English Language Arts, grade 4, mapped

70 claims across 12 strands · 147 of 190 skills in grades 2-4 appear here

21 more claims reach back to a grade below this window. They are named in the lists below and not drawn — the picture holds grades 2-4 and nothing else.

Pick a skill to light what it rests on.

Other

  1. 2.5 leans on 2.4 reading independently for a sustained stretch leans on fluency that already carries the words
  2. 3.5 leans on 3.4 a sustained stretch of independent reading leans on fluency that no longer takes conscious effort
  3. 4.5 leans on 4.4 settling into a long stretch of self-selected reading leans on fluency that already handles the year's text
  4. 2.5 leans on 1.5 from grade 1, below this window reading independently for a sustained period grows out of a year spent choosing and sticking with text

The student develops oral language through listening, speaking, and discussion.

  1. 3.1.B rests on 2.1.B restating a series of instruction sequences rests on already restating one short sequence
  2. 3.1.C rests on 2.1.C controlling eye contact and volume while speaking rests on already speaking clearly at a steady pace
  3. 4.1.C leans on 3.1.C offering an opinion backed by accurate information leans on already speaking coherently on a topic at the same pace and volume
  4. 4.1.D leans on 3.1.D dividing up shared responsibilities in a plan leans on a year already spent following a group's agreed-upon rules and norms
  5. 2.1.D rests on 1.1.D from grade 1, below this window adding on to a classmate's idea rests on already following the turn-taking rules of a discussion

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.

  1. 3.2.D rests on 2.2.E writing a whole thought in cursive rests on already connecting one cursive letter to the next
  2. 3.2.C rests on 2.2.D sorting two words that match on the first two letters rests on already sorting a full list
  3. 4.2.C leans on 3.2.D writing whole words legibly in cursive helps, though getting through assignments in it is automaticity rather than a new skill
  4. 2.3.A leans on 2.2.D from another strand finding a word's meaning in a resource leans on already knowing how to alphabetize to it
  5. 3.3.A leans on 3.2.C from another strand looking up a word's pronunciation leans on already sorting words down to the third letter
  6. 2.3.C leans on 2.2.B from another strand picking apart what re- adds to a word leans on already reading a word that starts with it
  7. 3.3.C leans on 3.2.A from another strand telling what dis- takes away from a word leans on already reading a word that begins with it
  8. 3.2.B rests on 3.3.D from another strand spelling two words that sound alike rests on already knowing they mean different things
  9. 4.2.B rests on 4.3.D from another strand spelling reign and rain apart rests on already explaining that the two mean different things
  10. 4.3.C leans on 4.2.A from another strand saying what mis- or -ment does to a word leans on already decoding a word that carries that prefix or suffix
  11. 2.2.E rests on 1.2.F from grade 1, below this window forming a connected cursive letter rests on already printing that same letter legibly
  12. 2.2.D rests on 1.2.E from grade 1, below this window sorting a full list of words rests on already sorting by just the first two letters

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

  1. 2.13.B rests on 2.13.A a research plan still starts from a question already generated to chase
  2. 2.13.C rests on 2.13.B gathering sources still follows a plan for where to look first
  3. 2.13.E rests on 2.13.C understanding what a source says takes the source already gathered in hand
  4. 2.13.G rests on 2.13.E sharing the research with an audience comes after its meaning is already sorted out
  5. 3.13.B rests on 3.13.A a plan for the research still starts from a question already chosen to chase
  6. 3.13.C rests on 3.13.B gathering a variety of sources follows a plan for where to look among them
  7. 3.13.E rests on 3.13.C making sense of a variety of sources needs those sources already gathered together
  8. 3.13.H rests on 3.13.E delivering the results still waits on having made sense of them first
  9. 3.13.A leans on 2.13.A picking your own topic to question follows a year of generating questions with help first
  10. 3.13.C leans on 2.13.C widening the search to a variety of sources builds on gathering a smaller set the year before
  11. 3.13.G leans on 2.13.F gathering citations into one list builds on already citing sources one at a time
  12. 4.13.A leans on 3.13.A sharpening a question until it is worth chasing leans on a year already spent generating them on a topic
  13. 4.13.B rests on 4.13.A a research plan still starts from a question already clarified enough to follow
  14. 4.13.C rests on 4.13.B gathering from a variety of sources still follows a plan saying where to look
  15. 4.13.E rests on 4.13.C showing you understand what was found rests on the sources already being gathered and read
  16. 4.13.H leans on 4.13.E having made sense of the research helps, though cluster 13 calls itself recursive and a delivery mode is a rhetorical choice
  17. 2.13.C leans on 1.13.C from grade 1, below this window gathering sources without help follows a year of gathering them with help nearby
  18. 2.13.E leans on 1.13.D from grade 1, below this window explaining findings without help follows a year of explaining them with help nearby

