Washington State Grade 4 English Language Arts Standards Transition Document

This document serves as a guide to assist in the transition between the Washington State GLES for Reading, Writing, and Communication and the Common Core State Standards for English Language Arts.

The College and Career Ready standards anchor the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. College and Career Readiness Anchor Standards for Reading Key Ideas and Details Integration of Knowledge and Ideas 1. Read closely to determine what the text says explicitly and to 7. Integrate and evaluate content presented in diverse media and formats, make logical inferences from it; cite specific textual evidence including visually and quantitatively, as well as in words.* when writing or speaking to support conclusions drawn from 8. Delineate and evaluate the argument and specific claims in a text, including the the text. validity of the reasoning as well as the relevance and sufficiency of the 2. Determine central ideas or themes of a text and analyze their evidence. development; summarize the key supporting details and ideas. 9. Analyze how two or more texts address similar themes or topics in order to 3. Analyze how and why individuals, events, and ideas develop build knowledge or to compare the approaches the authors take. and interact over the course of a text. Range of Reading and Level of Text Complexity Craft and Structure 10. Read and comprehend complex literary and informational texts 4. Interpret words and phrases as they are used in a text, independently and proficiently. including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text.

*Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources. .

June 2011 Grade 4 Page 1 Reading Standards for Literature Key Ideas and Details Current Washington Standards Common Core State Standards Students currently: Students need to: 2.1.3: Apply comprehension monitoring strategies during and after RL.4.1: Refer to details and examples in a text when explaining what reading: determine importance using theme, main ideas, and the text says explicitly and when drawing inferences from the text. supporting details in grade-level informational/expository text and/or literary/narrative text. 2.1.5: Apply comprehension monitoring strategies before, during, and after reading: predict and infer from grade-level informational/expository text and/or literary/narrative text.

Key ideas will be found in current Evidence of Learning for these No notable changes from the current State standards. GLEs. Students currently: Students need to: 2.1.3: Apply comprehension monitoring strategies during and after RL.4.2: Determine a theme of a story, drama, or poem from details in reading: determine importance using theme, main ideas, and the text; summarize the text. supporting details in grade-level informational/expository text and/or literary/narrative text. 2.1.7: Apply comprehension strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text.

Key ideas will be found in current Evidence of Learning for these Notable change: include drama and more poetry. GLEs. Students currently: Students need to : 2.2.3: Understand and analyze story elements. RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). Key ideas will be found in current Evidence of Learning for these No notable changes from the current State standards. GLEs. Craft and Structure

June 2011 Grade 4 Page 2 Current Washington Standards Common Core State Standards Students currently: Students need to: 1.3.2: Understand and apply content/academic vocabulary critical to RL.4.4: Determine the meaning of words and phrases as they are used the meaning of the text. in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

Key ideas will be found in current Evidence of Learning for these Notable change: use of mythology as a new text type GLEs. Students currently: Students need to: 2.3.1: Understand and analyze the relationship between and among RL.4.5: Explain major differences between poems, drama, and prose, informational/expository text and literary/narrative text. and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Key ideas will be found in current Evidence of Learning for these Notable change: Emphasize the structural elements of poetry and GLEs. drama. Students currently: Students need to: 2.3.1: Understand and analyze the relationship between and among RL.4.6: Compare and contrast the point of view from which different literary/narrative text and informational/expository text. stories are narrated, including the difference between first- and third- person narrations.

Key ideas will be found in current Evidence of Learning for these Notable change: compare and contrast point of view GLEs. Integration of Knowledge and Ideas Current Washington Standards Common Core State Standards Students currently: Students need to: 2.1.6: Apply comprehension monitoring strategies before, during, and RL.4.7: Make connections between the text of a story or drama and a after reading: monitor for meaning, create mental images, and visual or oral presentation of the text, identifying where each version generate and answer questions in grade-level informational/expository reflects specific descriptions and directions in the text. text and/or literary/narrative text.

Key ideas will be found in current Evidence of Learning for these Notable change: exposing students to drama and compare drama to

June 2011 Grade 4 Page 3 GLEs. visual/oral presentation. Students currently: Students Need to: 2.4.5: Understand how to generalize from text. RL.4.9: Compare and contrast the treatment of similar themes and 3.4.2: Understand contemporary and traditional literature written in a topics (e.g., opposition of good and evil) and patterns of events (e.g., variety of genres. the quest) in stories, myths, and traditional literature from different 3.4.3: Analyze a variety of literature representing different cultures cultures. and traditions.

