California Common Core Content Standards: Grade 4
Skills available for California fourth-grade language arts standards
Strand
Print skill plan
RL.4
Reading: Literature
Key Ideas and Details
RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Inference
Theme
Story elements
Supporting details
Literary texts: level 1
Literary texts: level 2
RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Inference
Theme
Story elements
Supporting details
Literary texts: level 1
Literary texts: level 2
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Theme
Summary
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Theme
Summary
RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
Character analysis
Story elements
RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
Character analysis
Story elements
Craft and Structure
RL.4.4 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).
Vocabulary in context
Multiple-meaning words
Figurative language
Idioms
RL.4.4 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).
Vocabulary in context
Multiple-meaning words
Figurative language
Idioms
RL.4.5 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.
RL.4.5 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.
RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
Integration of Knowledge and Ideas
RL.4.7 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.
RL.4.7 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.
RL.4.9 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.
RL.4.9 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.
Range of Reading and Level of Text Complexity
RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Story elements
Character analysis
Theme
Literary texts: level 1
Literary texts: level 2
RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Story elements
Character analysis
Theme
Literary texts: level 1
Literary texts: level 2
RI.4
Reading: Informational Text
Key Ideas and Details
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Text relationships
Compare texts
Supporting details
Informational texts: level 1
Informational texts: level 2
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Text relationships
Compare texts
Supporting details
Informational texts: level 1
Informational texts: level 2
RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Text relationships
Supporting details
RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Text relationships
Supporting details
Craft and Structure
RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
Academic vocabulary
Domain-specific vocabulary
Vocabulary in context
Informational texts: level 1
Informational texts: level 2
RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
Academic vocabulary
Domain-specific vocabulary
Vocabulary in context
Informational texts: level 1
Informational texts: level 2
RI.4.5 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.
RI.4.5 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.
RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
Integration of Knowledge and Ideas
RI.4.7 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.
RI.4.7 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.
RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.
RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Range of Reading and Level of Text Complexity
RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Author's purpose
Main idea
Text structure
Informational texts: level 1
Informational texts: level 2
RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Author's purpose
Main idea
Text structure
Informational texts: level 1
Informational texts: level 2
RF.4
Reading: Foundational Skills
Phonics and Word Recognition
RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.3.a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Prefixes
Suffixes
Prefixes and suffixes
Greek and Latin roots
Word patterns
Compound words
Multisyllabic words
RF.4.3.a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Prefixes
Suffixes
Prefixes and suffixes
Greek and Latin roots
Word patterns
Compound words
Multisyllabic words
Fluency
RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
RF.4.4.a: Read on-level text with purpose and understanding.
Sight words
Literary texts: level 1
Literary texts: level 2
Informational texts: level 1
Informational texts: level 2
RF.4.4.a: Read on-level text with purpose and understanding.
Sight words
Literary texts: level 1
Literary texts: level 2
Informational texts: level 1
Informational texts: level 2
RF.4.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.4.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.4.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Vocabulary in context
Multiple-meaning words
Idioms
RF.4.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Vocabulary in context
Multiple-meaning words
Idioms
W.4
Writing
Text Types and Purposes
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.4.1.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.4.1.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.4.1.b: Provide reasons that are supported by facts and details.
W.4.1.b: Provide reasons that are supported by facts and details.
W.4.1.c: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
W.4.1.c: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
W.4.1.d: Provide a concluding statement or section related to the opinion presented.
W.4.1.d: Provide a concluding statement or section related to the opinion presented.
W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.2.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.4.2.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.4.2.b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Development and support
Plagiarism
W.4.2.b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Development and support
Plagiarism
W.4.2.c: Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
W.4.2.c: Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
W.4.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
Shades of meaning
Domain-specific vocabulary
W.4.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
Shades of meaning
Domain-specific vocabulary
W.4.2.e: Provide a concluding statement or section related to the information or explanation presented.
W.4.2.e: Provide a concluding statement or section related to the information or explanation presented.
W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.4.3.a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.4.3.a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.4.3.b: Use dialogue and description to develop experiences and events or show the responses of characters to situations.
W.4.3.b: Use dialogue and description to develop experiences and events or show the responses of characters to situations.
W.4.3.c: Use a variety of transitional words and phrases to manage the sequence of events.
W.4.3.c: Use a variety of transitional words and phrases to manage the sequence of events.
W.4.3.d: Use concrete words and phrases and sensory details to convey experiences and events precisely.
Shades of meaning
Sensory details
W.4.3.d: Use concrete words and phrases and sensory details to convey experiences and events precisely.
Shades of meaning
Sensory details
W.4.3.e: Provide a conclusion that follows from the narrated experiences or events.
