Scott Foresman Reading Street - Pearson School 4 . A Correlation of ... Scott Foresman Reading Street is a comprehensive reading program for Kindergarten through Grade Six that is
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and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 4
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
Grade 4 Reading
GRADE-SPECIFIC PERFORMANCE INDICATORS
The grade-specific performance indicators that grade 4 students demonstrate as they learn to read include
Standard 1: Students will read, write, listen, and speak for information and understanding.
CCSS Informational Text 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.
U1V1: Biography 74-75 Links 106-107 U1V2: Expository Text 144-155a Magazine Article 162-163 U2V1: How-To Article 224-225 U2V2: Expository Text 262-273a, 290-301a, 306-307 E-Mail 280-281 Monitor and Clarify 257c, 258-259, 266-267, 272-273, 274-275a, 279a U3V1: Biography 322-335a Expository Text 350-361a Procedural Text 340-341 U3V2: Expository Text 408-409a, 454-455 Web site and links 424-425 U4V1: Recipe 46-49a Expository Text 58-71a, 78-79, 88-103a How-To Article 108-109 Recipe 48-49 U4V2: Biography 118-129a Expository Text 162-163 Search Engine 136-137 Monitor and Clarify 135a
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 5
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
Continued U5V1: Biography 206-217a Expository Text 178-191a Personal Essay 224-225 Online Sources 252-253 Monitor and Clarify 185a, 189a U5V2: Biography 284-285 Expository Text 312-313 Journal 262-277a U6V1: Biography 328-341a, 356-371a Expository Text 378-379 U6V2: Expository Text 450-463a Online Directories 470-471
CCSS Informational Text 9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
RD.1.1 Acquire information by locating and using library media resources, with some assistance
CCSS Informational Text 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.
U1V1: Research and Inquiry: Navigate/ Search 61b U2V1: Research and Study Skills: Print Sources 157c U3V1: Reference Sources: Reader’s Guide to Periodical Literature 364b U4V2: Reference Sources: Card Catalog/Library Database 158b U6V2: Writing: Research Report CW13
CCSS Informational Text 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RD.1.2 Collect and interpret data, facts, and ideas from unfamiliar texts
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 6
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
Continued 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.
RD.1.3 Understand written directions and procedures
CCSS Informational Text 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.
U2V1: Procedural Text: How-To Article 224c, 224-225, 225a U3V1: Procedural Text: Weather Journal 340c, 340-341, 341a U4V1: Procedural Text: Recipe 46-49a Research and Study Skills: Follow and Clarify Directions 105c
RD.1.4 Locate information in a text that is needed to solve a problem
CCSS Informational Text 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 7
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
Continued U3V1: Important Ideas 317c, 318-319, 324-325, 325a, 330c, 331a, 332-333, 336-337a Main Idea and Details 335a, 367a, 368-369 U3V2: Important Ideas IR14 U4V1: Important Ideas 83c, 84-85, 92-93, 96c, 104-105a Main Idea and Details 62-63 U4V2: Important Ideas IR34 U5V1: Important Ideas 173c, 174–175, 180–181, 186c, 186–187, 190-191, 192-193a Main Ideas and Details 181a, 187a U5V2 Important Idea IR14 Main Idea and Details 257c, 258–259, 264–265, 265a, 270c, 270-271, 273a, 274–275, 275a, 278-279a, 283a, 287h, 287l–287m, IR40, IR43-IR45 U6V1: Main Idea and Details 332-333, 338-339, 339a, 340-341, 347a
RD.1.6 Recognize and use organizational features, such as table of contents, indexes, page numbers, and chapter headings/subheadings, to locate information
CCSS Informational Text 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.
U1V2: Research and Study Skills: Print Sources 157c U2V2: Text Feature: Subheads 260d U3V1: Research and Study Skills: Textbooks and Trade Books 393c U4V1: Expository Text: Graphic Sources 76c U5V1: Research and Inquiry: Navigate/ Search 185b
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 8
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
RD.1.7 Compare and contrast information on one topic from two different sources
CCSS Informational Text 9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
U1V1: Research and Inquiry: Synthesize 77b, 109b U1V2: Research and Inquiry: Synthesize 137b, 165b U2V1: Research and Inquiry: Synthesize 195b, 255b U2V2: Research and Inquiry: Synthesize 283b, 309b U3V1: Research and Inquiry: Synthesize 343b, 401b U3V2: Research and Inquiry: Synthesize 429b, 459b U4V1: Research and Inquiry: Synthesize 51b, 81b, 111b U4V2: Research and Inquiry: Synthesize 139b U5V1: Research and Inquiry: Synthesize 199b, 227b, 255b U5V2: Research and Inquiry: Synthesize 287b, 315b U6V1: Research and Inquiry: Synthesize 349b, 381b, 413b U6V2: Research and Inquiry: Synthesize 473b
RD.1.8 Identify a conclusion that summarizes the main idea
CCSS Informational Text 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.
U1V1: Summarize 21c, 22-23, 43a, 99a, CL14-CL15 U1V2: Main Idea and Details 139c, 140–141, 146–147, 147a, 152c, 152-153, 156-157a, 165h, 165l–165m, IR50, IR51, IR53-IR55 Conclusions, Draw 146-147, 153a, 155a U2V2: Conclusions, Draw 270-271, 273a, 281a, 292-293, 293a Main Idea and Details 270-271, 285c, 286–
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 10
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
RD.1.9 Select books independently to meet informational needs
CCSS Informational Text 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.
CCSS Informational Text 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RD.1.10 Make inferences and draw conclusions on the basis of information from the text, with assistance
CCSS Informational Text 8. Explain how an author uses reasons and evidence to support particular points in a text.
RD.1.11 Use text features, such as captions, charts, tables, graphs, maps, notes, and other visuals, to understand and interpret informational texts
CCSS Informational Text 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.
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 12
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
RD.1.12 Use graphic organizers to record significant details from informational texts
CCSS Informational Text 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS Informational Text 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.
U1V2: Text Structure 139c, 142d, 148–149, 154-155, 163a U3V1: Text Structure 345c, 346–347, 348d, 354–355, 355a, 358c U5V2: Text Structure 257c, 258–259, 268–269, 269a, 270c, 270–271, 279a
RD.1.13 Use text features, such as headings, captions, and titles, to understand and interpret informational texts, with assistance
CCSS Informational Text 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.
U1V2: Text Feature: Caption 160c Text Feature: Heading 139c, 140-141, 157a, 157c, 160c Text Feature: Title 139c, 157c, 160c, 160-161 U3V1: Text Feature: Caption 334-335, 367a Text Feature: Heading 366c, 366-367, 367a, 368-369, 369a U5V1: Text Feature: Caption 193c Text Feature: Heading 193c Text Feature: Title 193c U5V2: Text Feature: Heading 277a U6V2: Text Feature: Caption 462-463 Text Feature: Title 473l-473n
RD.1.15 Identify missing information and irrelevant information, with assistance
CCSS Informational Text 8. Explain how an author uses reasons and evidence to support particular points in a text.
