reading and literature standards - web viewdetermine a theme of a story, drama, ... by the end of...

Aligned with the Common Core State Standards for Grade 4

English Language Arts &Literacy in History/Social Studies,Science, and Technical Subjects

For English Language LearnersGrade 4

Teacher’s Edition

College and Career Readiness Anchor Standards for Reading

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, 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.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

8. 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.

9. Analyze how two or more texts address a number of similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

Common Core State Standards 2 Treasure ChestEnglish Language Arts For English Language LearnersGrade 4 Grade 4

Reading Standards for LiteratureCOMMON CORE STATE STANDARDS TREASURE CHEST

TEACHER’S EDITION PAGESKey Ideas and Details1. Refer to details and examples in a text when explaining what the text

says explicitly and when drawing inferences from the text.Unit 1: 7, 11, 15, 19 Unit 2: 173, 177, 181, 185 Unit 3: 251, 255, 263 Unit 5: 495, 499, 503, 507

2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Unit 1: 22, 44, 66, 73, 88, 95, 99, 103, 107, 110 Unit 2: 144, 166, 188, 210, 232 Unit 3: 266, 288, 310, 317, 321, 325, 329, 332, 354 Unit 4: 373, 377, 381, 385, 388, 410, 432, 454, 476 Unit 5: 495, 499, 503, 507, 510, 517, 521, 525, 529, 532, 554, 576, 598 Unit 6: 632, 654, 676, 698, 720

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).

Unit 1: 29, 33, 37, 41 Unit 3: 339, 343, 347, 351

Craft and Structur:e4. Determine the meaning of words and phrases as they are used in a text,

including those that allude to significant characters found in mythology (e.g., Herculean).

Unit 2: 155, 199 Unit 4: 377, 421 Unit 5: 499, 565

5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Unit 1: 7, 29, 73, 95, 129 Unit 2: 151, 173, 195, 217 Unit 3: 250, 273, 295, 339 Unit 4: 395, 417, 439 Unit 5: 517 Unit 6: 639

6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

The following page references can be applied to meet this standard.Unit 4: 377, 382, 386, 399, 404, 408, 421, 426, 430, 443, 448, 452, 465, 470, 474

Integration of Knowledge and Ideas 7. Make connections between the text of a story or drama and a visual or

oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Unit 1: 7, 29, 73, 95, 129 Unit 2: 151, 173, 195, 217 Unit 3: 250, 273, 295, 339 Unit 4: 395, 417, 439 Unit 5: 517 Unit 6: 639

8. (Not applicable to literature) (Not applicable to literature)

9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Unit 1: 73, 95, 99, 103, 107 Unit 3: 317, 321, 325, 329 Unit 4: 373, 377, 381, 385 Unit 5: 495, 499, 503, 507, 517, 521, 525, 529


COMMON CORE STATE STANDARDS TREASURE CHESTTEACHER’S EDITION PAGES

Range of Reading and Level of Text Complexity10. By the end of the year, read and comprehend literature, 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.

Reading selections in the Grade 4 Student Anthology and Leveled Readers in MMH Treasure Chest fall within the recommended Lexile range 770-980 required by the Common Core Standard for grades 4-5.**

Reading Standards for Informational TextCOMMON CORE STATE STANDARDS TREASURE CHEST

TEACHER’S EDITION PAGESKey Ideas and Details1. Refer to details and examples in a text when explaining what the text says

explicitly and when drawing inferences from the text.Unit 2: 126, 133, 137, 141, 151, 155, 159, 163, 173, 177, 181, 185, 195, 199, 203, 207 Unit 3: 251, 255, 259, 263, 295, 299, 303, 307 Unit 4: 395, 399, 403, 407, 417, 421, 425, 429, 439, 443, 447, 451, 461, 465, 469, 473 Unit 5: 495, 499, 503, 507, 539, 543, 547, 551, 561, 565, 569, 573 Unit 6: 617, 621, 625, 629, 661, 665, 669, 673, 683, 687, 691, 695, 705, 709, 713, 717

2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Unit 2: 144, 166, 173, 177, 181, 185, 188, 210 Unit 3: 266, 310 Unit 4: 410, 432, 454, 476 Unit 5: 495, 499, 503, 507, 510, 554, 576, 598 Unit 6: 632, 676, 698, 720

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.