Key ideas will be found in current Evidence of Learning for these Notable change: use comparison as a vehicle to make GLEs. generalizations. Range of Reading and Level of Text Complexity Current Washington Standards Common Core State Standards Students currently: Students Need to: 3.4.2: Understand contemporary and traditional literature written in a RL.4.10: By the end of the year, read and comprehend literature, variety of genres. including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Key ideas will be found in current Evidence of Learning for these Notable change: the grades 4–5 text complexity band proficiently, GLEs. with scaffolding as needed at the high end of the range. With full implementation, fourth grade teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses.

Essential components to support the learning progression in the implementation of the Common Core State Standards.

Reading Standards for Informational Text Key Ideas and Details Current Washington Standards Common Core State Standards Students currently: Students Need to: 2.1.3: Apply comprehension monitoring strategies during and after RI.4.1: Refer to details and examples in a text when explaining what

June 2011 Grade 4 Page 4 reading: determine importance using theme, main ideas, and the text says explicitly and when drawing inferences from the text. supporting details in grade-level informational/expository text and/or literary/narrative text. 2.1.5: Apply comprehension monitoring strategies before, during, and after reading: predict and infer from grade-level informational/expository text and/or literary/narrative text.

Key ideas will be found in current Evidence of Learning for these No notable changes from current State standards GLEs. Students currently: Students Need to: 2.1.3: Apply comprehension monitoring strategies during and after RI.4.2: Determine the main idea of a text and explain how it is reading: determine importance using theme, main ideas, and supported by key details; summarize the text. supporting details in grade-level informational/expository text and/or literary/narrative text. 2.1.7: Apply comprehension strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text.

Key ideas will be found in current Evidence of Learning for these No notable changes from current State standards. GLEs. Students currently: Students Need to: 2.2.1: Understand sequence in informational/expository text and RI.4.3: Explain events, procedures, ideas, or concepts in a historical, literary/narrative text. scientific, or technical text, including what happened and why, based 2.3.1: Understand and analyze the relationship between and among on specific information in the text. informational/expository text and literary/narrative text.

Key ideas will be found in current Evidence of Learning for these Notable change: Emphasis on historical, scientific and technical text GLEs. Craft and Structure Current Washington Standards Common Core State Standards Students currently: Students Need to: 1.3.2: Understand and apply content/academic vocabulary critical to RI.4.4: Determine the meaning of general academic and domain- the meaning of the text. specific words or phrases in a text relevant to a grade 4 topic or subject

June 2011 Grade 4 Page 5 area.

Key ideas will be found in current Evidence of Learning for these No notable changes from current State standards. GLEs. Students currently: Students Need to: 2.2.1: Understand sequence in informational/expository text and RI.4.5: Describe the overall structure (e.g., chronology, comparison, literary/narrative text. cause/effect, and problem/solution) of events, ideas, concepts, or 2.2.4: Apply understanding of text organizational structures. information in a text or part of a text.

Key ideas will be found in current Evidence of Learning for these Notable change: Focus on the structure and how it relates to GLEs. cause/effect and problem/solution Students currently: Students Need to: RI.4.6: Compare and contrast a firsthand and secondhand account of No Match the same event or topic; describe the differences in focus and the information provided.

Notable change: new focus using compare and contrast Integration of Knowledge and Ideas Current Washington Standards Common Core State Standards Students currently: Students Need to: 2.2.2: Apply features of printed and electronic text to locate and RI.4.7: Interpret information presented visually, orally, or comprehend text. quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Key ideas will be found in current Evidence of Learning for these Notable change: use of interactive web pages and linking text to the GLEs. text feature. Students currently: Students Need to: 2.4.2: Analyze the author’s purpose for and style of writing in both RI.4.8: Explain how an author uses reasons and evidence to support informational/expository text and literary/narrative text. particular points in a text.

June 2011 Grade 4 Page 6 Key ideas will be found in current Evidence of Learning for these No notable change from current State standards. GLEs. Students currently: Students Need to: 2.3.1: Understand and analyze the relationship between and among RI.4.9: Integrate information from two texts on the same topic in literary/narrative text and informational/expository text and order to write or speak about the subject knowledgeably. information. 2.4.5: Understand how to generalize from text.

Key ideas will be found in current Evidence of Learning for these Notable change: prepare comparison for speech. GLEs. Range of Reading and Level of Text Complexity Current Washington Standards Common Core State Standards Students currently: Students Need to: No Match 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.