U1V2: Main Idea and Details 139c U2V2: Main Idea and Details 285c U5V2: Main Idea and Details 257c
Standard 2: Students will read, write, listen, and speak for literary response and expression.
CCSS Literature 10. By the end of the year, read and comprehend CCSS 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.
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 14
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
Continued U6V1: Poetry 346-347a Realistic Fiction 388-403a U6V2: Drama 420-437a
RD.2.1 Select literature on the basis of personal needs and interests from a variety of genres and by different authors
CCSS Literature 10. By the end of the year, read and comprehend CCSS 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.
RD.2.3 Read print-based and electronic literary texts silently, on a daily basis, for enjoyment
CCSS Literature 10. By the end of the year, read and comprehend CCSS 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.
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 16
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
RD.2.4 Relate the setting, plot, and characters in literature to own lives
CCSS Literature 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).
U1V1: Connections, Making: self to text 38-39a U2V1: Connections, Making: self to text 220-221a U3V2: Connections, Making: self to text 450-451a U4V1: Connections, Making: self to text 42-43a U6V1: Connections, Making: self to text 404-405
RD.2.5 Explain the difference between fact and fiction
CCSS Literature 11. Recognize, interpret and make connections in narratives, poetry, and drama, to other texts, ideas, cultural perspectives, personal events and situations.
CCSS Literature 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RD.2.6 Make predictions, draw conclusions, and make inferences about events and characters
CCSS Literature 10. By the end of the year, read and comprehend CCSS 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.
CCSS Literature 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.
RD.2.7 Identify cultural influences in texts and performances
CCSS Literature 11. Recognize, interpret and make connections in narratives, poetry, and drama, to other texts, ideas, cultural perspectives, personal events and situations.
RD.2.9 Use specific evidence from stories to identify themes; describe characters, their actions, and their motivations; relate a sequence of events
CCSS Literature 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).
U1V1: Character 30-31, 35a, 37a, 55a, 59a, 66-67, 79c, 80-81, 90-91, 94c, 95a, 96-97, 98-99, 100-101a U1V2: Character 120-121, 127a, 128-129 U2V1: Character 186-187, 219a U3V2: Character 434d, 449a U4V1: Character 31a, 34-35 U4V2: Character 141c, 142-143, 148-149, 152c, 154-155, 156-157a U5V1: Character 229c, 230-231, 236-237, 240-241, 242c, 242-243, 243a, 244-245, 246-247a, 255h U5V2: Character 303a, 304-305 U6V1: Character 386d, 391a U6V2: Character 432-433
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 19
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
Continued CCSS Informational Text 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.
CCSS Literature 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).
U1V1: Story Structure 24d, 82d Plot 79c, 80-81 U1V2: Story Structure 111c, 112-113, 114d, 122-123, 124c, 126-127, 128-129, 130-131a U2V1: Story Structure 176d, 197c, 198-199, 210-211, 212c, 213a, 218-219, 220-221a, 232d U3V1: Story Structure 376d U4V2: Plot 141c, 142-143 Story Structure 144d U5V1: Story Structure 229c, 230-231, 236-237, 237a, 239a, 242c, 242-243, 243a, 247a Plot 243a U5V2: Story Structure 229c, 230-231, 236-237, 237a, 239a, 242c, 242-243, 243a, 247a Plot 304-305 U6V2: Story Structure 418d
RD.2.10 Use knowledge of story structure, story elements, and key vocabulary to interpret stories
CCSS Literature 4. 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).
RD.2.11 Read, view, and interpret literary texts from a variety of genres, with assistance
CCSS Literature 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.
U1V2: Fable 134c U2V1: Fiction 179a U3V2: Expository Text 454-455 U5V1: Literary Nonfiction 207a U6V2: Drama 421a
RD.2.12 Define the characteristics of different genres, with assistance
CCSS Literature 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.
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 21
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
RD.2.13 Identify literary elements, such as setting, plot, and character, of different genres, with assistance
CCSS Literature 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).
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 22
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
RD.2.14 Recognize how the author uses literary devices, such as simile, metaphor, and personification, to create meaning, with assistance
CCSS Literature 4. 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).
U2V2: Similes and Metaphors 205a Metaphors 310-311, 311a U3V1: Similes and Metaphors 383a U3V2: Personification 412-413a U6V1: Similes 390-391
CCSS Literature 2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RD.2.15 Recognize how different authors treat similar themes, with assistance
CCSS 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.
U1V1: Reading across Texts 42-43a U2V1: Reading across Texts 192-193a U2V2: Reading across Texts 306-307a
RD.2.16 Identify literary elements, such as setting, plot, and character, of different genres, with assistance
CCSS Literature 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).
RD.2.17 Use graphic organizers to record significant details about characters and events in stories
CCSS Literature 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).
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
CCSS Literature 10. By the end of the year, read and comprehend CCSS 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.
CCSS Informational Text 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.
RD.3.1.2 whether events, actions, characters, and/or settings are realistic
CCSS Literature 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).
CCSS Informational Text 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
U1V2: Main Idea and Details 139c, 140-141 U2V2: Main Idea and Details 270-271 U3V1: Important Ideas 317c, 318-319, 337a U4V1: Important Ideas 83c, 84-85, 102 U5V1: Important Ideas 180-181, 181a
CCSS Informational Text 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS Informational Text 8. Explain how an author uses reasons and evidence to support particular points in a text.
RD.3.1.4 statements of fact, opinion, and exaggeration, with assistance
CCSS Literature 4. 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).
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 26
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
Continued CCSS Informational Text 4. Determine the meaning of general academic and domain specific words or phrases in a text relevant to a grade 4 topic or subject area.
RD.3.1.5 recurring themes across works in print and media
CCSS 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.
U1V2: Reading across Texts 135a U3V1: Reading across Texts 399a
RD.3.2 Compare and contrast characters, plot, and setting in literary works
CCSS Literature 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS Informational Text 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 28
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
RD.3.4 Recognize how language and illustrations are used to persuade in printed and filmed advertisements and in texts, such as letters to the editor
CCSS Informational Text 8. Explain how an author uses reasons and evidence to support particular points in a text.
