Setting Your Students Up to Succeed

Standard	Description
See Common Core

Standard	Description
RSI 4.1	Locate explicit information in the text to explain what the text says explicitly and to support inferences drawn from the text
RSI 4.2	Determine 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 4.3	Explain 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 4.4	Determine the meaning of general academic and domain- specific words or phrases in a text relevant to a grade-level topic or subject area.
RSI 4.9	Integrate information from two texts on the same topic or related topics in order to write or speak about the subject knowledgeably.
RSI 4.10	By 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 4.2	Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
WS 4.4	Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
SLS 4.1	Engage 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 4.2	Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
LS 4.4	Determine 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 4.6	Acquire 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 C1	develop 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 F1	develop an understanding of the interrelationships among individuals, cultures, societies, science, and technology;
Cultural E1	recognize 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 E3	demonstrate an understanding of the relationship between world view and the way knowledge is formed and used;
Cultural E4	determine how ideas and concepts from one knowledge system relate to those derived from other knowledge systems;

Standard	Description
4.RI.1	Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.RI.2	Determine the main idea of a text and explain how it is supported by key details; summarize the text.
4.RI.3	Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
4.RI.4	Determine 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.5	Describe 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.9	Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
4.RI.10	By 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.2	Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
4.W.4	Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
4.W.9	Draw evidence from literary or informational texts to support analysis, reflection, and research.
4.SL.1	Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
4.SL.2	Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
4.L.4	Determine 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.6	Acquire 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 1.3.1	Analyze data obtained in a scientific investigation to identify trends.
Science 1.3.2	Formulate conclusions based upon identified trends in data.

Standard	Description
RI.4.1	Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.2	Examine 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.4.3	Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI.4.4	Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a Grade 4 topic or subject area.
RI.4.5	Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RI.4.9	Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
RI.4.10	By 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.4.2	Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.4	Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.4.9	Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.4.1	Engage 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.4.2	Paraphrase portions of information that is gained by means other than reading (e.g., texts read aloud; oral presentations of charts, graphs, diagrams; speeches).
L.4.4	Determine 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.4.6	Acquire 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-ETS1-2	Generate 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.13.4.2	Develop claims in response to compelling questions about Arkansas and United States history using evidence from a variety of primary and secondary sources

Standard	Description
RSI 4.1	Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RSI 4.2	Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RSI 4.3	Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RSI 4.4	Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade-level topic or subject area.
RSI 4.5	Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RSI 4.9	Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
RSI 4.10	By 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 4.2	Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
WS 4.4	Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
WS 4.9	Draw evidence from literary or informational texts to support analysis, reflection, and research
SLS 4.1	Engage 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 4.2	Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
LS 4.4	Determine 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 4.6	Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation)

Standard	Description
RWC 1.1.a	Engage 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.b	Paraphase 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.d	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. (CCSS: SL.4.4)
RWC 2.1.a.i	Refer 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.iii	Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. (CCSS: RI.4.3)
RWC 2.2.b.i	Determine 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.iii	Integrate 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.i	By 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.a	Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (CCSS: W.4.1)
RWC 2.3.c	Determine 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.e	Acruire 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.a	Write nformative/explanatory texts to examine a topic and convey ideas and information clearly. (CCSS: W.4.2)
RWC 3.3.a	Produces clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (CCSS: W.4.4)
RWC 4.1.c	Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.4.9)
RWC 4.2.a	Consider negative as well as positive implications of their own thinking or behavior, or others thinking or behavior
RWC 4.2.b	State, elaborate, and give an example of a concept (for example, state, elaborate, and give an example of friendship or conflict)
RWC 4.2.c	Identify the key concepts and ideas they and others use
RWC 4.2.d	Ask primary questions of clarity, significance, relevance, accuracy, depth, and breadth
Science 2.2.b	Analyze and interpret data to generate evidence about the prehistoric environment (DOK 1-2)
SS 4.1.c	Discuss how various individuals and groups influence the way an issue affecting the state is viewed and resolved (DOK 1-3)

