeorgiaSee Common Core 
HawaiiSee Common Core 
IdahoRI.4.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
 RI. 4.2Determine the main idea of a text and explain how it is supported by key details; summarize the text.
 RI. 4.3Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
 RI. 4.4Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade-level topic or subject area.
 RI. 4.5Describe 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.
 RI. 4.9Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
 RI. 4.10By the end of 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.
 W.4.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 W.4.4Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
 W.4.9Draw evidence from literary or informational texts to support analysis, reflection, and research
 SL.4.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly
 SL.4.2Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
 L.4.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies.
 L.4.6Acquire 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)
IllinoisSS.IS.4.3-5Gather relevant information and distinguish among fact and opinion to determine credibility of multiple sources.
 SS.IS.5.3-5Develop claims using evidence from multiple sources to answer essential questions.
 SS.IS.6.3-5Construct and critique arguments and explanations using reasoning, examples, and details from multiple sources.
 SS.CV.3.3Compare procedures for making decisions in the classroom, school and community.
 SS.H.1.4:Explain connections among historical contexts and why individuals and groups differed in their perspectives during the same historical period.
 SS.H.3.5Explain probable causes and effects of events and developments in U.S. history.
Indiana4.RN.2.1Refer to details and examples in a text when explaining what a text says explicitly and when drawing inferences from the text.
 4.RN.2.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
 4.RN.4.1Distinguish between fact and opinion; explain how an author uses reasons and evidence to support a statement or position (claim) in a text.
 4.RN.4.2Combine information from two texts on the same topic in order to demonstrate knowledge about the subject.
 4.RV.3.2Determine the meanings of general academic and content-specific words and phrases in a nonfiction text relevant to a grade-level topic or subject area.
 4.W.3.2Write informative compositions on a variety of topics.
 4.SL.1Listen actively and adjust the use of spoken language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
 4.SL.2.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics and texts, building on others’ ideas and expressing personal ideas clearly.
 4.SL.2.2xplore ideas under discussion by drawing on readings and other information.
 4.SL.3.1Summarize major ideas and supportive evidence from text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
 4.SL.4.1Using appropriate language, report on a topic or text or provide a narrative in an organized manner, with effective introductions and conclusions, using appropriate structure, appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly and concisely at an understandable pace.
 4.ML.1Identify how information found in electronic, print, and mass media is used to inform, persuade, entertain, and transmit culture.
 4.ML.2.1Recognize claims in print, image, and multimedia and identify evidence used to support these claims.
 Science 3-5.E.2 Construct and compare multiple plausible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
 SS 4.1.16Identify different opinions in historical documents and other information resources and identify the central question each narrative addresses
IowaSee Common Core 
KansasRI.4.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
 RI.4.2Determine the main idea of a text and explain how it is supported by key details; summarize the text.
 RI.4.3Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
 RI.4.4Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade-level topic or subject area.
 RI.4.5Describe 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.
 RI.4.9Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
 RI.4.10By the end of 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.
 W.4.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 W.4.4Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
 W.4.9Draw evidence from literary or informational texts to support analysis, reflection, and research
 SL.4.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly
 SL.4.2Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
 L.4.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies.
 L.4.6Acquire 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)
 Social Studies 1Choices have consequences.
 Sosical Studies 3Societies are shaped by beliefs, idea, and diversity
KentuckySee Common Core 
LouisianaSee Common Core 
MaineSee Common Core 
MarylandSee Common Core 
 Science 1.B.1Seek better reasons for believing something than “Everybody knows that…” or “I just know” and discount such reasons when given by others
MassachusettsSee Common Core 
MichiganSee Common Core 
MinnesotaELA 4.2.1.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
 ELA 4.2.2.2Determine the main idea of a text and explain how it is supported by key details; summarize the text.
 ELA 4.2.3.3Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
 ELA 4.2.4.4Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade-level topic or subject area.
 ELA 4.2.5.5Describe 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.
 ELA 4.2.9.9Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
 ELA 4.2.10.10By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range.
 ELA 4.6.2.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 ELA 4.6.4.4Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
 ELA 4.8.1.1Engage 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.