U2V1: Persuasive Text 192c, 192-193a U5V1: Persuasive Essay 196c, 196-197a U6V2: Persuasive Text 440c, 440-441a
RD.3.5 Judge accuracy of content to gather facts, with assistance from teachers and parents/caregivers
CCSS Informational Text 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
U2V1: Research and Study Skill: Evaluate 183b U3V1: Research and Inquiry: Navigate and Search 329b, 357b U4V1: Research and Inquiry: Navigate and Search 67b, 95b U5V1: Research and Inquiry: Navigate and Search 301b U6V2: Research and Inquiry: Analyze 465d
RD.3.6 Use opinions and reactions of teachers and classmates to evaluate personal interpretation of ideas, information, and experience
CCSS Informational Text 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.
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 29
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
RD.3.7 Evaluate information, ideas, opinions, and themes in texts by identifying, with assistance,
RD.3.7.1 a central idea and supporting details
CCSS Informational Text 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.
U1V2: Main Idea and Details 139c, 140–141, 146–147, 147a, 152c, 152-153, 156-157a, 165h, 165l–165m, IR50, IR51, IR53-IR55 U2V2: Main Idea and Details 270-271, 285c, 286–287, 294–295, 296-297a, 298c, 298–299, 299a, 302-303a, 309h, 309l–309m, IR50, IR51, IR54, IR55 U3V1: Important Ideas 317c, 318-319, 324-325, 325a, 330c, 331a, 332-333, 336-337a Main Idea and Details 335a, 367a, 368-369 U3V2: Important Ideas IR14 U4V1: Important Ideas 83c, 84-85, 92-93, 96c, 104-105a Main Idea and Details 62-63 U4V2: Important Ideas IR34 U5V1: Important Ideas 173c, 174–175, 180–181, 186c, 186–187, 190-191, 192-193a Main Ideas and Details 181a, 187a U5V2 Important Idea IR14 Main Idea and Details 257c, 258–259, 264–265, 265a, 270c, 270-271, 273a, 274–275, 275a, 278-279a, 283a, 287h, 287l–287m, IR40, IR43-IR45 U6V1: Main Idea and Details 332-333, 338-339, 339a, 340-341, 347a
CCSS Literature 11. Recognize, interpret and make connections in narratives, poetry, and drama, to other texts, ideas, cultural perspectives, personal events and situations.
U1V1: Reading across Texts 43a U1V2: Reading across Texts 135a U2V1: Reading across Texts 193a, 253a U3V1: Reading across Texts 399a U4V2: Reading across Texts 163a U6V1: Reading across Texts 347a, 411a
RD.3.8 Identify different perspectives, such as social, cultural, ethnic, and historical, on an issue presented in more than one text, with assistance
CCSS Informational Text 9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
U1V1: Research and Inquiry: Navigate/Search 31b, 61b, 93b Reading across Texts 43a, 75a Compare and Contrast 107a Online Reference Sources 107a U1V2: Research and Inquiry: Navigate/Search 123b, 151b Reading across Texts 163a U2V1: Research and Inquiry: Navigate/Search 183b, 211b, 241b Reading across Texts 193a, 225a U2V2: Research and Inquiry: Navigate/Search 267b, 297b Reading across Texts 307a U3V1: Research and Inquiry: Navigate/Search 329b, 357b, 387b Reading across Texts 341a, 369a U3V2: Research and Inquiry: Navigate and Search 415b, 443b Web Sites and Links 427a, 457a U4V1: Research and Inquiry: Navigate and Search 35b, 67b, 95b Reading across Texts 79a, 109a
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 31
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
Continued U4V2: Research and Inquiry: Navigate/Search 125b, 151b Compare and Contrast 137a, 163a U5V1: Research and Inquiry: Navigate/Search 185b, 213b, 241b Reading across Tests 197a U5V2: Reading across Texts 285a, 313a Research and Inquiry: Navigate/Search 296b, 301b U6V1: Research and Inquiry: Navigate/Search 335b, 363b, 395b Reading across Texts 347a, 379a, 411a U6V2: Research and Inquiry: Navigate/Search 427b, 459b
Standard 4: Students will read, write, listen, and speak for social interaction.
RD.4.2 Respect the age, gender, position, and cultural traditions of the writer
CCSS Literature 11. Recognize, interpret and make connections in narratives, poetry, and drama, to other texts, ideas, cultural perspectives, personal events and situations.
U1V1: Meet the Author 39, 69, 101 U1V2: Meet the Author 131, 157 U2V1: Meet the Author 189, 221, 249 U2V2: Meet the Author 275, 303 U3V1: Meet the Author 337, 363, 393 U3V2: Meet the Author 421, 451 U4V1: Meet the Author 43, 73, 105 U4V2: Meet the Author 131, 157 U5V1: Meet the Author 193, 219, 247 U5V2: Meet the Author 279, 307 U6V1: Meet the Author 343, 373, 405 U6V2: Meet the Author 437, 465
CCSS Literature 4. 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).
RD.4.3 Recognize the types of language (e.g., informal vocabulary and jargon) that are appropriate to social communication
CCSS Informational Text 4. Determine the meaning of general academic and domain specific words or phrases in a text relevant to a grade 4topic or subject area.
U3V1: Formal and Informal Languages 320d, 328-329, 334-335, 343i U4V1: Jargon 24d, 51i Word Choice 56d, 60-61, 79a, 81i U5V1: Sensory Words 204d, 215a, 227i Word Choice 260d
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 35
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 29.)
Continued
CCSS 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 discipline-specific tasks, purposes, and audiences.
283e, 283p-283q, CW1-CW20 Look Back and Write 275a, 303a Writing: E-Mail 278-279a Writing across Texts 307a U3V1: Writing: Invitation 347e-347f, 357d-357e, 365a-365c, 371d-371e, 371p-371q Look Back and Write 337a, 363a Writing across Texts 341a, 369a Writing: Online Photo Essay CW1-CW10 U3V2: Writing: Letter, Formal 405e-405f, 415d-415e, 423a-423c, 429d-429e, 429p-429q Look Back and Write 421a Summary 433e-433f, 443d-443e, 453a-453c, 459d-459e, 459p-459q Writing: Compare and Contrast Essay CW11-CW20 U4V1: Look Back and Write 73a, 105a Writing across Texts 79a, 109a Writing: Instructions 85e-85f, 95d-95e, 107a-107c, 111d-111e, 111p-111q Writing: Story Exchange CW1-CW10 U4V2: Writing: Problem-Solution Essay 115e-115f, 125d-125e, 133a-133c, 139d-139e, 139p-139q Look Back and Write 131a U5V1: Look Back and Write 193a, 219a Writing across Texts 225a Writing: Thank-You Note 231e-231f, 241d-241e, 249a-249c, 255d-255e, 255p-255q Writing: E-Pen Pals CW1-CW20 U5V2: Look Back and Write 279a Writing across Texts 285a
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 36
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
Continued Writing: Personal Narrative 291e-291f, 301d-301e, 309a-309c, 315d-315e, 315p-315q U6V1: Writing: Cause and Effect Essay 325e-325f, 335d-335e, 345a-345c, 349d-349e, 349p-349q Look Back and Write 343a, 373a Writing: Review 353e-353f, 363d-363e, 375a-375c, 381d-381e, 381p-381q Writing across Texts 379a Writing: Blog CW1-CW10 U6V2: Writing: Literary Nonfiction 447e-447f, 459d-459e, 467a-467c, 473d-473e, 473p-473q Look Back and Write 465a Writing: Research Report CW11-CW20
W.1.1 Take notes to record data, facts, and ideas both by following teacher direction and by writing independently
CCSS Writing 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.
