Colorado Extended Evidence Outcomes: Grade 4
Skills available for Colorado fourth-grade language arts standards
Standard
Print skill plan
4.2
Reading for All Purposes
4.2.1 Apply strategies to comprehend and interpret literary texts.
4.2.1.a Use details from the text to recount what the text says.
4.2.1.a Use details from the text to recount what the text says.
4.2.1.a.i: Identify the theme or central idea of a familiar story, drama or poem.
4.2.1.a.i: Identify the theme or central idea of a familiar story, drama or poem.
4.2.1.a.ii: Use details from the text to describe characters in the story.
4.2.1.a.ii: Use details from the text to describe characters in the story.
4.2.1.a.iii: Identifies the central conflict and resolution in a story.
4.2.1.a.iii: Identifies the central conflict and resolution in a story.
4.2.1.b Determine the meaning of words in a text.
4.2.1.b Determine the meaning of words in a text.
4.2.1.b.i: Identify elements that are characteristic of stories.
4.2.1.b.i: Identify elements that are characteristic of stories.
4.2.1.b.ii: Identify the narrator of a story.
4.2.1.b.ii: Identify the narrator of a story.
4.2.1.c Make connections between the text representation of a story and a visual, tactual, or oral version of a story.
4.2.1.c Make connections between the text representation of a story and a visual, tactual, or oral version of a story.
4.2.1.c.i: Compare characters, settings or events in stories, myths or texts from different cultures.
4.2.1.c.i: Compare characters, settings or events in stories, myths or texts from different cultures.
4.2.1.d Demonstrate understanding of text while actively engaging in shared reading of stories, dramas, and poetry.
Literary texts: level 1
Literary texts: level 2
4.2.1.d Demonstrate understanding of text while actively engaging in shared reading of stories, dramas, and poetry.
Literary texts: level 1
Literary texts: level 2
4.2.2 Apply strategies to comprehend and interpret informational texts.
4.2.2.a Identify explicit details in an informational text.
4.2.2.a Identify explicit details in an informational text.
4.2.2.a.i: Identify the main idea of a text when it is explicitly stated.
4.2.2.a.i: Identify the main idea of a text when it is explicitly stated.
4.2.2.a.ii: Identify an explicit detail that is related to an individual, event, or idea in a historical, scientific, or technical text.
4.2.2.a.ii: Identify an explicit detail that is related to an individual, event, or idea in a historical, scientific, or technical text.
4.2.2.b Determine meaning of words in text.
4.2.2.b Determine meaning of words in text.
4.2.2.b.i: Identify elements that are characteristic of informational texts.
4.2.2.b.i: Identify elements that are characteristic of informational texts.
4.2.2.b.ii: Compare own experience with a written account of the experience.
4.2.2.b.ii: Compare own experience with a written account of the experience.
4.2.2.c Answer questions about information presented visually, orally, or quantitatively.
4.2.2.c Answer questions about information presented visually, orally, or quantitatively.
4.2.2.c.i: Identify one or more reasons supporting a specific point in an informational text.
4.2.2.c.i: Identify one or more reasons supporting a specific point in an informational text.
4.2.2.c.ii: Compare details presented in two texts on the same topic.
4.2.2.c.ii: Compare details presented in two texts on the same topic.
4.2.2.d Demonstrate understanding of text while actively engaged in shared reading of history/social studies, science, and technical texts.
Informational texts: level 1
Informational texts: level 2
4.2.2.d Demonstrate understanding of text while actively engaged in shared reading of history/social studies, science, and technical texts.
Informational texts: level 1
Informational texts: level 2
4.2.3 Apply knowledge of spelling patterns (orthography) and word meanings (morphology) to decode multisyllable words and determine the meaning of unknown words.
4.2.3.a Use letter-sound knowledge to read words.
Silent e
Vowel teams
Short and long vowels
R-controlled vowels
4.2.3.a Use letter-sound knowledge to read words.
Silent e
Vowel teams
Short and long vowels
R-controlled vowels
4.2.3.a.i: Apply letter-sound knowledge to use first letter plus context to identify unfamiliar word.
4.2.3.a.i: Apply letter-sound knowledge to use first letter plus context to identify unfamiliar word.
4.2.3.a.ii: Decode single-syllable words with common spelling patterns (consonant-vowel-consonant [CVC] or high frequency rimes).
4.2.3.a.ii: Decode single-syllable words with common spelling patterns (consonant-vowel-consonant [CVC] or high frequency rimes).
4.2.3.b Read words in text.
4.2.3.b Read words in text.