Notable change: increase the variety and quantity of informational text to include history/social studies, science, and technical texts. With full implementation, fourth grade teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses.

3.1.1 Understand how to select and use appropriate resources.

 Collect and use information from a variety of resources to solve a problem or answer a question.

Essential components to support the learning progression in the implementation of the Common Core State Standards.

2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge/schema.

 Explain connections between self and characters, events, and information occurring within a text or among multiple texts.  Activate prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text.

June 2011 Grade 4 Page 7 Need to continue to implement the following: Component 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text

2.4.1 Apply the skills of drawing conclusions, providing a response, and expressing insights to informational/expository text and literary/narrative text. W

2.4.3 Understand the difference between fact and opinion. W

3.2.1 Understand information gained from reading to perform a specific task.

3.2.2 Understand a variety of functional documents.

4.1.1 Apply strategies to monitor reading progress.

4.1.2 Apply strategies for setting grade-level appropriate reading goals.

4.2.1 Evaluate authors, books, and genres to select favorites. Reading Standards: Foundational Skills 4th Grade Print Concepts Current Washington Standards Common Core State Standards Students currently: Students Need to: No Match Not required for fourth grade

Phonological Awareness Current Washington Standards Common Core State Standards Students currently: Students Need to: No Match Not required for fourth grade Phonics and Word Recognition Current Washington Standards Common Core State Standards

June 2011 Grade 4 Page 8 Students currently: Student Need to: 1.1.4 Apply understanding of phonics. RF.4.3 Know and apply grade-level phonics and word analysis skills in 1.2.2 Apply vocabulary strategies in grade-level text. decoding words. RF.4.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Fluency Current Washington Standards Common Core State Standards Students currently: Students need to: 1.4.2 Apply fluency to enhance comprehension. RF.4.4 Read with sufficient accuracy and fluency to support 1.4.3 Apply different reading rates to match text. comprehension.

Students currently: Students need to: No Match RF.4.4.a Read grade-level text with purpose and understanding.

Students currently: Students need to: 1.4.3 Apply different reading rates to match text. RF.4.4.b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Students currently: Students need to: RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. With full implementation, fourth grade teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses.

Essential components to support the learning progression in the implementation of the Common Core State Standards.

College and Career Readiness Anchor Standards for Writing

Text Types and Purposes* Research to Build and Present Knowledge 1. Write arguments to support claims in an analysis of substantive topics or 7. Conduct short as well as more sustained research projects based on texts, using valid reasoning and relevant and sufficient evidence. focused questions, demonstrating understanding of the subject under 2. Write informative/explanatory texts to examine and convey complex ideas investigation.

June 2011 Grade 4 Page 9 and information clearly and accurately through the effective selection, 8. Gather relevant information from multiple print and digital sources, assess organization, and analysis of content. the credibility and accuracy of each source, and integrate the information 3. Write narratives to develop real or imagined experiences or events using while avoiding plagiarism. effective technique, well-chosen details, and well-structured event 9. Draw evidence from literary or informational texts to support analysis, sequences. reflection, and research.

Production and Distribution of Writing Range of Writing 4. Produce clear and coherent writing in which the development, 10. Write routinely over extended time frames (time for research, reflection, organization, and style are appropriate to task, purpose, and audience. and revision) and shorter time frames (a single sitting or a day or two) for 5. Develop and strengthen writing as needed by planning, revising, editing, a range of tasks, purposes, and audiences. rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.

Writing Standards Text Types and Purposes Current Washington Standards Common Core State Standards Students currently: Students Need to: 3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using W.4.1 Write opinion pieces on topics or texts, supporting a point of specific details and/or examples. view with reasons and information. 3.1.2 Organizes writing using a logical organizational structure. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition) d. Provide a concluding statement or section related to the opinion presented.