U1V1: Research and Inquiry: Navigate/Search 61b, 93b U1V2: Research and Inquiry: Navigate/Search 123b, 151b U2V1: Writing: Podcast CW5 U6V1: Writing: Research Report CW13, CW15
W.1.2 State a main idea and support it with details
CCSS Writing 2.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 37
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
Continued U6V1: Focus/Ideas 335d-335e, 345a-345c, 349-349e U6V2: Writing: Research Report CW11, CW16
W.1.3 Use organizational patterns such as compare/contrast, cause/effect, and time/order, for expository writing
CCSS Writing 2.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.
W.1.4 Use a variety of resources, such as age-appropriate dictionaries and/or computer software, to spell words correctly
CCSS Writing 2.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.
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 38
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 29.)
Continued
CCSS 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 discipline-specific tasks, purposes, and audiences.
137q Writing: Personal Narrative 141e-141f, 151d-151e, 159a-159c, 165d-165e, 165p-165q Look Back and Write 157a Writing across Texts 163 Writing: Personal Narrative CW11-CW20 U2V1: Writing: News Article 199e-199f, 211d-211e, 223a-223c, 227d-227e, 227p-227q Writing: Podcast CW1-CW10 U2V2: Writing: Expository Composition 259e-259f, 267d-267e, 276-277a, 283d-283e, 283p-283q, CW1-CW20 Look Back and Write 275a, 303a Writing: E-Mail 278-279a Writing across Texts 307a U3V1: Writing: Invitation 347e-347f, 357d-357e, 365a-365c, 371d-371e, 371p-371q Look Back and Write 337a, 363a Writing across Texts 341a, 369a Writing: Online Photo Essay, CW1-CW10 U3V2: Writing: Letter, Formal 405e-105f, 415d-415e, 423a-423c, 429d-429e, 429p-429q Look Back and Write 421a Summary 433e-433f, 443d-443e, 453a-453c, 459d-459e, 459p-459q Writing: Compare and Contrast Essay CW11-CW20 U4V1: Look Back and Write 73a, 105a Writing across Texts 79a, 109a
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 40
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
U2V2: Look Back and Write 302-303a Writing across Texts 306-307a U3V1: Look Back and Write 362-363a, 392-393a Writing across Texts 368-369a, 398-399a U4V1: Look Back and Write 42-43a Writing across Texts 48-49a
Continued
CCSS Writing 9.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”).
U1V1: Look Back and Write 156-157a Writing across Texts 162-163a U3V1: Look Back and Write 336-337a, 362-363a Writing across Texts 340-341a, 368-369a U4V1: Look Back and Write 72-73a, 104-105a Writing across Texts 78-79a, 108-109a U5V1: Look Back and Write 218-219a Writing across Texts 224-225a U5V2: Look Back and Write 306-307a Writing across Texts 312-312a
W.1.7 Maintain a portfolio that includes informational writing as a method of reviewing work with teachers and parents/caregivers
CCSS Writing 2. Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
CCSS Writing 7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.1.8 Compare and contrast ideas and information from two sources
CCSS Writing 8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and
U1V2: Writing across Texts 162-163a U2V2: Writing across Texts 307a U3V1: Writing across Texts 368-369a U5V2: Research and Inquiry: Synthesize 287b U6V2: Research and Inquiry: Synthesize 473b Writing: Research Report CW11-CW20
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 41
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
Continued provide a list of sources.
W.1.9 Write labels and captions for graphics to convey information, with assistance
CCSS Writing 2.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.
U1V1: Research and Inquiry: Synthesize 45b, 77b U1V2: Research and Inquiry: Synthesize 137b, 165b U2V1: Research and Inquiry: Synthesize 195b U2V2: Research and Inquiry: Synthesize 283b, 309b U3V1: Writing: Online Photo Essay CW9 U4V1: Research and Inquiry: Synthesize 81b U5V1: Research and Inquiry: Synthesize 199b, 255b U5V2: Research and Inquiry: Synthesize 287b U6V1: Research and Inquiry: Synthesize 413b
CCSS Literature 10. By the end of the year, read and comprehend CCSS 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.
CCSS Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Standard 2: Students will read, write, listen, and speak for literary response and expression.
CCSS Writing 5. With guidance and support from peers and adults, develop and
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 42
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 29.)
Continued
CCSS 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 discipline-specific tasks, purposes, and audiences.
Logs, Strategy Response 179a, 184c, 192a, 203a, 212c, 224a, 235a, 242c, 252a Look Back and Write 189a, 221a, 249a Writing across Texts 253a U3V1: Writing: Narrative Poem 319e-319f, 329d-329e, 339a-339c, 343d-343e, 343p-343q Writing: Myth 375e-375f, 387d-387e, 395a-395c, 401d-401e, 401p-401q Logs, Strategy Response 379a, 388c, 396a Look Back and Write 393a Writing across Texts 399a U3V2: Logs, Strategy Response 437a, 444c, 454a Look Back and Write 451a U4V1: Writing: Mystery 23e-23f, 35d-35e, 45a-45c, 51d-51e, 51p-51q Logs, Strategy Response 27s, 36c, 46a Look Back and Write 43a Writing: Song 55e-55f, 67d-67e, 75a-75c, 81d-81e, 81p-81q Story Exchange CW1-CW10 U4V2: Writing: Adventure Story 143e-143f, 151d-151e, 159a-159c, 165d-165e, 165p-165q Logs, Strategy Response 147a, 152c, 160a Look Back and Write 157a Writing: Story CW11-CW20 U5V1: Writing: Fantasy 175e-175f, 186d-186e, 195a-195c, 199e-199f, 199p-199q Writing: Legend 203e-203f, 213d-213e, 221a-221c, 227d-227e, 227p-227q Logs, Strategy Response 235a, 242c, 250a
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 43
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
Continued Look Back and Write 247a U5V2: Logs, Strategy Response 295a, 302c, 310a Look Back and Write 307a U6V1: Writing: Skit 385e-385f, 395d-395e, 407a-407c, 413d-413e, 413p-413q Logs, Strategy Response 389a, 396c, 408a Look Back and Write 405a U6V2: Writing: Play/Drama Scenes 417e-417f, 427d-427e, 439a-439c, 443d-443e, 443p-443q
Logs, Strategy Response 421a, 428c, 440a Look Back and Write 437a
W.2.1 Write original literary texts that
W.2.1.1 use dialogue to create short plays
CCSS Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.2.1.2 use vivid and playful language CCSS Writing 3.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
U4V1: Writing: Song 75a-75c U4V2: Writing: Story CW18 U6V1: Writing: Skit 407a-407b U6V2: Writing: Play/Drama Scene 439a-439b
W.2.2 Write interpretive and responsive essays that
W.2.2.1 describe literary elements such as plot, setting, and characters
CCSS Writing 3.a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event
U1V1: Look Back and Write 69a, 101a U1V2: Look Back and Write 131a Writing across Texts 135a
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 44
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
sequence that unfolds naturally. Continued
CCSS Writing 9.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].”).