 ELA 4.8.2.2Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
 ELA 4.10.4.4Determine 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.
 ELA 4.10.6.6Acquire 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).
 Science 3.1.1.1.1Provide evidence to support claims, other than saying “Everyone knows that,” or “I just know,” and question such reasons when given by others.
 Science 3.1.1.2.1Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one’s own observations or investigations.
 Science 3.1.1.2.4Construct reasonable explanations based on evidence collected from observations or experiments.
 Science 3.1.3.2.2Recognize that the practice of science and/or engineering involves many different kinds of work and engages men and women of all ages and backgrounds.
 SS 3.2.1.1.1Identify possible short- and long-term consequences (costs and benefits) of different choices.
 SS 3.4.1.2.2Compare and contrast two different accounts of an event.
MississippiSee Common Core 
MissouriELA-R 1.A.4.aDevelop and demonstrate reading skills in response to text by drawing conclusions by providing textual evidence of what the text says explicitly
 ELA-R 1.C.4.aExplain relevant connections between text to text.
 ELA-R 1.C.4.bExplain relevant connections between text to world.
 ELA-R 3.C.4.aRead, infer, and draw conclusions to distinguish fact from opinion in a text and explain how to verify what is a fact.
 ELA-SL 1.A.4.bDevelop and apply effective listening skills and strategies in formal and informal settings by  posing and responding to specific questions to clarify or follow up on information, making comments that contribute to the discussion, and linking to the remarks of others
 ELA-SL 3.A.4.aSpeak clearly and to the point, using conventions of language when presenting individually or with a group by contributing to discussion after listening to others’ ideas, according to classroom expectations
MontanaRI.4.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
 RI.4.2Determine the main idea of a text and explain how it is supported by key details; summarize the text.
 RI.4.3Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text and include texts by and about American Indians.
 RI.4.4Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade-level topic or subject area.
 RI.4.5Describe 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
 RI.4.9Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
 RI.4.10By the end of 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.
 W..4.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly
 W..4.4Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
 W..4.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
 SL.4.1Engage 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.4.2Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally
 L.4.4Determine 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.
 L.4.6Acquire 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).
 Social Studies 1Students access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations.
NebraskaLA 4.1.5.bApply context clues (e.g., word, phrase, and sentence, and paragraph clues) and text features to infer meaning of unknown words.
 LA 4.1.5.cAcquire new academic and content-specific grade-level vocabulary, relate to prior knowledge, and apply in new situations.
 LA 4.1.6.eDetermine main ideas and supporting details from informational text and/or media.
 LA 4.1.6.fUse text features to locate information and explain how the information contributes to an understanding of print and digital text.
 LA 4.1.6.iConstruct and/or answer literal, inferential, and critical questions and support answers with explicit evidence from the text or additional sources.
 LA 4.1.6.lBuild background knowledge and activate prior knowledge to identify text-toself, text-to-text, and text-to-world connections before, during, and after reading.
 LA 4.2.2.aCommunicate information and ideas effectively in analytic, descriptive, informative, narrative, poetic, persuasive, and reflective modes to multiple audiences using a variety of media and formats.
 LA 4.2.2.bProvide evidence from literary or informational text to support analysis, reflection, and research.
 LA 4.3.1.aCommunicate ideas and information in a clear and concise manner suited to the purpose, setting, and audience (formal voice or informal voice), using appropriate word choice, grammar, and sentence structure.
 LA 4.3.1.cUtilize appropriate visual and/or digital tools to enhance verbal communication and add interest.
 LA 4.3.1.dConvey a perspective with clear reasoning and support.
 LA 4.3.1.eAsk pertinent questions to acquire or confirm information.
 LA 4.3.2.bIdentify the purpose and credibility of information being presented in diverse media and formats.
 LA 4.3.3.dListen, ask clarifying questions, summarize, and explain information being communicated and consider its contribution to a topic, text, or issue under study.
 LA 4.3.3.eCollaboratively converse with peers and adults on grade-appropriate topics and texts, building on others’ ideas to clearly express one’s own views while respecting diverse perspectives.