Unit 2: 129, 133, 137, 141, 151, 155, 159, 163, 173, 177, 181, 185, 195, 199, 203, 207 Unit 3 251, 255, 259, 263, 295, 299, 303, 307 Unit 4: 395, 399, 403, 407 Unit 5: 495, 499, 503, 507 Unit 6: 661, 665, 669, 673

Craft and Structure4. Determine the meaning of general academic and domain-specific words

or phrases in a text relevant to a grade 4 topic or subject area.Unit 1: 6, 28, 50, 72 Unit 2: 128, 150, 172, 194, 216 Unit 3: 250, 272, 294, 316, 338 Unit 4: 372, 394, 438, 460, 494 Unit 5: 516, 538, 560, 582 Unit 6: 616, 638, 660, 682, 704

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.

Unit 1: 51, 55, 59, 63 Unit 2: 195, 199, 203, 207 Unit 5: 561, 565, 569, 573, 583, 587, 591, 595



6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

The following page references can be applied to meet this standard.Unit 1: 51, 55, 59, 63 Unit 5: 561, 565, 569, 573

Integration of Knowledge and Ideas 7. Interpret information presented visually, orally, or 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.

Unit 1: 114-115 Unit 2: 236-237 Unit 3: 358-359 Unit 4: 480-481 Unit 5: 602-603 Unit 6: 724-725

8. Explain how an author uses reasons and evidence to support particular points in a text.

Unit 3: 255, 259, 260, 263, 277, 281, 285, 286, 299, 303, 304, 307, 308 Unit 5: 499, 503, 507, 543, 547, 565, 569 Unit 6: 621, 625, 626, 629, 630, 643, 647, 648, 651, 652

9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Unit 6: 621, 625, 626, 629, 630, 643, 647, 648, 651, 652, 665, 669, 670, 673, 674, 687, 691, 692, 695, 696

Range of Reading and Level of Text Complexity10. 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.

Reading selections in the Grade 4 Student Anthology and Leveled Readers in MMH Treasure Chest fall within the recommended Lexile range 770-980 required by the Common Core Standard for grades 4-5.**

Reading Standards: Foundational SkillsThere are no standards for Print Concepts (1) or Phonological Awareness (2) in Foundational Skills for Grade 4.


Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding

words.Unit 1: 8, 30, 52, 74, 96 Unit 2: 130, 152, 174, 196, 218 Unit 3: 252, 274, 296, 318 Unit 4: 440, 418, 462 Unit 5: 496, 518, 540, 562, 584 Unit 6: 640, 662, 684, 706



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.

Unit 1: 8, 30, 52, 74 Unit 2: 130, 152, 174, 196, 218 Unit 3: 252, 274, 296 Unit 4: 440, 418, 462 Unit 5: 496, 518, 540, 562, 584 Unit 6: 662, 684, 706

Fluency 4. Read with sufficient accuracy and fluency to support comprehension. Unit 1: 6-7, 9, 11, 13, 15, 17, 19, 21, 31, 35, 39, 53, 57, 61, 75, 79, 83, 97,