U2V1: Look Back and Write 189a, 249a U3V1: Look Back and Write 393a Writing across Texts 399a U4V1: Look Back and Write 43a U4V2: Look Back and Write 157a U5V1: Look Back and Write 247a U5V2: Look Back and Write 307a U6V1: Look Back and Write 405a
W.2.2.2 describe themes of literary texts
CCSS Writing 2. Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
U3V1: Look Back and Write 393a Writing across Texts 399a
W.2.2.3 compare and contrast elements of texts
CCSS 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.
U3V1: Writing across Texts 398-399a U4V1: Writing across Texts 78-79a, 108-109a U5V1: Writing across Texts 224-225a U5V2: Writing across Texts 312-313a U6V1: Writing across Texts 346-347a
CCSS Literature 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).
W.2.3 Produce clear, well-organized responses to stories read or listened to, supporting the understanding of characters and events with details from the story
CCSS Writing 9.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].”).
U1V1: Look Back and Write 69a, 101a U1V2: Look Back and Write 131a Writing across Texts 135a U2V1: Look Back and Write 189a, 249a U3V1: Look Back and Write 393a Writing across Texts 399a U4V1: Look Back and Write 43a U4V2: Look Back and Write 157a U5V1: Look Back and Write 247a U5V2: Look Back and Write 307a U6V1: Look Back and Write 405a
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 45
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
CCSS Writing 3.a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.2.4 Produce imaginative stories and personal narratives that show insight, development, organization, and effective language
CCSS Writing 11. Create and present a poem, narrative, play, art work, or literary review in response to a particular author or theme studied in class.
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 46
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
CCSS Literature 2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.
CCSS Literature 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.
W.2.5 Use resources such as personal experiences and themes from the text and performances to stimulate own writing
CCSS Writing 9.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].”).
U1V2: Writing: Personal Narrative 141e-141f, 151d-151e, 159a-159c, 165d-165e, 165p-165q Writing: Personal Narrative CW11-CW20 U3V1: Look Back and Write 393a Writing across Texts 399a U5V2: Writing: Personal Narrative 291e-291f, 301d-301e, 308-309, 309a-309c, 315d-315e, 315p-315q
W.2.6 Use a computer to create, respond to, and interpret literary texts
CCSS Writing 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.
U4V1: E-Newsletter CW1-CW10 Writing: Story Exchange CW1-CW10 U4V2: Writing: Story CW19
W.2.7 Maintain a portfolio that includes literary and interpretive writing as a method of reviewing work with teachers and parents/caregivers
CCSS 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 discipline-specific tasks, purposes, and audiences.
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 47
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
CCSS Literature 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).
W.2.8 Summarize the plot, with assistance
CCSS Writing 9.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].”).
U2V2: Look Back and Write 302-303a Writing across Texts 306-307a U3V1: Look Back and Write 336-337a, 392-393a Writing across Texts 340-341a, 398-399a U4V2: Look Back and Write 156-157a U5V1: Look Back and Write 192-193a Writing across Texts 224-225a U6V2: Look Back and Write 436-437a
CCSS Literature 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).
W.2.9 Describe the characters and explain how they change, with assistance
CCSS Writing 9.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].”).
U1V2: Look Back and Write 130-131a Writing across Texts 134-135a U2V1: Look Back and Write 188-189a U4V1: Look Back and Write 42-43a, 104-105a U5V2: Look Back and Write 306-307a U6V1: Look Back and Write 372-373, 404-405a Writing across Texts 378-379a
CCSS Literature 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).
W.2.10 Describe the setting and recognize its importance to the story, with assistance
CCSS Writing 9.a. Apply grade 4 Reading standards to literature (e.g., “Describe in
U1V2: Writing across Texts 162-163a U2V1: Look Back and Write 248-249a U3V2: Look Back and Write 420-421a Writing across Texts 456-457a U5V1: Writing across Texts 224-225a
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 48
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
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].”).
W.2.11 Draw a conclusion about the work, with assistance
CCSS Literature 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
U4V1: Writing across Texts 48-49a U6V1: Look Back and Write 372-373a
CCSS Literature 10. By the end of the year, read and comprehend CCSS 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.
CCSS Informational Text 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.
CCSS Writing 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 29.)
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
CCSS Writing 10. Write routinely over extended time frames (time for research,
U1V1: Look Back and Write 39a, 69a, 101a Writing across Texts 43a, 75a U1V2: Look Back and Write 131a, 157a Writing across Texts 135a, 163a U2V1: Look Back and Write 189a, 221a, 249a Writing across Texts 193a, 225a U2V2: Look Back and Write 275a, 303a Writing across Texts 307a U3V1: Look Back and Write 337a, 363a, 393a Writing across Texts 341a, 369a, 399a U3V2: Look Back and Write 421a, 451a Writing across Texts 457a U4V1: Look Back and Write 43a, 73a, 105a Writing across Texts 49a, 79a, 109a U4V2: Look Back and Write 131a, 157a Writing across Texts 163a U5V1: Look Back and Write 193a, 219a, 247a Writing across Texts 197a, 225a U5V2: Look Back and Write 279a, 307a Writing across Texts 285a, 313a U6V1: Look Back and Write 343a, 373a, 405a
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 49
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
Continued
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.
Writing across Texts 347a, 379a, 411a Writing: Review 353e-353f, 363d-363e, 375a-375c, 381d-381e, 381p-381q U6V2: Look Back and Write 437a, 465a
W.3.1 Use prewriting strategies, such as semantic webs and Venn diagrams, to organize ideas and information and to plan writing
CCSS Writing 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 29.)
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 50
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
CCSS Writing 1.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.
CCSS Writing 1.b. Provide reasons that are supported by facts and details.
CCSS Writing 2.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.
W.3.2 State a main idea, theme, or opinion and provide supporting details
CCSS Writing 2.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
CCSS Writing 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.3.4 Express opinions and make judgments that demonstrate a personal point of view
CCSS Writing 1.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.