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

  1. 3.9.A rests on 2.9.A sorting legends and myths as genres assumes folktales and fables are already sorted this way
  2. 3.9.C rests on 2.9.C discussing acts as a drama element assumes characters, dialogue, and setting are already noticed
  3. 3.9.E leans on 2.9.E treating a text as argumentative leans on already being able to spot a persuasive one
  4. 4.9.A leans on 3.9.A adding tall tales to the sorted genres leans on legends and myths already being sorted that way
  5. 4.9.C rests on 3.9.C explaining scenes, stage directions and character tags as structure rests on characters, dialogue and acts already being discussed
  6. 2.6.C leans on 2.9.A from another strand predicting from genre characteristics leans on already sorting folktales from fables and fairy tales
  7. 3.6.C leans on 3.9.A from another strand predicting from genre characteristics leans on already knowing legends and myths as genres too
  8. 4.6.C leans on 4.9.A from another strand predicting from genre characteristics leans on already knowing what marks a tall tale as one
  9. 2.10.B rests on 2.9.D from another strand explaining what a text structure achieves assumes the structure itself is already recognized
  10. 3.10.B rests on 3.9.D from another strand explaining a structure's purpose assumes the structure was already recognized as one
  11. 4.9.B leans on 3.10.D from another strand explaining the simile and metaphor a poet reaches for leans on a year already spent describing what an author's imagery achieves
  12. 4.10.B rests on 4.9.D from another strand explaining what a compare-and-contrast structure achieves rests on that structure already being recognized in the text
  13. 3.12.C leans on 3.9.E from another strand building an opinion essay around a claim and an audience rests on naming those same parts while reading one
  14. 4.12.C leans on 4.9.E from another strand building an opinion essay out of facts leans on already explaining how another author used facts to argue
  15. 3.9.B leans on 1.9.B from grade 1, below this window naming a rhyme scheme and sound devices leans on a year already spent hearing rhyme and rhythm
  16. 2.9.C rests on 1.9.C from grade 1, below this window discussing dialogue as a drama element assumes characters and setting are already noticed
  17. 2.9.E leans on 1.9.E from grade 1, below this window recognizing persuasive text without help leans on a year already spent doing it with help

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

  1. 3.8.A rests on 2.8.A inferring a theme without help assumes a year already spent determining one with help
  2. 3.8.A rests on 3.8.C inferring a work's theme assumes the conflict and its resolution are already sorted out
  3. 3.8.B rests on 2.8.B explaining relationships among characters assumes their individual traits are already sorted
  4. 3.8.C rests on 2.8.C analyzing a plot's sequence assumes its main events are already described and understood
  5. 3.8.D rests on 3.8.C explaining a setting's influence on the plot assumes the plot's elements are already sorted out
  6. 4.8.A leans on 3.8.A supporting an inferred theme with text evidence leans on a year already spent inferring one and telling it from the topic
  7. 4.8.A leans on 4.8.C sorting out the rising action and climax helps, though a child infers a theme long before naming the parts of an arc
  8. 4.8.B rests on 3.8.B explaining how characters act on each other and change rests on already explaining how the major and minor ones relate
  9. 4.8.C rests on 3.8.C naming a rising action, climax and falling action rests on the sequence of events and the conflict already being analyzed
  10. 4.8.D rests on 3.8.D explaining what a historical or cultural setting does to a plot rests on already explaining what a setting does to one
  11. 4.8.D leans on 4.8.C the arc laid out makes a setting's pull easier to weigh, though what the setting pulls on is the plot and not its vocabulary
  12. 3.10.A leans on 3.8.A from another strand explaining a text's message leans on the theme work turned toward why the author wrote it
  13. 4.10.A leans on 4.8.A from another strand explaining what an author is getting at leans on the basic themes already inferred from the same text
  14. 4.12.A leans on 4.8.C from another strand shaping a narrative around a rising action and a climax leans on naming those same parts while reading someone else's
  15. 2.8.B rests on 1.8.B from grade 1, below this window sorting a character's traits into internal and external assumes their reasons are already noticed
  16. 2.8.D rests on 1.8.D from grade 1, below this window explaining why a setting matters assumes a setting can already be named