105 Unit 2: 150-151, 153, 155, 157, 159, 161, 163, 165, 198 Unit 3: 253, 257, 261, 275, 279, 283, 297, 301, 305, 316-317, 319, 321, 323, 325, 327, 329, 331 Unit 4: 376, 420, 460-461, 463, 465, 467, 469, 471, 473, 475 Unit 5: 498, 538-539, 541, 543, 545, 547, 549, 551, 553, 563, 564, 567, 571 Unit 6: 619, 623, 627, 638-639, 641, 643, 645, 647, 649, 651, 653, 685, 689, 693, 707, 711, 715

a. Read on-level text with purpose and understanding. Unit 1: 6-7, 9, 11, 13, 15, 17, 19, 21 Unit 2: 150-151, 153, 155, 157, 159, 161, 163, 165 Unit 3: 316-317, 319, 321, 323, 325, 327, 329, 331 Unit 4: 460-461, 463, 465, 467, 469, 471, 473, 475 Unit 5: 538-539, 541, 543, 545, 547, 549, 551, 553 Unit 6: 638-639, 641, 643, 645, 647, 649, 651, 653

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Unit 1: 9, 13, 17, 31, 35, 39, 53, 57, 61, 75, 79, 83, 97, 105 Unit 2: 175, 179, 183, 219, 223, 227 Unit 3: 253, 257, 261, 275, 279, 283, 297, 301, 305, 319, 323, 327 Unit 4: 397, 401, 405, 463, 467, 471 Unit 5: 541, 545, 549, 563, 567, 571 Unit 6: 619, 623, 627, 641, 645, 649, 685, 689, 693, 707, 711, 715

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Unit 2: 155, 198 Unit 4: 376, 420 Unit 5: 498, 564


College and Career Readiness Anchor Standards for Writing

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate information while avoiding plagiarism.

9. Draw evidence from literacy or informational texts to support analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


Writing Standards


Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with

reasons and information.Unit 3: 264, 286, 308, 330, 352

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.

Unit 3: 255, 260, 264, 277, 282, 286, 299, 304, 308, 321, 326, 330, 343, 348, 352

b. Provide reasons that are supported by facts and details. Unit 3: 260, 264, 282, 286, 304, 308, 326, 330, 348, 352

c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

Unit 3: 264, 286, 295, 299, 305, 307, 308, 330, 352

d. Provide a concluding statement or section related to the opinion presented.

Unit 3: 264, 286, 308, 330, 352

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Unit 5: 508, 530, 552, 574, 596 Unit 6: 630, 652, 674, 696, 718

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

Unit 5: 499, 504, 521, 526, 543, 548, 565, 570, 587, 592 Unit 6: 621, 626, 643, 648, 665, 670, 687, 692, 709, 714

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Unit 5: 504, 508, 526, 530, 548, 552, 570, 574, 592, 596 Unit 6: 626, 630, 648, 652, 670, 674, 692, 696, 714, 718

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

Unit 5: 508, 530, 552, 574, 596 Unit 6: 630, 652, 674, 696, 718

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

Unit 5: 508, 530, 552, 574, 596 Unit 6: 630, 652, 674, 696, 718

e. Provide a concluding statement or section related to the information or explanation presented.

Unit 5: 499, 504, 508, 521, 526, 530, 543, 548, 552, 565, 570, 574, 587, 592, 596 Unit 6: 621, 626, 630, 643, 648, 652, 665, 670, 674, 687, 692, 696, 709, 714, 718



3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Unit 1: 20, 42, 64, 86 Unit 4: 386, 408, 430, 452, 474

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Unit 1: 11, 16, 20, 33, 38, 42, 55, 60, 64, 77, 82, 86 Unit 4: 377, 382, 386, 399, 404, 408, 421, 426, 430, 443, 448, 452, 465, 470, 474

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.

Unit 1: 16, 38, 60, 82 Unit 4: 382, 404, 426, 448, 470

c. Use a variety of transitional words and phrases to manage the sequence of events.

Unit 1: 95, 99, 103, 107 Unit 4: 470, 474 Unit 6: 714, 718

d. Use concrete words and phrases and sensory details to convey experiences and events precisely.