W.3.5 Use personal experiences and knowledge to analyze and evaluate new ideas
CCSS Writing 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.
U1V1: Connections, Making: Text to Self 31a, 32c, 39a, 61a, 62c, 94c U1V2: Connections, Making: Text to Self 123a, 124c, 151a, 152c, 157a U2V1: Connections, Making: Text to Self 211, 212c, 221a, 242c U2V2: Connections, Making: Text to Self 268c
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 52
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
Continued U3V1: Connections, Making: Text to Self 329a, 330c, 337a, 357a, 358c, 387e, 388c U3V2: Connections, Making: Text to Self 415a, 416c, 444c, 451 U4V1: Connections, Making: Text to Self 35a, 36c, 67a, 68c, 73a, 95a, 96a U4V2: Connections, Making: Text to Self 125a, 151a, 152c U5V1: Connections, Making: Text to Self 241a, 242c U5V2: Connections, Making: Text to Self 269a, 285a, 301a, 302c, 307a U6V1: Connections, Making: Text to Self 336c, 343a, 363a, 364c, 395a, 396c, 405c U6V2: Connections, Making: Text to Self 427a, 428c, 459a, 460c, 465a
CCSS Literature 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).
W.3.6 Analyze and evaluate the author’s use of setting, plot, character, rhyme, rhythm, and language in written and visual text
Continued
CCSS Literature 4. 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).
U1V1: Look Back and Write 39a, 69a, 101a Writing across Texts 43a, 75a U1V2: Look Back and Write 131a Writing across Texts 135a U2V1: Look Back and Write 189a, 249a Writing across Texts 193a U2V2: Look Back and Write 275a U3V2: Look Back and Write 451 Writing across Texts 457a U4V1: Look Back and Write 43a, 73a U4V2: Look Back and Write 157a U5V1: Look Back and Write 247a U5V2: Look Back and Write 307a U6V1: Writing: Review 353e-353f, 363d-363e, 375a-375c, 381d-381e, 381p-381q
W.3.8 Use details from stories or informational texts to predict, explain, or show relationships between information and events
CCSS Writing 2.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
U1V1: Look Back and Write 38-39a, 68-69a, 100-101a Writing across Texts 42-43a, 74-75a U1V2: Look Back and Write 130-131a, 156-157a Writing across Texts 134-135a, 162-163a U2V1: Look Back and Write 188-189a, 220-221a, 248-249a Writing across Texts 192-193a, 224-225a, 252-253a U2V2: Look Back and Write 274-275a, 302-303a Writing across Texts 306-307a U3V1: Look Back and Write 336-337a, 362-363a, 392-393a Writing across Texts 340-341a, 358-369a, 398-399a U3V2: Look Back and Write 420-421a, 450-451a Writing across Texts 456-457a U4V1: Look Back and Write 42-43a, 72-73a, 104-105a Writing across Texts 48-49a, 78-79a, 108-109a U4V2: Look Back and Write 130-131a, 156-157a Writing across Texts 162-163a U5V1: Look Back and Write 192-193a, 218-219a, 246-247a Writing across Texts 196-197a, 224-225a U5V2: Look Back and Write 278-279a,
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 54
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
Continued 306-307a Writing across Texts 284-285a, 312-313a U6V1: Look Back and Write 342-343a, 373-373a, 404-405a Writing across Texts 346-347a, 378-379a, 410-411a U6V2: Look Back and Write 436-437a, 464-465a Writing across Texts 440-441a
W.3.9 Use ideas from two or more sources of information to generalize about causes, effects, or other relationships
CCSS Writing 7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.
U3V1: Research and Inquiry 347b, 357b, 363d, 371b, 371n U3V2: Research and Inquiry 405b, 415b, 421d, 429b, 429n U4V1: Writing: Instructions 85e-85f, 95d-95e, 106-107a, 111d-111e, 111p-111q U4V2: Research and Inquiry 115b, 125b, 131d, 139b, 139n U6V1: Writing: Cause-and-Effect Essay 325e-325f, 335d, 335e, 345a-345c, 349d-349e, 349p-349q U6V2: Writing: Research Report CW11-CW20
W.3.10 Maintain a portfolio that includes written analysis and evaluation as a method of reviewing work with teachers and parents/caregivers
CCSS 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 discipline-specific tasks, purposes, and audiences.
U1V1: Look Back and Write 39a, 69a, 101a Writing across Texts 43a, 75a U1V2: Look Back and Write 131a, 157a Writing across Texts 135a, 163a U2V1: Look Back and Write 189a, 221a, 249a Writing across Texts 193a, 225a U2V2: Look Back and Write 275a, 303a Writing across Texts 307a U3V1: Look Back and Write 337a, 363a, 393a
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 55
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
Continued
Writing across Texts 341a, 369a, 399a U3V2: Look Back and Write 421a, 451a Writing across Texts 457a U4V1: Look Back and Write 43a, 73a, 105a Writing across Texts 49a, 79a, 109a U4V2: Look Back and Write 131a, 157a Writing across Texts 163a U5V1: Look Back and Write 193a, 219a, 247a Writing across Texts 197a, 225a U5V2: Look Back and Write 279a, 307a Writing across Texts 285a, 313a U6V1: Look Back and Write 343a, 373a, 405a Writing across Texts 347a, 379a, 411a U6V2: Look Back and Write 437a, 465a
CCSS Writing 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 29.)
Standard 4: Students will read, write, listen, and speak for social interaction.
CCSS 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 discipline-specific tasks, purposes, and audiences.
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 56
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
W.4.1 Share the process of writing with peers and adults; for example, write with a partner
CCSS Writing 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 29.)
W.4.2 Respect the age, gender, position, and cultural traditions of the recipient
CCSS 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.)
W.4.4 Maintain a portfolio that includes writing for social interaction as a method of reviewing work with teachers and parents/caregivers
CCSS Writing 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 29.)
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 57
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
Grade 4 Listening
GRADE-SPECIFIC PERFORMANCE INDICATORS
The grade-specific performance indicators that grade 4 students demonstrate as they learn to listen include
Standard 1: Students will read, write, listen, and speak for information and understanding.