4.2.3.b.i: Read text comprised of familiar words with accuracy and understanding.
Sight words
Literary texts
Informational texts
4.2.3.b.i: Read text comprised of familiar words with accuracy and understanding.
Sight words
Literary texts
Informational texts
4.2.3.b.ii: Use letter knowledge and context to support word recognition when reading.
4.2.3.b.ii: Use letter knowledge and context to support word recognition when reading.
4.2.3.c Demonstrate knowledge of word meanings.
4.2.3.c Demonstrate knowledge of word meanings.
4.2.3.c.i: Use context as a clue to guide selection of a word that completes a sentence read aloud by an adult.
4.2.3.c.i: Use context as a clue to guide selection of a word that completes a sentence read aloud by an adult.
4.2.3.c.ii: Use frequently occurring root words (e.g., talk) and the words that result when word endings are added (e.g., talked, talking, talks).
4.2.3.c.ii: Use frequently occurring root words (e.g., talk) and the words that result when word endings are added (e.g., talked, talking, talks).
4.2.3.d Demonstrate understanding of word relationships and use.
4.2.3.d Demonstrate understanding of word relationships and use.
4.2.3.d.i: Use common idioms (e.g., no way, not a chance, you bet).
4.2.3.d.i: Use common idioms (e.g., no way, not a chance, you bet).
4.2.3.d.ii: Demonstrate understanding of opposites.
4.2.3.d.ii: Demonstrate understanding of opposites.
4.2.3.e Use words acquired through conversations, being read to, and during shared reading activities including domain-specific words.
Academic vocabulary
Shades of meaning
Descriptive details
4.2.3.e Use words acquired through conversations, being read to, and during shared reading activities including domain-specific words.
Academic vocabulary
Shades of meaning
Descriptive details
4.3
Writing and Composition
4.3.1 Write opinion pieces on topics or texts supporting a point of view with reasons and information.
4.3.1.a Write opinions about topics or text.
4.3.1.a Write opinions about topics or text.
4.3.1.a.i: Select a topic or text and write an opinion about it.
4.3.1.a.i: Select a topic or text and write an opinion about it.
4.3.1.b List reasons to support the opinion.
4.3.1.b List reasons to support the opinion.
4.3.1.c Create an organizational structure that lists opinion and reasons in a logical order.
4.3.1.c Create an organizational structure that lists opinion and reasons in a logical order.
4.3.1.d Provide a concluding statement or sentence related to the opinion presented.
4.3.1.d Provide a concluding statement or sentence related to the opinion presented.
4.3.2 Write informative/explanatory texts using text structures appropriate for the purpose and developed through facts, definitions, concrete details, precise language, and domain-specific vocabulary.
4.3.2.a Select a topic and write about it including related visual, tactual, or multimedia information as appropriate.
4.3.2.a Select a topic and write about it including related visual, tactual, or multimedia information as appropriate.
4.3.2.b Identify a text structure appropriate to purpose (e.g., sequence, chronology, description, explanation, comparison and contrast).
4.3.2.b Identify a text structure appropriate to purpose (e.g., sequence, chronology, description, explanation, comparison and contrast).
4.3.2.c Organize relevant ideas and details to convey a central idea or prove a point.
4.3.2.c Organize relevant ideas and details to convey a central idea or prove a point.
4.3.2.d List words, facts, or details related to the topic.
4.3.2.d List words, facts, or details related to the topic.
4.3.2.e Link ideas within categories of information, appropriately using words and phrases (e.g., another, for example, also, because).
4.3.2.e Link ideas within categories of information, appropriately using words and phrases (e.g., another, for example, also, because).
4.3.2.f Use increasingly precise language and domain-specific vocabulary over time to inform about or explain a variety of topics.
Shades of meaning
Domain-specific language
4.3.2.f Use increasingly precise language and domain-specific vocabulary over time to inform about or explain a variety of topics.
Shades of meaning
Domain-specific language
4.3.2.g Provide a concluding statement or sentence related to the information or explanation presented.
4.3.2.g Provide a concluding statement or sentence related to the information or explanation presented.
4.3.3 Write engaging, real or imagined narratives using descriptive details and dialogue to convey a sequence of related events.
4.3.3.a Write about events or personal experiences.
4.3.3.a Write about events or personal experiences.
4.3.3.a.i: Write about a personal experience including two events in sequence.
4.3.3.a.i: Write about a personal experience including two events in sequence.
4.3.3.b List reasons to support an opinion.
4.3.3.b List reasons to support an opinion.
