Grade 4 ELA Michigan standards Standards

Vocabulary Acquisition and Use

Knowledge of Language

Conventions of Standard English

Language Standards

Vocabulary Acquisition and Use

Knowledge of Language

Conventions of Standard English

College and Career Readiness Anchor Standards for Language

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Speaking and Listening Standards

Presentation of Knowledge and Ideas

Comprehension and Collaboration

College and Career Readiness Anchor Standards for Speaking and Listening

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing Standards

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

College and Career Readiness Anchor Standards for Writing

Fluency

Phonics and Word Recognition

Reading Standards: Foundational Skills

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Informational Text

Range of Reading and Level of Text Complexity

(Not applicable to literature)

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Literature

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

College and Career Readiness Anchor Standards for Reading

Research and Inquiry

Students can investigate topics and present information.

Using Language

Speaking and Listening

Students can communicate for a range of purposes and audiences.

Conventions of Standard English

Writing: Text Types and Purposes

Students can produce writing for a range of purposes and audiences.

Vocabulary Acquisition and Usage

Reading (Foundational Skills)

Accessing Informational Text

Accessing Narrative Text

Students can comprehend text in increasingly complex ways.

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

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

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 or listening.

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.

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

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.

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 drawn from the text.

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

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

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

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.

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.

Assess how point of view or purpose shapes the content and style of a text.

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

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.

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

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.

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

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

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.

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

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

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

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.

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

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

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

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

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

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

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

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

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

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

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

Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

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

Form and use prepositional phrases.

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

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

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

Use correct capitalization.

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

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

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

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Choose words and phrases to convey ideas precisely.

Choose punctuation for effect.

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

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.

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

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

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.

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

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

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

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

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).

Know and apply grade-level phonics and word analysis skills in decoding words.

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.

Read with sufficient accuracy and fluency to support comprehension.

Read on-level text with purpose and understanding.

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

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

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

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.

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

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.

Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

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.

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

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.

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

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

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

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.

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

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).

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).

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.

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

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.

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.

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.

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.

Follow agreed-upon rules for discussions and carry out assigned roles.

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.

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

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

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

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.

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

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.

Write opinion pieces on topics or texts, supporting a point of view with reasons and information

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.

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.

Provide reasons that are supported by facts and details.

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

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

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

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.

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

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

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

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

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

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

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

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

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

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

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

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

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.

Conduct short research projects that build knowledge through investigation of different aspects of a topic.

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.

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

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].").

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").

Demonstrate Standard English grammar and usage when communicating.

Demonstrate understanding of conventions of Standard English

Demonstrate understanding of conventions of Standard English

Use language to achieve desired outcomes when communicating.

Demonstrate knowledge of word meanings

Demonstrate knowledge of word meanings

Demonstrate understanding of word relationships and use

Demonstrate understanding of word relationships and use

Use words acquired through conversations, being read to, and during shared reading activities including domain specific words.

The student can identify correct usage of grammatical structures (e.g., singular/plural nouns, appropriate pronouns, present/past tense verbs) when communicating.

The student can identify which word/words should be capitalized in a sentence (first words and proper nouns) and choose the correct ending punctuation (period, question mark, or exclamation point).

The student can use language to express emotions and communicate effectively with peers and adults (e.g., asking and answering questions, initiating conversations, sharing information, and making simple requests).

The student can use context as a clue to guide selection of a word or words that completes a sentence.

The student can identify the meaning of words in narrative and informational texts, including (but not limited to) opposites.

The student can identify correct usage of simple grammatical structures (e.g., singular/plural nouns) when communicating.

The student can differentiate if a sentence is a statement or a question.

The student can identify the correct use of language to communicate effectively with familiar people (e.g., sharing information, responding to greetings, being polite and making simple requests, etc.).

The student can use cues to recognize the meaning of familiar words.

The student can identify the opposite meaning of frequently used words.

The student can identify correct usage of simple grammatical structures (e.g., singular/plural nouns, appropriate pronouns) when communicating.

The student can identify capital letters and basic punctuation (periods and question marks).

The student can use language to communicate effectively with a variety of audiences and for different purposes (e.g., asking questions, sharing information, responding to greetings, using polite expressions).

The student can use context cues to determine the meaning of familiar words paired with pictures and/or objects.

The student can identify the opposite meaning of a given word that appears in a text.

Use letter-sound knowledge to read words.

Read words in text.

Identify explicit details in an informational text.

Demonstrate understanding of text while actively engaged in shared reading of history/social studies, science, and technical texts.

Identify the main idea of a text when it is explicitly stated.

Identify an explicit detail that is related to an individual, event, or idea in a historical, scientific, or technical text.

Determine meaning of words in text.

Identify elements that are characteristic of informational texts.

Compare own experience with a written account of the experience.

Answer questions about information presented visually, orally, or quantitatively.

Identify one or more reasons supporting a specific point in an informational text.

Compare details presented in two texts on the same topic.

The student can answer questions about details (e.g., individuals, events, locations, and text features) in informational text.

The student can identify the main idea of a multi-paragraph informational text when it is explicitly stated.