CCSS Speaking/Listening 2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
U1V1: Research and Inquiry: Communicate 45n, 77n, 109n Introduction 76-77a Expository Composition 77g U1V2: Oral Report 136-137a Research and Inquiry: Communicate 137n, 165n Travel Show 164-165a Personal Narrative CW20 U2V1: Sportscast 194-195a Research and Inquiry: Communicate 195n, 227n, 255n Newscast 226a-227a News Article 227q U2V2: Interview 282-283a Research and Inquiry: Communicate 283n, 309n Expository Composition 283q, CW20 Panel Discussion 308-309a U3V1: Research and Inquiry: Communicate 343n, 371n, 401n Interview 370-371a U3V2: Weather Broadcast 428-429a Research and Inquiry: Communicate 429n,
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 59
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
L.1.1 Acquire information and/or understand procedures
CCSS Speaking/Listening 2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
U1V1: Research and Inquiry: Communicate 45n, 77n, 109n Introduction 76-77a Expository Composition 77g U1V2: Oral Report 136-137a Research and Inquiry: Communicate 137n, 165n Travel Show 164-165a Personal Narrative CW20 U2V1: Sportscast 194-195a Research and Inquiry: Communicate 195n, 227n, 255n Newscast 226a-227a News Article 227q U2V2: Interview 282-283a Research and Inquiry: Communicate 283n, 309n Expository Composition 283q, CW20 Panel Discussion 308-309a U3V1: Research and Inquiry: Communicate 343n, 371n, 401n Interview 370-371a U3V2: Weather Broadcast 428-429a Research and Inquiry: Communicate 429n, 459n Formal Letter 429q How-To Demonstration 458-459a Compare/Contrast Essay CW20 U4V1: Research and Inquiry: Communicate 51n, 81n, 111n TV Commercial 80-81a Interview 110-111a Instructions 111q U4V2: Research and Inquiry: Communicate 139n, 165n
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 61
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
L.1.3 Determine a sequence of steps given
CCSS Speaking/Listening 2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
L.1.4 Identify a conclusion that summarizes the main idea
CCSS Speaking/Listening 2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
U1V1: Summarize 21c U1V2: Main Idea and Details 139c U2V1: Conclusions, Draw 197c, 229c U4V1: Summarize 53c U5V2: Main Idea and Details 257c
L.1.5 Interpret information by drawing upon prior knowledge and experience
CCSS Speaking/Listening 1.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.
Standard 2: Students will read, write, listen, and speak for literary response and expression.
CCSS Speaking/Listening 1.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.
L.2.1 Identify elements of character, plot, and setting to understand the author’s message or intent
CCSS Literature 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).
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 63
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
L.2.2 Compare and contrast ideas of others to own ideas
CCSS Speaking/Listening 1.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.
L.2.3 Use note taking and graphic organizers to record and organize information and ideas recalled from stories read aloud
CCSS Speaking/Listening 2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
L.2.4 Identify a character’s motivation, with assistance
CCSS Literature 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).
L.3.1 Distinguish between information in media texts, such as live news coverage, and in fictional material, such as dramatic productions
CCSS Speaking/Listening 2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
U1V1: Media Literacy: Audiotape 101c Media Literacy: CD-ROM 101c Media Literacy: Illustration/photo 75a Media Literacy: Internet 101c Media Literacy: Radio 101c Media Literacy: TV/Videos/Film 101c U1V2: Media Literacy: Magazine 157c, 160c, 160-163 U2V1: Media Literacy: illustration/photo 131c, 160c, 160-161, 215a Media Literacy: Newscast 227a Media Literacy: Newspaper 157c, 221c U3V1: Media Literacy: Illustration/photo 317c, 326-327, 327a, 330c, 335a, 343h, 358-359, 359a, 363a U3V2: Media Literacy: Illustration/Photo 406d, 416-417, 417a, 447a Weather Broadcast 428-429a
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 67
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
L.4.2 Listen to friendly notes, cards, longer letters, and personal narratives read aloud to get to know the writer and/or classmates and fellow listeners
CCSS Speaking/Listening 1.b. Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS Speaking/Listening 1.e. Seek to understand and communicate with individuals from different perspectives and cultural backgrounds.
L.4.3 Listen for the tone of voice and content that signal friendly communication
CCSS Speaking/Listening 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 and 3 on page 28 for specific expectations.)
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 68
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
Grade 4 Speaking
GRADE-SPECIFIC PERFORMANCE INDICATORS
The grade-specific performance indicators that grade 4 students demonstrate as they learn to speak include
Standard 1: Students will read, write, listen, and speak for information and understanding.
CCSS Speaking/Listening 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
U1V1: Research and Inquiry: Communicate 45n, 77n, 109n Introduction 76-77a Expository Composition 77g U1V2: Oral Report 136-137a Research and Inquiry: Communicate 137n, 165n Travel Show 164-165a Personal Narrative CW20 U2V1: Sportscast 194-195a Research and Inquiry: Communicate 195n, 227n, 255n Newscast 226a-227a News Article 227q U2V2: Interview 282-283a Research and Inquiry: Communicate 283n, 309n Expository Composition 283q, CW20 Panel Discussion 308-309a U3V1: Research and Inquiry: Communicate 343n, 371n, 401n Interview 370-371a U3V2: Weather Broadcast 428-429a Research and Inquiry: Communicate 429n,
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 70
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
S.1.1 Ask clarifying questions
CCSS Speaking/Listening 1.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.