Unit 1: 11, 16, 20, 33, 38, 42, 55, 60, 64, 77, 82, 86 Unit 4: 377, 382, 386, 399, 404, 408, 421, 426, 430, 443, 448, 452, 465, 470, 474

e. Provide a conclusion that follows from the narrated experiences or events

Unit 1: 20, 42, 64, 86 Unit 4: 386, 408, 430, 452, 474

Production and Distribution of Writing 4. Produce clear and coherent writing in which the development and

organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

Unit 1: 20, 42, 64, 86 Unit 2: 142, 164, 186, 208, 230 Unit 3: 264, 286, 308, 330, 352 Unit 4: 386, 408, 430, 452, 474 Unit 5: 508, 530, 552, 574, 596 Unit 6: 630, 652, 674, 696, 718

5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Unit 1: 11, 16, 20, 33, 38, 42, 55, 60, 64, 77, 82, 86 Unit 2: 133, 138, 142, 155, 160, 164, 177, 182, 186, 199, 204, 208, 221, 226, 230 Unit 3: 255, 260, 264, 277, 282, 286, 299, 304, 308, 321, 326, 330, 343, 348, 352 Unit 4: 377, 382, 386, 399, 404, 408, 421, 426, 430, 443, 448, 452, 465, 470, 474 Unit 5: 499, 504, 508, 521, 526, 530, 543, 548, 552, 565, 570, 574, 587, 592, 596 Unit 6: 621, 626, 630, 643, 648, 652, 665, 670, 674, 687, 692, 696, 709, 714, 718

6. With some guidance and support from adults, use technology, 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.

Unit 1: 20, 42, 64, 86 Unit 2: 142, 164, 186, 208, 230 Unit 3: 264, 286, 308, 330, 352 Unit 4: 386, 408, 430, 452, 474 Unit 5: 508, 530, 552, 574, 596 Unit 6: 630, 652, 674, 696, 718



Research to Build Knowledge7. Conduct short research projects that build knowledge through

investigation of different aspects of a topic.Unit 6: 621, 626, 630, 643, 648, 652, 665, 670, 674, 687, 692, 696, 709, 714, 718

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.

Unit 6: 621, 626, 643, 648, 665, 670, 687, 692, 709, 714

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Unit 6: 648, 670, 714

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].”).

Unit 1: 29, 33, 37, 41 Unit 3: 339, 343, 347, 351

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”).

Unit 2: 173, 177, 181, 185 Unit 5: 495, 499, 503, 507

Range of Writing10. Write routinely over extended time frames (time for research,

reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Unit 1: 11, 16, 20, 22, 33, 38, 42, 44, 55, 60, 64, 66, 77, 82, 86, 88, 110 Unit 2: 133, 138, 142, 144, 155, 160, 164, 166, 177, 182, 186, 188, 199, 204, 208, 210, 221, 226, 230, 232 Unit 3: 255, 260, 264, 266, 277, 282, 286, 288, 299, 304, 308, 310, 321, 326, 330, 332, 343, 348, 352, 354 Unit 4: 377, 382, 386, 388, 399, 404, 408, 410, 421, 426, 430, 432, 443, 448, 452, 454, 465, 470, 474, 476 Unit 5: 499, 504, 508, 510, 521, 526, 530, 532, 543, 548, 552, 554, 565, 570, 574, 576, 587, 592, 596, 598 Unit 6: 621, 626, 630, 632, 643, 648, 652, 654, 665, 670, 674, 676, 687, 692, 696, 698, 709, 714, 718, 720


College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration

1. 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.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Speaking and Listening StandardsCOMMON CORE STATE STANDARDS TREASURE CHEST

TEACHER’S EDITION PAGESComprehension and Collaboration1. 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.