 SC.3.7.2.EGenerate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
 SS 3.3.4.aCompare and contrast patterns of culture within your community.
 SS 3.4.4.c Describe how decisions affected events in the community.
NevadaSee Common Core 
New HampshireSee Common Core 
New JerseyNJSLSA.R1Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
 NJSLSA.R7Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
 NJSLSA.R8Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
 RI.4.1Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.
 RI.4.2Determine the main idea of a text and explain how it is supported by key details; summarize the text.
 RI.4.3Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
 RI.4.4Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade-level topic or subject area.
 RI.4.5Describe 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.
 RI.4.9Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably.
 RI.4.10By the end of year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.
 NJSLSA.W1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
 NJSLSA.W2Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
 NJSLSA.W4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
 NJSLSA.W.4.8Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
 NJSLSA.SL1Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
 NJSLSA.SL2Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
 NJSLSA.L4Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
 NJSLSA.L6Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
New MexicoSee Common Core 
New YorkSee Common Core 
North CarolinaSee Common Core 
North DakotaSee Common Core 
 Science 4.2.1. Review and ask questions about the scientific investigations of others
 Science 4.2.2.Conduct simple investigations to answer questions based on observations
 SS 3.6.2 Identify examples of how different groups, societies, and cultures are similar and different
 SS 4.6.1 Explain how background and history influence people’s actions (e.g., farming methods, hunting methods, economic decisions)
OhioSee Common Core 
Oklahoma4.1.R.2Students will ask and answer questions to seek help, get information, or clarify information presented orally through text or other media to confirm understanding.
 4.1.R.3Students will engage in collaborative discussions about appropriate topics and texts, expressing their own ideas clearly while building on the ideas of others in pairs, diverse groups, and whole class settings.
 4.1.W.1Students will report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences at an appropriate pace.
 4.2.R.4Students will begin to paraphrase main ideas with supporting details in a text.
 4.3.W.2Students will write facts about a subject, including a clear main idea with supporting details, and use transitional and signal words.
 4.3.W.3Students will express an opinion about a topic and provide fact-based reasons as support.
 4.4.R.1Students will increase knowledge of academic, domain-appropriate, grade-level vocabulary to infer meaning of grade-level text
 4.4.W.1Students will use domain-appropriate vocabulary to communicate ideas in writing.
 4.6.R.3Students will determine the relevance and reliability of the information gathered.
 4.6.W.3Students will summarize and present information in a report.
 4.7.R.1Students will locate, organize, and analyze information from a variety of written, oral, visual, digital, non-verbal, and interactive texts to generate and answer literal and interpretive questions to create new understandings.
 4.7.R.2Students will compare and contrast how ideas and topics are depicted in a variety of media and formats.
OregonSee Common Core 
 SS 3.19.Identify and compare different ways of looking at an event, issue, or problem.
 SS 5.19.Analyze two accounts of the same event or topic and describe important similarities and differences.
 SS 5.21.Identify and study two or more points of view of an event, issue or problem.
 SS 5.22.Identify characteristics of an event, issue, or problem, suggesting possible causes and results
 SS 5.23.Propose a response or solution to an issue or problem and support why it makes sense, using support from research.
PennsylvaniaCC.1.2.4.ADetermine the main idea of a text and explain how it is supported by key details; summarize the text.
 CC.1.2.4.BRefer to details and examples in text to support what the text says explicitly and make inferences.
 CC.1.2.4.FDetermine the meaning of words and phrases as they are used in gradelevel text, including figurative language.
 CC.1.2.4.JAcquire and use accurately gradeappropriate conversational, 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.
 CC.1.2.4.LRead and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
 CC.1.4.4.AWrite informative/ explanatory texts to examine a topic and convey ideas and information clearly.
 CC.1.4.4.EUse precise language and domain-specific vocabulary to inform about or explain the topic.
 CC.1.4.4.IProvide reasons that are supported by facts and details.
 CC.1.4.4.SDraw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts.
 CC.1.5.4.AEngage effectively in a range of collaborative discussions on gradelevel topics and texts, building on others’ ideas and expressing their own clearly.