The student can identify elements of informational text (e.g., titles, headings, subheadings, bulleted lists, numbered stems, bold or italicized text, pictures, tables, illustrations, chronology of events, based on fact, cause/effect, etc.).

The student can use information presented visually and/or orally (charts, graphs, diagrams, timelines, photographs, illustrations, posters, recipes, etc.) to answer questions.

The student can answer simple who, what, where, or when questions about short informational texts.

The student can identify the topic of a one- to two-sentence informational text.

The student can identify the title of a passage.

The student can identify/use simple visuals (such as charts or illustrations) that go with a particular informational passage.

The student can identify basic details (e.g., individuals, locations, events, and text features) in a one-paragraph informational text.

The student can identify the main idea of a one-paragraph informational text when it is explicitly stated.

The student can identify the title, headings, or illustrations contained within an informational text.

The student can use visual representations (pictures, charts, diagrams, posters, recipes, calendars, etc.) to find information.

Use details from the text to recount what the text says.

Demonstrate understanding of text while actively engaging in shared reading of stories, dramas, and poetry.

Identify the theme or central idea of a familiar story, drama or poem.

Use details from the text to describe characters in the story.

Determine the meaning of words in a text.

Identify elements that are characteristic of stories.

Identify the narrator of a story.

Make connections between the text representation of a story and a visual, tactual, or oral version of a story.

Compare characters, settings or events in stories, myths or texts from different cultures.

The student can use details to answer questions about narrative text (characters, setting, plot, sequence, etc.).

The student can identify the theme or main idea of a multi-paragraph narrative text.

The student can identify the elements that comprise stories (e.g., characters, settings, plots, themes, point of view, etc.).

The student can identify the narrator of a story.

The student can identify what is similar between two characters, two settings, or two events in a narrative text.

The student can answer simple who, what, where or when questions about narrative text.

The student can identify the main idea of a one- to two-sentence narrative text.

The student can differentiate between two types of narrative text genre (e.g., stories, poetry, songs).

The student can identify the speaker in a one- to two-sentence narrative text with dialogue.

The student can identify what is the same (e.g., between two characters, or between two settings).

The student can answer questions about basic elements in a narrative text (e.g., characters’ names, settings, and specific events).

The student can identify the main idea of a one-paragraph narrative text.

The student can identify simple story elements in narrative text (e.g., characters, setting, story sequence).

The student can identify who is telling a story when given choices.

The student can identify what is the same between two characters, two settings, or two events within a paragraph of a narrative text.

Engage in collaborative discussions.

Ask and answer questions about details from a text read aloud or information presented orally or through other media.

Identify a point that the speaker makes.

Retell a story or personal experience or recount a topic with supporting details.

Add audio recordings or visuals to a presentation about a personally relevant topic.

Differentiate between communication partners and contexts that call for formal and informal communication.

The student can answer questions about information presented orally or through other media, including (but not limited to) points made by the presenter.

The student can select a detail from information presented orally or through other media.

The student can answer basic questions about details presented orally or through other media.

Write opinions about topics or text

Write opinions about topics or text

Write routinely for a variety of tasks, purposes and audiences.

Write to share information supported by details

Write to share information supported by details

Write about events or personal experiences: Write about a personal experience including two events in sequence.

Write about events or personal experiences

Produce writing that expresses more than one idea.

With guidance and support from adults and peers, plan before writing and revise own writing.

With guidance and support from adults, use technology, including the Internet, to produce writing while interacting and collaborating with others.

Gather information about a topic from two or more sources for a research project.

Recall and sort information from personal experiences or a topic into given categories.

Recall information from literary and informational text to support writing.

The student can write/dictate/draw a brief piece describing his/her opinion on a given topic or text.

The student can identify or list reasons to support an opinion about a given topic or text. (The opinion may belong to the student or the writer of a given text.)

The student can identify or list words, facts, or details that relate to a given topic.

The student can write/dictate/draw about an event or personal experience, using two details/events in sequence.

The student can identify or list three words that describe an event or personal experience while preparing to communicate about it.

The student can use ideas, details, or examples when writing/dictating/drawing about a given topic.

The student can sort information into two categories in preparation for a writing project.

The student can select a word or labeled picture that expresses an opinion about a given topic or text.

The student can select a labeled picture to identify an opinion given by an author or character about a given topic or text.

The student can identify and/or name familiar people, places, professions, events, and objects.

The student can indicate when something happened (before or after) while preparing to write/communicate about an event or personal experience.

The student can select a word or phrase to describe an event or personal experience while preparing to communicate about it.

The student can contribute an idea during a brainstorming session while preparing for a writing assignment.

The student can choose a piece of information that is related to a given topic in preparation for a writing project.

The student can write or dictate an opinion about a given topic or text.

The student can identify an opinion about a topic or short text. (The opinion may belong to the student, writer or a character).

The student can identify or select words that describe familiar people, places, things, professions, or events.

The student can order two details/events while preparing to write/communicate about an event or personal experience.

The student can identify or list two words that describe an event or personal experience while preparing to communicate about it.

The student can contribute ideas during a brainstorming session while preparing for a writing assignment.

The student can choose pieces of information that are related to a given topic in preparation for a writing project.