Move students to:  Write opinion pieces on topics or texts, supporting a point of view

June 2011 Grade 4 Page 10 with reasons and information. Students currently: Student Need to: 3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using W.4.2 Write informative/explanatory texts to examine a topic and specific details and/or examples. convey ideas and information clearly. 3.1.2 Organizes writing using a logical organizational structure. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), 3.2.2 Uses language appropriate for a specific audience and purpose. illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

Move students to: Use precise language and domain-specific vocabulary to inform about or explain the topic. Students currently: Student Need to: 3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using W.4.3 Write narratives to develop real or imagined experiences or specific details and/or examples. events using effective technique, descriptive details, and clear event sequences. 3.1.2 Organizes writing using a logical organizational structure. a. Orient the reader by establishing a situation and introducing a 3.2.2 Uses language appropriate for a specific audience and purpose. narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

Production and Distribution of Writing

June 2011 Grade 4 Page 11 Current Washington Standards Common Core State Standards Students currently: Students need to: 1.1.1 Applies more than one strategy for generating ideas and W.4.4 Produce clear and coherent writing in which the development planning writing. and organization are appropriate to task, purpose, and audience. 1.2.1 Produces more than one draft of multiple paragraphs. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 2.1.1 Applies understanding of multiple and varied audiences to write effectively. 2.2.1 Demonstrates understanding of different purposes for writing.

Students currently: Student Need to: 1.3.1 Revises text by adding, deleting, substituting, and moving text. W.4.5 With guidance and support from peers and adults, develop and 1.4.1 Applies understanding of editing appropriate for grade level (see strengthen writing as needed by planning, revising, and editing. 3.3) (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 29.) Students currently: Student Need to: 1.5.1 Publishes in more than one format for specific audiences and W.4.6 With some guidance and support from adults, use technology, purposes. including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Move students to: of keyboarding skills to type a minimum of one page in a single sitting. Research to Build and Present Knowledge Current Washington Standards Common Core State Standards Students currently: Students Need to: 2.2.1 Demonstrates understanding of different purposes for writing. W.4.7 Conduct short research projects that build knowledge through 2.3.1 Uses a variety of forms/genres. investigation of different aspects of a topic.

Move students to investigation of different aspects of a topic through research.

June 2011 Grade 4 Page 12 Students currently: Student Need to: 1.1.1 Applies more than one strategy for generating ideas and W.4.8 Recall relevant information from experiences or gather relevant planning writing. information from print and digital sources; take notes and categorize 2.2.1 Demonstrates understanding of different purposes for writing. information, and provide a list of sources. 3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples. 3.3.8 Applies conventional forms for citations

Students currently: Student Need to: 1.1.1 Applies more than one strategy for generating ideas and planning W.4.9 Draw evidence from literary or informational texts to support writing. analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

Move students to experience opportunities to analyze and reflect on both literary and informational texts. Range of Writing Current Washington Standards Common Core State Standards Students currently: Students need to: 1.2.1 Produces more than one draft of multiple paragraphs. W.4.10 Write routinely over extended time frames (time for research, 1.6.3 Uses knowledge of time constraints to adjust writing reflection, and revision) and shorter time frames (a single sitting or a process. day or two) for a range of discipline-specific tasks, purposes, and audiences. Move students to write meaningful products in different content areas.

June 2011 Grade 4 Page 13 With full implementation, fourth grade teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses.

Essential components to support the learning progression in the implementation of the Common Core State Standards.  Includes more than one mode within a piece (e.g., descriptive or narrative anecdotes within an explanation to elaborate).

College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration Presentation of Knowledge and Ideas 1. Prepare for and participate effectively in a range of conversations and 4. Present information, findings, and supporting evidence such that listeners collaborations with diverse partners, building on others’ ideas and can follow the line of reasoning and the organization, development, and expressing their own clearly and persuasively. style are appropriate to task, purpose, and audience. 2. Integrate and evaluate information presented in diverse media and 5. Make strategic use of digital media and visual displays of data to express formats, including visually, quantitatively, and orally. information and enhance understanding of presentations. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and 6. Adapt speech to a variety of contexts and communicative tasks, rhetoric. demonstrating command of formal English when indicated or appropriate.

Speaking and Listening Standards Comprehension and Collaboration Current Washington Standards Common Core State Standards Students Need to: Students currently: SL.4.1 Engage effectively in a range of collaborative discussions (one- 1.1.1 Applies a variety of listening strategies to accommodate the on-one, in groups, and teacher-led) with diverse partners on grade 4 listening situation. topics and texts, building on others’ ideas and expressing their own 2.2.1 Understands how to show respect for others’ input. clearly. a. Come to discussions prepared, having read or studied required 2.2.2 Applies skills to contribute responsibly in a one-to-one material; explicitly draw on that preparation and other conversation or group setting. information known about the topic to explore ideas under discussion.

a. Follow agreed-upon rules for discussions and carry out assigned roles. b. Pose and respond to specific questions to clarify or follow up