Standard	Description
RSI 4.1	Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RSI 4.2	Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RSI 4.3	Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RSI 4.4	Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade-level topic or subject area.
RSI 4.5	Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RSI 4.9	Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
RSI 4.10	By 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 4.2	Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
WS 4.4	Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
WS 4.9	Draw evidence from literary or informational texts to support analysis, reflection, and research
SLS 4.1	Engage 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 4.2	Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
LS 4.4	Determine 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 4.6	Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation)

Standard	Description
See Common Core

Standard	Description
See Common Core

Standard	Description
LAFS.4.RI.1.1	Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
LAFS.4.RI.1.2	Determine the main idea of a text and explain how it is supported by key details; summarize the text.
LAFS.4.RI.2.4	Determine 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.3.0	Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
LAFS.4.RI.4.10	By 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.1.1	Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
LAFS.4.SL.1.1	Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
LAFS.4.SL.1.2	Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
LAFS.4.W.1.2	Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
LAFS.4.W.2.4	Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
LAFS.4.W.3.9	Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.K12.L.3.4	Determine 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.1.4	Attempt reasonable answers to scientific questions and cite evidence in support.
SC.4.N.2.1	Explain 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.)

Standard	Description
See Common Core

Standard	Description
See Common Core

Standard	Description
RI.4.1	Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text
RI. 4.2	Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI. 4.3	Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI. 4.4	Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade-level topic or subject area.
RI. 4.5	Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RI. 4.9	Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
RI. 4.10	By 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.4.2	Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.4	Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.4.9	Draw evidence from literary or informational texts to support analysis, reflection, and research
SL.4.1	Engage 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.4.2	Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
L.4.4	Determine 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.4.6	Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation)

Standard	Description
SS.IS.4.3-5	Gather relevant information and distinguish among fact and opinion to determine credibility of multiple sources.
SS.IS.5.3-5	Develop claims using evidence from multiple sources to answer essential questions.
SS.IS.6.3-5	Construct and critique arguments and explanations using reasoning, examples, and details from multiple sources.
SS.CV.3.3	Compare 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.3.5	Explain probable causes and effects of events and developments in U.S. history.

Standard	Description
4.RN.2.1	Refer 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.4.1	Distinguish between fact and opinion; explain how an author uses reasons and evidence to support a statement or position (claim) in a text.
4.RN.4.2	Combine information from two texts on the same topic in order to demonstrate knowledge about the subject.
4.RV.3.2	Determine 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.3.2	Write informative compositions on a variety of topics.
4.SL.1	Listen 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.2.1	Engage 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.2.2	xplore ideas under discussion by drawing on readings and other information.
4.SL.3.1	Summarize major ideas and supportive evidence from text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
4.SL.4.1	Using 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.1	Identify how information found in electronic, print, and mass media is used to inform, persuade, entertain, and transmit culture.
4.ML.2.1	Recognize 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 4.1.16	Identify different opinions in historical documents and other information resources and identify the central question each narrative addresses

Standard	Description
See Common Core

Standard	Description
RI.4.1	Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.2	Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.3	Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI.4.4	Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade-level topic or subject area.
RI.4.5	Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RI.4.9	Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
RI.4.10	By 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.4.2	Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.4	Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.4.9	Draw evidence from literary or informational texts to support analysis, reflection, and research
SL.4.1	Engage 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.4.2	Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
L.4.4	Determine 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.4.6	Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation)
Social Studies 1	Choices have consequences.
Social Studies 3	Societies are shaped by beliefs, idea, and diversity

Standard	Description
See Common Core

Standard	Description
See Common Core

Standard	Description
See Common Core

Standard	Description
See Common Core
Science 1.B.1	Seek better reasons for believing something than “Everybody knows that…” or “I just know” and discount such reasons when given by others

