Grade 4
Other Colorado Extended Evidence Outcomes: Reading, Writing, Communicating sets
Other Colorado Extended Evidence Outcomes: Reading, Writing, Communicating sets
Pose thoughtful questions after actively listening to others.4.1
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Pose thoughtful questions after actively listening to others.4.1
With guidance and support students can:
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Engage in collaborative discussions (EE.SL.4.1).4.1.a
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Contribute ideas from prior knowledge of a text during discussions about the same text (EE.SL.4.1a).4.1.a.i
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Carry out assigned role in a discussion (EE.SL.4.1b).4.1.a.ii
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Answer specific questions related to information in a discussion (EE.SL.4.1c).4.1.a.iii
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Identify the key ideas in a discussion (EE.SL.4.1d).4.1.a.iv
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Ask and answer questions about details from a text read aloud or information presented orally or through other media (EE.SL.4.2).4.1.b
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Identify a point that the speaker makes (EE.SL.4.3).4.1.c
Create a plan to effectively present information both informally and formally.4.2
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Create a plan to effectively present information both informally and formally.4.2
With guidance and support students can:
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Retell a story or personal experience or recount a topic with supporting details (EE.SL.4.4).4.2.a
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Add audio recordings or visuals to make a presentation about a personally relevant topic (EE.SL.4.5).4.2.b
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Differentiate between communication partners and contexts that call for formal and informal communication (EE.SL.4.5).4.2.c
Apply strategies to comprehend and interpret literary texts.4.3
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Apply strategies to comprehend and interpret literary texts.4.3
With guidance and support students can:
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Use details from the text to recount what the text says (EE.RL.4.1).4.3.a
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Identify the theme or central idea of a familiar story, drama or poem (EE.RL.4.2).4.3.a.i
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Use details from the text to describe characters in the story (EE.RL.4.3).4.3.a.ii
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Identifies the central conflict and resolution in a story.4.3.a.iii
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Determine the meaning of words in a text (EE.RL.4.4).4.3.b
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Identify elements that are characteristic of stories (EE.RL.4.5).4.3.b.i
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Identify the narrator of a story (EE.RL.4.6).4.3.b.ii
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Make connections between the text representation of a story and a visual, tactual, or oral version of a story (EE.RL.4.7).4.3.c
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Compare characters, settings or events in stories, myths or texts from different cultures (EE.RL.4.9).4.3.c.i
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Demonstrate understanding of text while actively engaging in shared reading of stories, dramas, and poetry (EE.RL.4.10).4.3.d
Apply strategies to comprehend and interpret informational texts.4.4
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Apply strategies to comprehend and interpret informational texts.4.4
With guidance and support students can:
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Identify explicit details in an informational text (EE.RI.4.1).4.4.a
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Identify the main idea of a text when it is explicitly stated (EE.RI.4.2).4.4.a.i
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Identify the main idea of a text when it is explicitly stated (EE.RI.4.3).4.4.a.ii
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Determine meanings of words in text (EE.RI.4.4).4.4.b
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Identify elements that are characteristic of informational texts (EE.RI.4.5).4.4.b.i
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Compare own experience with a written account of the experience (EE.RI.4.6).4.4.b.ii
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Answer questions about information presented visually, orally, or quantitatively (EE.RI.4.7).4.4.c
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Identify one or more reasons supporting a specific point in an informational text (EE.RI.4.8).4.4.c.i
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Compare details presented in two texts on the same topic (EE.RI.4.9).4.4.c.ii
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Demonstrate understanding of text while actively engaged in shared reading of history/social studies, science, and technical texts (EE.RI.4.10).4.4.d
Apply knowledge of spelling patterns (orthography) and word meanings (morphology) to decode multisyllable words and determine the meaning of unknown words. 4.5
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Apply knowledge of spelling patterns (orthography) and word meanings (morphology) to decode multisyllable words and determine the meaning of unknown words. 4.5
With guidance and support students can:
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Use letter-sound knowledge to read words (EE.RF.4.3).4.5.a
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Apply letter-sound knowledge to use first letter plus context to identify unfamiliar word (EE.RF.4.3a).4.5.a.i
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Decode single-syllable words with common spelling patterns (consonant-vowel-consonant [CVC] or high frequency rimes) (EE.RF.4.3b).4.5.a.ii
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Read words in text (EE.RF.4.4).4.5.b
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Read text comprised of familiar words with accuracy and understanding (EE.RF.4.4a).4.5.b.i
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Use letter knowledge and context to support word recognition when reading (EE.RF.4.4c).4.5.b.ii
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Demonstrate knowledge of word meanings (EE.L.4.4).4.5.c
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Use context as a clue to guide selection of a word that completes a sentence read aloud by an adult (EE.L.4.4ba).4.5.c.i
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Use frequently occurring root words (e.g., talk) and the words that result when word endings are added (e.g., talked, talking, talks) (EE.L.4.4b). 4.5.c.ii
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Demonstrate understanding of word relationships and use (EE.L.4.5).4.5.d
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Use common idioms (e.g., no way, not a chance, you bet) (EE.L.4.5b).4.5.d.i
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Demonstrate understanding of opposites (EE.L.4.5c).4.5.d.ii
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Use words acquired through conversations, being read to, and during shared reading activities including domain-specific words (EE.L.4.6).4.5.e