U1V1: Research and Inquiry: Communicate 45n, 77n, 109n Introduction 76-77a U1V2: Oral Report 136-137a Research and Inquiry: Communicate 137n, 165n Travel Show 164-165a U2V1: Research and Inquiry: Communicate 195n, 227n, 255n Newscast 226-227a U2V2: Interview 282-283a Research and Inquiry: Communicate 283n, 309n Panel Discussion 308-309a Expository Composition CW20 U3V1: Research and Inquiry: Communicate 343n, 371n, 401n Interview 370-371 U3V2: Weather Forecast 428-429a Research and Inquiry: Communicate 429n, 459n How-To Demonstration 458-459a U4V1: Research and Inquiry: Communicate 51n, 81n, 111n TV Show 80-81a Interview 110-111a U4V2: Research and Inquiry: Communicate 139n, 165n U5V1: Research and Inquiry: Communicate 199n, 227n, 255n How-To Demonstration 254-255a U5V2: Panel Discussion 286-287a Research and Inquiry: Communicate 287n, 315n Talk Show 314-315a
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 71
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
Continued U6V1: Panel Discussion 348-349a Research and Inquiry: Communicate 349n, 381n, 413n Cause-and-Effect Essay 349q How-To Demonstration 380-381a U6V2: Research and Inquiry: Communicate 443n, 473n Informational Speech 472-473a
S.1.2 Summarize
CCSS Speaking/Listening 2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
S.1.3 State a main idea with supporting examples and details
CCSS Speaking/Listening 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
U1V2: Oral Report 136-137a U2V1: Main Idea and Details 285c U4V1: Advertisement 50-51a TV Commercial 80-81a Interview 110-111a U4V2: Newscast 164-165a U5V2: Main Idea and Details 257c
S.1.4 Explain a line of reasoning
CCSS Speaking/Listening 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
CCSS Informational Text 9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
S.1.5 Present a short oral report, using a variety of sources
CCSS Speaking/Listening 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
U1V1: Research and Inquiry: Communicate 45n, 77n, 109n Introduction 76-77a Expository Composition 77g U1V2: Oral Report 136-137a Research and Inquiry: Communicate 137n, 165n Travel Show 164-165a Personal Narrative CW20 U2V1: Sportscast 194-195a Research and Inquiry: Communicate 195n, 227n, 255n Newscast 226a-227a News Article 227q U2V2: Interview 282-283a Research and Inquiry: Communicate 283n, 309n Expository Composition 283q, CW20 Panel Discussion 308-309a U3V1: Research and Inquiry: Communicate 343n, 371n, 401n Interview 370-371a U3V2: Weather Broadcast 428-429a Research and Inquiry: Communicate 429n, 459n Formal Letter 429q How-To Demonstration 458-459a Compare/Contrast Essay CW20
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 73
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
Continued U4V1: Research and Inquiry: Communicate 51n, 81n, 111n TV Commercial 80-81a Interview 110-111a Instructions 111q U4V2: Research and Inquiry: Communicate 139n, 165n Problem-Solution Essay 139q Newscast 164-165a U5V1: Research and Inquiry: Communicate 199n, 227n, 255n Radio Announcement 226-227a How-To Demonstration 254-255a U5V2: Panel Discussion 286-287a Research and Inquiry: Communicate 287n, 315n Talk Show 314-315a U6V1: Panel Discussion 348-349a Research and Inquiry: Communicate 349n, 381n, 413n Cause-and-Effect Essay 349q How-To Demonstration 380-381a Review 381q U6V2: Research and Inquiry: Communicate 443n, 473n Informational Speech 472-473a Research Report CW20
S.1.5.1 speak loudly enough to be heard by the audience
CCSS Speaking/Listening 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 74
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
S.1.5.2 use gestures appropriate to convey meaning
CCSS Speaking/Listening 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
S.1.6 Use complete sentences, using age and content-appropriate vocabulary
CCSS Speaking/Listening 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
S.1.7 Use logical order in presentations CCSS Speaking/Listening 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Standard 2: Students will read, write, listen, and speak for literary response and expression.
CCSS Speaking/Listening 1.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.
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 75
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
S.2.1 Present original works, such as stories, poems, and plays, to classmates
CCSS Speaking/Listening 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
U1V2: Travel Show 164-165a U2V1: Sportscast 194-195a Newscast 226-227a U3V2: Weather Broadcast 428-429a U4V2: Newscast 164-165a U5V1: Dramatization 198-199a Radio Announcement 226-227a U5V2: Talk Show 314-315a
S.2.2 Give book reviews
CCSS Speaking/Listening 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
U6V1: Review: Present 381q
S.2.3 Describe characters, setting, and plot
CCSS Literature 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).
U1V1: Character, Setting, Plot 79c U4V2: Character and Plot 141c U5V1: Character, Plot and Theme 229c
S.2.4 Make inferences and draw conclusions
CCSS Literature 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
S.2.5 Explain cultural and ethnic features in literary texts
CCSS Literature 11. Recognize, interpret and make connections in narratives, poetry, and drama, to other texts, ideas, cultural perspectives, personal events and situations.
U3V1: Meet the Author 393 U4V2: Meet the Author 131 U6V1: Meet the Author 373, 405 U6V2: Meet the Author 465
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 76
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
S.2.6 Ask questions to clarify and interpret literary texts and performances and respond to the questions of classmates
CCSS Speaking/Listening 1.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.
S.2.7 Use complete sentences, correct verb tense, age-appropriate vocabulary, and logical order in oral presentation
CCSS Speaking/Listening 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 and 3 on page 28 for specific expectations.)
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
CCSS Speaking/Listening 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
S.3.1 Discuss the impact of vocabulary, format, illustrations, and titles in evaluating ideas, information, and experiences
CCSS Speaking/Listening 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 and 3 on page 28 for specific expectations.)
U1V1: Text Feature: Photographs 75a U1V2: Text Feature: Headings 139c, 140-141, 156-157a, 157c, 160c Text Feature: Titles 139c, 140-141, 157c, 160c Text Feature: Photographs 160-161 Text Feature: Illustrations 119a, 131c Text Feature: Font 160, 160-161 U2V2: Text Feature: Subheads 260d U3V1: Text Feature: photographs 317c, 318-319, 362-363a, 366-367a, 393c Text Feature: Headings 366c, 366-367a, 368-369a, 393c U3V2: Text Feature: Photographs 406d U4V1: Text Feature: Photographs 43c, 61a, 76c, 76-77 Text Feature: Titles 76c, 76-77 Text Feature: Illustrations 43c Text Feature: Headings 76c, 79a Text Feature: Subheads 86d U4V2: Text Feature: Illustrations 120-121, 121a, 126-127 U5V1: Text Feature: Headings 193c Text Feature: Illustrations 222a U5V2: Text Feature: Illustrations 260d,
S.3.4 Speak with appropriate rate and volume for the audience
CCSS Speaking/Listening 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
CCSS Speaking/Listening 1.b. Follow agreed-upon rules for discussions and carry out assigned roles.
U1V1: Research and Inquiry: Communicate 45n, 77n, 109n U1V2: Research and Inquiry: Communicate 137n, 165n Personal Narrative CW20 U2V1: Research and Inquiry: Communicate 195n, 227n, 255n U2V2: Research and Inquiry: Communicate 283n, 309n Panel Discussion 308-309a U3V1: Research and Inquiry: Communicate 343n, 371n, 401n U3V2: How-To Demonstration 458-459a Compare-and-Contrast Essay CW20 U4V1: Research and Inquiry: 51n, 81n, 111n Story Exchange CW10
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 80
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
Continued U4V2: Research and Inquiry: Communicate 139n, 165n U5V1: Research and Inquiry: Communicate 199n, 227n, 255n How-To Demonstration 380-381a U5V2: Research and Inquiry: Communicate 287n, 315n U6V1: Research and Inquiry: Communicate 349n, 381n, 413n U6V2: Research and Inquiry: Communicate 443n, 473n
Standard 4: Students will read, write, listen, and speak for social interaction.
CCSS Speaking/Listening 1.b. Follow agreed-upon rules for discussions and carry out assigned roles.
and the New York State Common Core Learning Standards for English Language Arts and Literacy (2011)
Grade 4 English Language Arts 81
New York English Language Arts Core Curriculum
Performance Indicators
New York State Common Core Learning Standards for English
Language Arts and Literacy
Scott Foresman Reading Street Common Core Edition
S.4.2 Discuss the content of friendly notes, cards, letters, and personal narrative, with a partner or small group, in order to get to know the writer and each other
CCSS Speaking/Listening 1.e. Seek to understand and communicate with individuals from different perspectives and cultural backgrounds.