June 2011 Grade 4 Page 14 on information, and make comments that contribute to the discussion and link to the remarks of others. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Move students to a range of collaborative discussions (variety of formats) among peers about a specific topic and/or text. Students currently: Students need to: 1.1.2 Applies a variety of listening and observation skills/strategies to SL.4.2 Paraphrase portions of a text read aloud or information recall and interpret information. presented in diverse media and formats, including visually, 1.2.1 Applies strategies to comprehend auditory and visual quantitatively, and orally. information. Students currently: Students need to: 1.1.3 Applies a variety of listening and observation skills/strategies SL.4.3 Identify the reasons and evidence a speaker provides to support to recall and interpret information. particular points. 1.2.2 Recognizes and understands point of view and Move students to identify the reasons a speaker supports a particular point. persuasion in mass media. Presentation of Knowledge and Ideas Current Washington Standards Common Core State Standards Students currently: Students need to: 3.1.1 Understands how to plan and organize effective oral SL.4.4 Report on a topic or text, tell a story, or recount an experience communication and presentation. in an organized manner, using appropriate facts and relevant, 3.3.1 Applies skills for delivery of effective oral communication and descriptive details to support main ideas or themes; speak clearly at an understandable pace. presentations. Move students to speak clearly at an understandable pace.

Students currently: Students need to: 3.2.1 Understands how to use available media and resources to convey SL.4.5 Add audio recordings and visual displays to presentations when a message or enhance oral presentations. appropriate to enhance the development of main ideas or themes.

Students currently: Students need to: 2.1.1 Analyzes the needs of the audience, situation, and setting to SL.4.6 Differentiate between contexts that call for formal English (e.g., adjust language. presenting ideas) and situations where informal discourse is

June 2011 Grade 4 Page 15 3.3.1 Applies skills for delivery of effective oral communication and appropriate (e.g., small-group discussion); use formal English when presentations. appropriate to task and situation. (See grade 4 Language standards 1 and 3 on page 28 for specific expectations.) With full implementation, fourth grade teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses.

Essential components to support the learning progression in the implementation of the Common Core State Standards.  Reaches a group decision through compromise, with teacher guidance for large group solutions (e.g., blending differing points of view to reach a compromise or choosing the quickest or best solution).  Plans a presentation for a specific purpose with teacher guidance (e.g., to entertain, inform, or explain). Need to continue to implement the following: 2.3.1 Understands that individuals may have differing opinions, perspectives, and meanings for communication.

2.3.2 Understands and applies intercultural communication strategies.

4.1.1 Applies established criteria to guide analysis of strengths and weaknesses in own communication.

4.1.2 Analyzes and evaluates others’ formal and informal communication using established criteria.

4.2.1 Applies strategy for setting grade level appropriate communication goals.

June 2011 Grade 4 Page 16 College and Career Readiness Anchor Standards for Language

Conventions of Standard English Vocabulary Acquisition and Use 1. Demonstrate command of the conventions of standard English grammar 4. Determine or clarify the meaning of unknown and multiple-meaning words and usage when writing or speaking. and phrases by using context clues, analyzing meaningful word parts, and 2. Demonstrate command of the conventions of standard English consulting general and specialized reference materials, as appropriate. capitalization, punctuation, and spelling when writing. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Knowledge of Language 6. Acquire and use accurately a range of general academic and domain- 3. Apply knowledge of language to understand how language functions in specific words and phrases sufficient for reading, writing, speaking, and different contexts, to make effective choices for meaning or style, and to listening at the college and career readiness level; demonstrate comprehend more fully when reading or listening independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Language Standards Conventions of Standard English Current Washington Standards Common Core State Standards Students currently: Students need to: W-3.3.2 Spells words appropriate for the grade level accurately. L.4.1 Demonstrate command of the conventions of standard English W-3.3.5 Applies usage rules. grammar and usage when writing or speaking. W-3.3.6 Uses complete sentences in writing. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* g. Correctly use frequently confused words (e.g., to, too, two; there, their).* Students currently: Students need to: W-3.3.2 Spells words appropriate for the grade level accurately. L.4.2 Demonstrate command of the conventions of standard English W-3.3.3 Applies capitalization rules. capitalization, punctuation, and spelling when writing. W-3.3.4 Applies punctuation rules. a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations from a text. June 2011 Grade 4 c. Use a comma before a coordinating conjunction in a Page 17 compound sentence. d. Spell grade-appropriate words correctly, consulting references as needed. Knowledge of Language Current Washington Standards Common Core State Standards