 CC.1.5.4.BParaphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally
 CC.1.5.4.DReport 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 with adequate volume, appropriate pacing, and clear pronunciation.
 SS 8.1.4.B.Distinguish between fact and opinion from multiple points of view, and primary sources as related to historical events. 
Rhode IslandSee Common Core 
South CarolinaI.1.1Formulate questions to focus thinking on an idea to narrow and direct further inquiry
 I.3.2Organize and categorize important information; collaborate to validate or revise thinking; report relevant findings.
 I.4.1Draw logical conclusions from relationships and patterns discovered during the inquiry process.
 C.1.2Participate in discussions; ask and respond to questions to acquire information concerning a topic, text, or issue.
 C.2.2Discuss the purpose and the credibility of information presented in diverse media and formats.
 4.S.1A.4 Analyze and interpret data from observations, measurements, or investigations to understand patterns and meanings.
 4.S.1A.6Construct explanations of phenomena using (1) scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams.
 4.S.1A.7Construct scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts.
 4.S.1A.8Obtain and evaluate informational texts, observations, data collected, or discussions to (1) generate and answer questions, (2) understand phenomena, (3) develop models, or (4) support explanations, claims, or designs. Communicate observations and explanations using the conventions and expectations of oral and written language.
South DakotaSee Common Core 
Tennessee4.FL.VA.7aDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies.
 4.FL.VA.7cAcquire 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
 4.RI.KID.1Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in the text when drawing inferences from the text.
 4.RI.KID.2Determine the main idea of a text and explain how it is supported by key details; summarize a text.
 4.RI.IKI.9Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
 4.RI.RRTC.10Read and comprehend stories and informational texts throughout the grade-level text complexity band proficiently, with scaffolding at the high end as needed.
 4.SL.PKI.4Report 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.
 4.W.TTP.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
 4.W.TTP.2Write informative/explanatory texts to examine a topic and convey ideas and information.
 4.W.PDW.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
 4.W.RBPK.8Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, categorize information, and provide a list of sources.
Texas110.6.b.1.AListen actively, ask relevant questions to clarify information, and make pertinent comments
 110.6.b.3.BUse context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words
 110.6.b.7.CUse text evidence to support an appropriate response
 110.6.b.12.BCompose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft
 113.14.b.17.CInterpret oral, visual, and print material by identifying the main idea, distinguishing between fact and opinion, identifying cause and effect, and comparing and contrasting
 113.14.b.17.EInterpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps
 113.14.b.18.AExpress ideas orally based on knowledge and experiences
 113.14.b.19.BUse a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
 113.15.b.21.BAnalyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
UtahReading: ITS 1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
 Reading: ITS 2Determine the main idea of a text and explain how it is supported by key details; summarize the text.
 Reading: ITS 3Explain 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: ITS 4Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
 Reading: ITS 5Describe 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.
 Reading: ITS 9Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
 Reading: ITS 10By the end of 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. Continue to develop fluency when reading documents written in cursive.
 Writing 2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 Writing 4Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 
 Writing 9Draw evidence from literary or informational texts to support analysis, reflection, and research.
 Speaking and Listening 1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-level topics and texts, building on others’ ideas and expressing their own clearly.
 Speaking and Listening 2Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
 Language 4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies.
 Language 6Acquire 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).
VermontSee Common Core 
VirginiaSee Common Core 
WashingtonSee Common Core 
West VirginiaSee Common Core 
WisconsinSee Common Core 
 SCI.SEP4.A.3-5Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, or computation.
 SCI.SEP7.A.3-5Construct and/or support an argument with evidence, data, or a model.
WyomingSee Common Core 
Common CoreRSI 4.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
 RSI 4.2Determine the main idea of a text and explain how it is supported by key details; summarize the text.
 RSI 4.3Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
 RSI 4.4Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade-level topic or subject area.
 RSI 4.5Describe 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.
 RSI 4.9Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
 RSI 4.10By the end of 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.
 WS 4.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 WS 4.4Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
 WS 4.9Draw evidence from literary or informational texts to support analysis, reflection, and research
 SLS 4.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly
 SLS 4.2Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
 LS 4.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies.
 LS 4.6Acquire 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)