W.4.3.e: Provide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing
W.4.4 Produce clear and coherent writing (including multiple-paragraph texts) in which the development and organization are appropriate to task, purpose, and audience.
Author's purpose
Organization
Introductions
Development and support
W.4.4 Produce clear and coherent writing (including multiple-paragraph texts) in which the development and organization are appropriate to task, purpose, and audience.
Author's purpose
Organization
Introductions
Development and support
W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Organization
Editing
Complete sentences
Sentence variety
Commas
Capitalization
Formatting
Revision
W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Organization
Editing
Complete sentences
Sentence variety
Commas
Capitalization
Formatting
Revision
W.4.6 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.
W.4.6 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.
Research to Build and Present Knowledge
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources.
W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources.
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.4.9.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].").
W.4.9.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].").
W.4.9.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").
W.4.9.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").
Range of Writing
W.4.10 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.
W.4.10 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.
L.4
Language
Conventions of Standard English
L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.1.a: Use interrogative, relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
Relative pronouns
Relative adverbs
L.4.1.a: Use interrogative, relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
Relative pronouns
Relative adverbs
L.4.1.b: Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
L.4.1.b: Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
L.4.1.c: Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
L.4.1.c: Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
L.4.1.d: Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
L.4.1.d: Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
L.4.1.e: Form and use prepositional phrases.
L.4.1.e: Form and use prepositional phrases.
L.4.1.f: Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
Subjects and predicates
Complete sentences
L.4.1.f: Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
Subjects and predicates
Complete sentences
L.4.1.g: Correctly use frequently confused words (e.g., to, too, two; there, their).
L.4.1.g: Correctly use frequently confused words (e.g., to, too, two; there, their).
L.4.1.h: Write fluidly and legibly in cursive or joined italics.
L.4.1.h: Write fluidly and legibly in cursive or joined italics.
L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.2.a: Use correct capitalization.
L.4.2.a: Use correct capitalization.
L.4.2.b: Use commas and quotation marks to mark direct speech and quotations from a text.
L.4.2.b: Use commas and quotation marks to mark direct speech and quotations from a text.
L.4.2.c: Use a comma before a coordinating conjunction in a compound sentence.
L.4.2.c: Use a comma before a coordinating conjunction in a compound sentence.
L.4.2.d: Spell grade-appropriate words correctly, consulting references as needed.
Spelling
Multisyllabic words
Sight words
Word patterns
Homophones
Compound words
Regular plurals
Irregular plurals
Possessive nouns
Regular past tense
Irregular past tense
Contractions
Comparative adjectives
Reference skills
L.4.2.d: Spell grade-appropriate words correctly, consulting references as needed.
Spelling
Multisyllabic words
Sight words
Word patterns
Homophones
Compound words
Regular plurals
Irregular plurals
Possessive nouns
Regular past tense
Irregular past tense
Contractions
Comparative adjectives
Reference skills
Knowledge of Language
L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.4.3.a: Choose words and phrases to convey ideas precisely.
Synonyms and antonyms
Shades of meaning
Descriptive details
L.4.3.a: Choose words and phrases to convey ideas precisely.
Synonyms and antonyms
Shades of meaning
Descriptive details
L.4.3.b: Choose punctuation for effect.
L.4.3.b: Choose punctuation for effect.
L.4.3.c: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
L.4.3.c: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
Vocabulary Acquisition and Use
L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
L.4.4.a: Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
Vocabulary in context
Multiple-meaning words
Idioms
Figurative language
L.4.4.a: Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
Vocabulary in context
Multiple-meaning words
Idioms
Figurative language
L.4.4.b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
Prefixes
Suffixes
Prefixes and suffixes
Greek and Latin roots
Roots and affixes
L.4.4.b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
Prefixes
Suffixes
Prefixes and suffixes
Greek and Latin roots
Roots and affixes
L.4.4.c: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases and to identify alternate word choices in all content areas.
Reference skills
Dictionary skills
Thesaurus skills
L.4.4.c: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases and to identify alternate word choices in all content areas.
Reference skills
Dictionary skills
Thesaurus skills
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.5.a: Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
L.4.5.a: Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
L.4.5.b: Recognize and explain the meaning of common idioms, adages, and proverbs.
L.4.5.b: Recognize and explain the meaning of common idioms, adages, and proverbs.
L.4.5.c: Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
Synonyms
Antonyms
L.4.5.c: Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
Synonyms
Antonyms
L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Vocabulary in context
Academic vocabulary
Domain-specific vocabulary
Descriptive details
Shades of meaning
L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Vocabulary in context
Academic vocabulary
Domain-specific vocabulary
Descriptive details
Shades of meaning