Unit 1: 15, 19, 23, 37, 41, 45, 59, 63, 67, 81, 85, 89 Unit 2: 137, 141, 145, 159, 167, 181, 185, 189, 203, 207, 211 Unit 3: 259, 263, 281, 285, 289, 303, 307, 311, 325, 333, 355 Unit 4: 373, 385, 403, 407, 411, 425, 429, 433, 455, 461, 465, 469, 477 Unit 5: 499, 503, 507, 511, 517, 521, 525 Unit 6: 639, 643, 647, 651, 655, 665, 669, 677, 687, 695, 699, 713, 721

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.




b. Follow agreed-upon rules for discussions and carry out assigned roles. Unit 1: 23, 45, 67, 89, 111 Unit 2: 145, 167, 189, 211, 233 Unit 3: 267, 289, 311, 333, 355 Unit 4: 389, 411, 433, 455, 477 Unit 5: 511, 533, 555, 577, 599 Unit 6: 633, 655, 677, 699, 721

c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.


d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.


2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Unit 1: 23, 45, 67, 89, 111, 114-115 Unit 2: 145, 167, 189, 211, 233, 236-237 Unit 3: 267, 289, 311, 333, 355, 358-359 Unit 4: 389, 411, 433, 455, 477, 480-481 Unit 5: 511, 533, 555, 577, 599, 602-603 Unit 6: 633, 655, 677, 699, 721, 723-724

3. Identify the reasons and evidence a speaker provides to support particular points.

Unit 1: 114-115 Unit 2: 236-237 Unit 3: 260, 277, 282, 299, 304, 308, 321, 326, 330, 343, 348, 352, 358-359 Unit 4: 480-481 Unit 5: 602-603 Unit 6: 621, 626, 630, 643, 648, 652, 665, 670, 674, 687, 692, 696, 709, 714, 718, 723-724

Presentation of Knowledge and Ideas4. 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.

Unit 1: 42, 64, 86, 114-115 Unit 2: 236-237 Unit 3: 260, 277, 282, 299, 304, 308, 321, 326, 330, 343, 348, 352, 358-359 Unit 4: 386, 408, 430, 452, 474, 480-481 Unit 5: 602-603 Unit 6: 621, 626, 630, 643, 648, 652, 665, 670, 674, 687, 692, 696, 709, 714, 718, 723-724



5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Unit 1: 42, 64, 86, 114-115 Unit 2: 236-237 Unit 3: 260, 277, 282, 299, 304, 308, 321, 326, 330, 343, 348, 352, 358-359 Unit 4: 386, 408, 430, 452, 474, 480-481 Unit 5: 602-603 Unit 6: 621, 626, 630, 643, 648, 652, 665, 670, 674, 687, 692, 696, 709, 714, 718, 723-724

6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 on pages 28 and 29 for specific expectations.)

Unit 2: 141, 161, 217 Unit 5: 574, 577, 596, 599 Unit 6: 630, 633, 652, 655, 677

College and Career Readiness Anchor Standards for Language

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading and listening.

Vocabulary Acquisition and Use

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.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

6. 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.


Language StandardsBeginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).These Language Progressive Skills for grade 3 are shown

in a chart following the Language Standards.


Conventions of Standard English1. Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking.Unit 1: 12, 56, 78 Unit 2: 141, 161, 217 Unit 5: 574, 577, 596, 599 Unit 6: 630, 633, 652, 655, 677

a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

Unit 6: 644

b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

Unit 3: 278, 300

c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. Unit 3: 300

d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

Unit 5: 500, 544, 566, 588

e. Form and use prepositional phrases. Unit 6: 688, 710

f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

Unit 1: 12, 34, 56, 78, 100

g. Correctly use frequently confused words (e.g., to, too, two; there, their).*

Unit 4: 466 Unit 5: 586 Unit 6: 640

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Unit 1: 12, 16, 20, 38, 42, 56, 60, 64, 78, 82, 86, 104, 108 Unit 2: 138, 141, 142, 160, 161, 164, 182, 186, 202, 206, 217, 226, 230 Unit 3: 260, 264, 280, 284, 302, 306, 324, 328, 348, 352 Unit 4: 382, 386, 404, 408, 426, 430, 448, 452, 466, 470, 474 Unit 5: 504, 508, 526, 530, 548, 552, 570, 574, 577, 586, 592, 596, 599 Unit 6: 626, 630, 633, 640, 648, 652, 655, 670, 674, 677, 692, 696, 714, 718

a. Use correct capitalization. Unit 1: 12

b. Use commas and quotation marks to mark direct speech and quotations from a text.