Standard	Description
See Common Core

Standard	Description
See Common Core

Standard	Description
ELA 4.2.1.1	Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
ELA 4.2.2.2	Determine the main idea of a text and explain how it is supported by key details; summarize the text.
ELA 4.2.3.3	Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
ELA 4.2.4.4	Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade-level topic or subject area.
ELA 4.2.5.5	Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
ELA 4.2.9.9	Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
ELA 4.2.10.10	By 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 4.6.2.2	Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
ELA 4.6.4.4	Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
ELA 4.8.1.1	Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
ELA 4.8.2.2	Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELA 4.10.4.4	Determine 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 4.10.6.6	Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Science 3.1.1.1.1	Provide evidence to support claims, other than saying “Everyone knows that,” or “I just know,” and question such reasons when given by others.
Science 3.1.1.2.1	Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one’s own observations or investigations.
Science 3.1.1.2.4	Construct reasonable explanations based on evidence collected from observations or experiments.
Science 3.1.3.2.2	Recognize 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 3.2.1.1.1	Identify possible short- and long-term consequences (costs and benefits) of different choices.
SS 3.4.1.2.2	Compare and contrast two different accounts of an event.

Standard	Description
See Common Core

Standard	Description
ELA-R 1.A.4.a	Develop 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.a	Explain relevant connections between text to text.
ELA-R 1.C.4.b	Explain relevant connections between text to world.
ELA-R 3.C.4.a	Read, 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.b	Develop 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.a	Speak 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

Standard	Description
RI.4.1	Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.2	Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.3	Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text and include texts by and about American Indians.
RI.4.4	Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade-level topic or subject area.
RI.4.5	Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text
RI.4.9	Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
RI.4.10	By 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..4.2	Write informative/explanatory texts to examine a topic and convey ideas and information clearly
W..4.4	Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W..4.9	Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.4.1	Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
SL.4.2	Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally
L.4.4	Determine 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.4.6	Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Social Studies 1	Students access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations.

Standard	Description
LA 4.1.5.b	Apply context clues (e.g., word, phrase, and sentence, and paragraph clues) and text features to infer meaning of unknown words.
LA 4.1.5.c	Acquire new academic and content-specific grade-level vocabulary, relate to prior knowledge, and apply in new situations.
LA 4.1.6.e	Determine main ideas and supporting details from informational text and/or media.
LA 4.1.6.f	Use text features to locate information and explain how the information contributes to an understanding of print and digital text.
LA 4.1.6.i	Construct and/or answer literal, inferential, and critical questions and support answers with explicit evidence from the text or additional sources.
LA 4.1.6.l	Build 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.a	Communicate 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.b	Provide evidence from literary or informational text to support analysis, reflection, and research.
LA 4.3.1.a	Communicate 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.c	Utilize appropriate visual and/or digital tools to enhance verbal communication and add interest.
LA 4.3.1.d	Convey a perspective with clear reasoning and support.
LA 4.3.1.e	Ask pertinent questions to acquire or confirm information.
LA 4.3.2.b	Identify the purpose and credibility of information being presented in diverse media and formats.
LA 4.3.3.d	Listen, 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.e	Collaboratively 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.E	Generate 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.a	Compare and contrast patterns of culture within your community.
SS 3.4.4.c	Describe how decisions affected events in the community.

Standard	Description
See Common Core

Standard	Description
See Common Core

Standard	Description
NJSLSA.R1	Read 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.R7	Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
NJSLSA.R8	Delineate 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.4.1	Refer 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.4.2	Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.3	Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI.4.4	Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade-level topic or subject area.
RI.4.5	Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RI.4.9	Integrate 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.4.10	By the end of year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.
NJSLSA.W1	Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
NJSLSA.W2	Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
NJSLSA.W4	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
NJSLSA.W.4.8	Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
NJSLSA.SL1	Prepare 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.SL2	Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
NJSLSA.L4	Determine 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.L6	Acquire 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.