Write opinion pieces on topics or texts supporting a point of view with reasons and information. (CCSS: W.4.1)4.6
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Write opinion pieces on topics or texts supporting a point of view with reasons and information. (CCSS: W.4.1)4.6
With guidance and support students can:
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Write opinions about topics or text (EE.W.4.1).4.6.a
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Select a topic or text and write an opinion about it (EE.W.4.1a).4.6.a.i
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List reasons to support the opinion (EE.W.4.1b).4.6.b
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Create an organizational structure that lists opinion and reasons in a logical order. 4.6.c
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Provide a concluding statement or sentence related to the opinion presented.4.6.d
Write informative/explanatory texts using text structures appropriate for the purpose and developed through facts, definitions, concrete details, precise language, and domain-specific vocabulary.4.7
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Write informative/explanatory texts using text structures appropriate for the purpose and developed through facts, definitions, concrete details, precise language, and domain-specific vocabulary.4.7
With guidance and support students can:
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Select a topic and write about it including related visual, tactual, or multimedia information as appropriate (EE.W.4.2a).4.7.a
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Identify a text structure appropriate to purpose (e.g., sequence, chronology, description, explanation, comparison and contrast).4.7.b
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Organize relevant ideas and details to convey a central idea or prove a point.4.7.c
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List words, facts, or details related to the topic (EE.W.4.2b).4.7.d
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Link ideas within categories of information, appropriately using words and phrases (e.g., another, for example, also, because).4.7.e
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Use increasingly precise language and domain-specific vocabulary over time to inform about or explain a variety of topics.4.7.f
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Provide a concluding statement or sentence related to the information or explanation presented.4.7.g
Write engaging, real or imagined narratives using descriptive details and dialogue to convey a sequence of related events.4.8
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Write engaging, real or imagined narratives using descriptive details and dialogue to convey a sequence of related events.4.8
With guidance and support students can:
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Write about events or personal experiences (EE.W.4.3).4.8.a
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Write about a personal experience including two events in sequence (EE.W.4.3a).4.8.a.i
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List reasons to support an opinion (EE.W.4.3b).4.8.b
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Use transitional words first, next, last to order a sequence of events.4.8.c
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Use words and phrases and sensory details to convey experiences and events.4.8.d
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Provide a conclusion that follows from a narrated experience or event.4.8.e
Understand why and how writers use the conventions of Standard English grammar, usage, and mechanics to clarify their meaning.4.9
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Understand why and how writers use the conventions of Standard English grammar, usage, and mechanics to clarify their meaning.4.9
With guidance and support students can:
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Demonstrate standard English grammar and usage when communicating (EE.L.4.1).4.9.a
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Use possessive pronouns (EE.L.4.1a).4.9.a.i
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Combine common nouns with verbs, nouns, or pronouns in communication (EE.L.4.1b).4.9.a.ii
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Use comparative and superlative adjectives to describe people or objects (EE.L.4.1d).4.9.a.iii
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Use common prepositions (e.g., to, from, in, out, on, off, by, with) (EE.L.4.1e).4.9.a.iv
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Combine three or more words in communication (EE.L.4.1f).4.9.a.v
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Demonstrate understanding of conventions of standard English (EE.L.4.2).4.9.b
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Capitalize the first word in a sentence (EE.L.4.2a).4.9.b.i
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Spell words phonetically, drawing on knowledge of letter-sound relationships, and/or common spelling patterns (EE.L.4.2d).4.9.b.ii
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Use language to achieve desired outcomes when communicating (EE.L.4.3).4.9.c
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Use language to express emotion (EE.L.4.3a).4.9.c.i
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Produce writing that expresses more than one idea (EE.L.4.4).4.9.d
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With guidance and support from adults and peers, plan before writing and revising own writing (EE.L.4.5).4.9.e
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With guidance and support from adults, use technology, including the Internet, to produce writing while interacting and collaborating with others (EE.L.4.6).4.9.f
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Write routinely for a variety of tasks, purposes, and audiences (EE.L.4.10).4.9.g
Use a variety of resources to build and communicate knowledge related to open-ended research questions.4.10
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Use a variety of resources to build and communicate knowledge related to open-ended research questions.4.10
With guidance and support students can:
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Gather information about a topic from two or more sources for a research project (EE.L.4.7).4.10.a
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Recall and sort information from personal experiences or a topic into given categories (EE.L.4.8).4.10.b
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Recall information from literary and informational text to support writing (EE.L.4.9).4.10.c
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Apply Essential Elements of Grade 4 Reading Standards to literature (e.g., use details from text to describe a character in a story) (EE.L.4.9a).4.10.c.i
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Apply Essential Elements of Grade 4 Reading Standards to informational texts (e.g., use reasons and evidence supporting point in an informational text) (EE.L.4.9b).4.10.c.ii
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Frequently asked questions
- What grade levels do these standards cover?
- Grade 4
- Where can I read the official document?
- READING, WRITING, AND COMMUNICATING
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Keep exploring Extended Evidence Outcomes: Reading, Writing, Communicating standards
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