Unit 4: 404, 408

c. Use a comma before a coordinating conjunction in a compound sentence.

Unit 1: 56



d. Spell grade-appropriate words correctly, consulting references as needed.

Unit 1: 16, 20, 38, 42, 60, 64, 82, 86, 104, 108 Unit 2: 138, 142, 160, 164, 182, 186, 202, 206, 226, 230 Unit 3: 260, 264, 280, 284, 302, 306, 324, 328, 348, 352 Unit 4: 382, 386, 404, 408, 426, 430, 448, 452, 470, 474 Unit 5: 504, 508, 526, 530, 548, 552, 570, 574, 592, 596, Unit 6: 626, 630, 648, 652, 670, 674, 692, 696, 714, 718

Knowledge of Language3. Use knowledge of language and its conventions when writing, speaking,

reading, or listening.Unit 1: 12, 56, 78 Unit 2: 141, 161, 217 Unit 5: 574, 577, 596, 599 Unit 6: 630, 633, 652, 655, 677

a. Choose words and phrases to convey ideas precisely.* Unit 2: 160, 164, 182, 186, 204, 208, 226, 230 Unit 3: 326 Unit 4: 404, 408, 426, 430, 470, 474 Unit 5: 504, 508

b. Choose punctuation for effect.* The following page references can be applied to meet this standard.Unit 1: 12, 34, 56, 78

c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

Unit 2: 141, 161, 217 Unit 5: 574, 577, 596, 599 Unit 6: 630, 633, 652, 655, 677

Vocabulary Acquisition and Use 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.

Unit 1: 76, 98 Unit 2: 132, 154, 176, 198, 220, 224 Unit 3: 342, 376, 398 Unit 4: 420, 464 Unit 5: 498, 543, 564, 586 Unit 6: 620, 664, 686

a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

Unit 2: 154, 198 Unit 4: 377, 420 Unit 5: 498, 564

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

Unit 2: 132 Unit 3: 299 Unit 4: 398, 399, 403 Unit 5: 542 Unit 6: 664, 665

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Unit 1: 32, 33, 54, 55, 76, 77, 98 Unit 5: 520 Unit 6: 620, 621, 686



5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

The following page references can be applied to meet this standard.Unit 4: 395, 399, 403, 407

a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

This standard can be met during teacher/class discussion.

b. Recognize and explain the meaning of common idioms, adages, and proverbs.

This standard can be met during teacher/class discussion.

c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

Unit 3: 320, 321 Unit 4: 442, 443

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)

Unit 2: 160, 164, 182, 186, 204, 208, 226, 230 Unit 3: 326 Unit 4: 404, 408, 426, 430, 470, 474 Unit 5: 504, 508


Language Progressive SkillsBelow are the grade 3 asterisked (*) Language standards indicated by CCSS to be particularly likely to require continued attention in grade 4

as they are applied to increasingly sophisticated writing and speaking.


Conventions of Standard EnglishL.3.1f. Ensure subject-verb and pronoun-antecedent agreement. The following page references can be applied to meet this standard.

Unit 1: 34

L.3.3a. Choose words and phrases for effect. Unit 2: 160, 164, 182, 186, 204, 208, 226, 230 Unit 3: 326 Unit 4: 404, 408, 426, 430, 470, 474 Unit 5: 504, 508


reading and literature standards - web viewdetermine a theme of a story, drama, ... by the end of...

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