Standard	Description
See Common Core

Standard	Description
See Common Core

Standard	Description
See Common Core

Standard	Description
See 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)

Standard	Description
See Common Core

Standard	Description
4.1.R.2	Students 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.3	Students 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.1	Students 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.4	Students will begin to paraphrase main ideas with supporting details in a text.
4.3.W.2	Students will write facts about a subject, including a clear main idea with supporting details, and use transitional and signal words.
4.3.W.3	Students will express an opinion about a topic and provide fact-based reasons as support.
4.4.R.1	Students will increase knowledge of academic, domain-appropriate, grade-level vocabulary to infer meaning of grade-level text
4.4.W.1	Students will use domain-appropriate vocabulary to communicate ideas in writing.
4.6.R.3	Students will determine the relevance and reliability of the information gathered.
4.6.W.3	Students will summarize and present information in a report.
4.7.R.1	Students 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.2	Students will compare and contrast how ideas and topics are depicted in a variety of media and formats.

Standard	Description
See 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.

Standard	Description
CC.1.2.4.A	Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CC.1.2.4.B	Refer to details and examples in text to support what the text says explicitly and make inferences.
CC.1.2.4.F	Determine the meaning of words and phrases as they are used in gradelevel text, including figurative language.
CC.1.2.4.J	Acquire 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.L	Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
CC.1.4.4.A	Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
CC.1.4.4.E	Use precise language and domain-specific vocabulary to inform about or explain the topic.
CC.1.4.4.I	Provide reasons that are supported by facts and details.
CC.1.4.4.S	Draw 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.A	Engage 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.B	Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally
CC.1.5.4.D	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 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.

Standard	Description
See Common Core

Standard	Description
I.1.1	Formulate questions to focus thinking on an idea to narrow and direct further inquiry
I.3.2	Organize and categorize important information; collaborate to validate or revise thinking; report relevant findings.
I.4.1	Draw logical conclusions from relationships and patterns discovered during the inquiry process.
C.1.2	Participate in discussions; ask and respond to questions to acquire information concerning a topic, text, or issue.
C.2.2	Discuss 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.6	Construct 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.7	Construct scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts.
4.S.1A.8	Obtain 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.

Standard	Description
See Common Core

Standard	Description
4.FL.VA.7a	Determine 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.7c	Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic
4.RI.KID.1	Refer 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.2	Determine the main idea of a text and explain how it is supported by key details; summarize a text.
4.RI.IKI.9	Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
4.RI.RRTC.10	Read 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.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.
4.W.TTP.1	Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
4.W.TTP.2	Write informative/explanatory texts to examine a topic and convey ideas and information.
4.W.PDW.4	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
4.W.RBPK.8	Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, categorize information, and provide a list of sources.

Standard	Description
110.6.b.1.A	Listen actively, ask relevant questions to clarify information, and make pertinent comments
110.6.b.3.B	Use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words
110.6.b.7.C	Use text evidence to support an appropriate response
110.6.b.12.B	Compose 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.C	Interpret 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.E	Interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps
113.14.b.18.A	Express ideas orally based on knowledge and experiences
113.14.b.19.B	Use 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.B	Analyze 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

Standard	Description
Reading: ITS 1	Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Reading: ITS 2	Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Reading: ITS 3	Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Reading: ITS 4	Determine 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 5	Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Reading: ITS 9	Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Reading: ITS 10	By 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 2	Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Writing 4	Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Writing 9	Draw evidence from literary or informational texts to support analysis, reflection, and research.
Speaking and Listening 1	Engage 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 2	Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Language 4	Determine 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 6	Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Standard	Description
See Common Core

Standard	Description
See Common Core

Standard	Description
See Common Core

Standard	Description
See Common Core

Standard	Description
See Common Core
SCI.SEP4.A.3-5	Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, or computation.
SCI.SEP7.A.3-5	Construct and/or support an argument with evidence, data, or a model.

Standard	Description
See Common Core