4.3.3.c Use transitional words first, next, last to order a sequence of events.
4.3.3.c Use transitional words first, next, last to order a sequence of events.
4.3.3.d Use words and phrases and sensory details to convey experiences and events.
Sensory details
Sequence
4.3.3.d Use words and phrases and sensory details to convey experiences and events.
Sensory details
Sequence
4.3.3.e Provide a conclusion that follows from a narrated experience or event.
4.3.3.e Provide a conclusion that follows from a narrated experience or event.
4.3.4 Understand why and how writers use the conventions of standard English grammar, usage, and mechanics to clarify their meaning.
4.3.4.a Demonstrate standard English grammar and usage when communicating.
4.3.4.a Demonstrate standard English grammar and usage when communicating.
4.3.4.a.i: Use possessive pronouns.
4.3.4.a.i: Use possessive pronouns.
4.3.4.a.ii: Combine common nouns with verbs, nouns, or pronouns in communication.
4.3.4.a.ii: Combine common nouns with verbs, nouns, or pronouns in communication.
4.3.4.a.iii: Use comparative and superlative adjectives to describe people or objects.
4.3.4.a.iii: Use comparative and superlative adjectives to describe people or objects.
4.3.4.a.iv: Use common prepositions (e.g., to, from, in, out, on, off, by, with).
4.3.4.a.iv: Use common prepositions (e.g., to, from, in, out, on, off, by, with).
4.3.4.a.v: Combine three or more words in communication.
4.3.4.a.v: Combine three or more words in communication.
4.3.4.b Demonstrate understanding of conventions of standard English.
4.3.4.b Demonstrate understanding of conventions of standard English.
4.3.4.b.i: Capitalize the first word in a sentence.
4.3.4.b.i: Capitalize the first word in a sentence.
4.3.4.b.ii: Spell words phonetically, drawing on knowledge of letter-sound relationships, and/or common spelling patterns.
Short vowels
Consonant blends
Long vowels
Consonant-l-e words
R-controlled vowels
Variant vowels
4.3.4.b.ii: Spell words phonetically, drawing on knowledge of letter-sound relationships, and/or common spelling patterns.
Short vowels
Consonant blends
Long vowels
Consonant-l-e words
R-controlled vowels
Variant vowels
4.3.4.c Use language to achieve desired outcomes when communicating.
4.3.4.c Use language to achieve desired outcomes when communicating.
4.3.4.c.i: Use language to express emotion.
Descriptive details
Shades of meaning
4.3.4.c.i: Use language to express emotion.
Descriptive details
Shades of meaning
4.3.4.d Produce writing that expresses more than one idea.
Author's purpose
Organization
Introductions and conclusions
4.3.4.d Produce writing that expresses more than one idea.
Author's purpose
Organization
Introductions and conclusions
4.3.4.e With guidance and support from adults and peers, plan before writing and revise own writing.
Organization
Revision
4.3.4.e With guidance and support from adults and peers, plan before writing and revise own writing.
Organization
Revision
4.3.4.f With guidance and support from adults, use technology, including the Internet, to produce writing while interacting and collaborating with others.
4.3.4.f With guidance and support from adults, use technology, including the Internet, to produce writing while interacting and collaborating with others.
4.3.4.g Write routinely for a variety of tasks, purposes, and audiences.
4.3.4.g Write routinely for a variety of tasks, purposes, and audiences.
4.4
Research Inquiry and Design
4.4.1 Use a variety of resources to build and communicate knowledge related to open-ended research questions.
4.4.1.a Gather information about a topic from two or more sources for a research project.
Organization
Main idea
4.4.1.a Gather information about a topic from two or more sources for a research project.
Organization
Main idea
4.4.1.b Recall and sort information from personal experiences or a topic into given categories.
4.4.1.b Recall and sort information from personal experiences or a topic into given categories.
4.4.1.c Recall information from literary and informational text to support writing.
4.4.1.c Recall information from literary and informational text to support writing.
4.4.1.c.i: Apply Essential Elements of Grade 4 Reading Standards to literature (e.g., use details from text to describe a character in a story).
4.4.1.c.i: Apply Essential Elements of Grade 4 Reading Standards to literature (e.g., use details from text to describe a character in a story).
4.4.1.c.ii: Apply Essential Elements of Grade 4 Reading Standards to informational texts (e.g., use reasons and evidence supporting point in an informational text).
4.4.1.c.ii: Apply Essential Elements of Grade 4 Reading Standards to informational texts (e.g., use reasons and evidence supporting point in an informational text).