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

  1. 3.7.B leans on 2.7.B writing a fuller response leans on a year already spent jotting brief comments on a text
  2. 3.7.E leans on 2.7.E notetaking and annotating lean on the illustrating-and-writing habit of interacting with a source
  3. 4.7.B rests on 3.7.B comparing ideas across several sources in one response rests on already writing a response to a single text
  4. 4.7.D rests on 3.7.D summarizing a text rests on already retelling and paraphrasing it without losing the meaning or the order
  5. 2.7.A rests on 2.6.E from another strand putting a personal connection into words draws on the connection-making comprehension already does
  6. 3.7.A rests on 3.6.E from another strand naming a personal connection to a self-selected text is the connection-making comprehension already does
  7. 2.7.C rests on 2.6.F from another strand supporting a response with text evidence reuses the evidence a child already gathers to understand
  8. 3.7.C rests on 3.6.F from another strand a response grounded in text evidence draws on the same evidence already used to understand it
  9. 3.7.G rests on 3.6.G from another strand discussing which ideas matter most is the key-idea evaluation comprehension already does
  10. 4.7.A rests on 4.6.E from another strand putting a connection to a source into words is the same connecting to experience, other texts and society comprehension does
  11. 4.7.C rests on 4.6.F from another strand backing a response with text evidence is the evidence already gathered to make an inference
  12. 4.7.G rests on 4.6.G from another strand discussing which ideas carry the meaning draws on the detail-weighing comprehension already does
  13. 2.7.D rests on 1.7.D from grade 1, below this window paraphrasing in the right order assumes retelling without losing the meaning is already solid

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.

  1. 3.10.D rests on 2.10.D explaining how imagery and figurative language work assumes the language types are already sorted
  2. 3.10.G rests on 3.10.D hyperbole is one more figurative device once figurative language itself is already familiar
  3. 4.10.D leans on 3.10.D simile and onomatopoeia described that way helps, though grade 3 offers them only inside a such-as list
  4. 4.10.E leans on 3.10.E understanding what a point of view does to a story leans on already identifying whether it is first or third person
  5. 3.10.A leans on 3.8.A from another strand explaining a text's message leans on the theme work turned toward why the author wrote it
  6. 2.10.B rests on 2.9.D from another strand explaining what a text structure achieves assumes the structure itself is already recognized
  7. 3.10.B rests on 3.9.D from another strand explaining a structure's purpose assumes the structure was already recognized as one
  8. 4.9.B leans on 3.10.D from another strand explaining the simile and metaphor a poet reaches for leans on a year already spent describing what an author's imagery achieves
  9. 4.10.A leans on 4.8.A from another strand explaining what an author is getting at leans on the basic themes already inferred from the same text
  10. 4.10.B rests on 4.9.D from another strand explaining what a compare-and-contrast structure achieves rests on that structure already being recognized in the text
  11. 2.10.C leans on 1.10.C from grade 1, below this window naming print and graphic features without help leans on a year already spent naming them with help
  12. 2.10.D rests on 1.10.D from grade 1, below this window naming descriptive and figurative language grows out of noticing words that made a reader visualize
  13. 2.10.F leans on 1.9.B from grade 1, below this window explaining an author's use of repetition leans on already noticing it as a feature of poems

The student uses genre characteristics and craft to compose multiple texts that are meaningful.

  1. 3.12.A rests on 2.12.A reaching for genre craft in a narrative assumes the narrative itself is already composable
  2. 3.12.B rests on 2.12.B building a composition around one central idea rests on procedural texts and reports already written
  3. 4.12.D leans on 3.12.D writing a letter that asks someone for information leans on a year of thank-you notes and plain letters
  4. 3.12.C leans on 3.9.E from another strand building an opinion essay around a claim and an audience rests on naming those same parts while reading one
  5. 4.12.A leans on 4.8.C from another strand shaping a narrative around a rising action and a climax leans on naming those same parts while reading someone else's
  6. 4.12.C leans on 4.9.E from another strand building an opinion essay out of facts leans on already explaining how another author used facts to argue
  7. 2.12.A leans on 1.12.A from grade 1, below this window writing a personal narrative down yourself leans on a year of dictating the same kind of story
  8. 2.12.B leans on 1.12.B from grade 1, below this window writing a report yourself leans on a year of dictating how-to steps before
  9. 2.12.C leans on 1.12.C from grade 1, below this window writing a thank-you note in your own hand leans on dictating the same note before

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

  1. 3.6.I leans on 2.6.I annotating to fix a stalled reading leans on the re-reading and questioning repertoire already being there
  2. 2.7.A rests on 2.6.E from another strand putting a personal connection into words draws on the connection-making comprehension already does
  3. 3.7.A rests on 3.6.E from another strand naming a personal connection to a self-selected text is the connection-making comprehension already does
  4. 2.7.C rests on 2.6.F from another strand supporting a response with text evidence reuses the evidence a child already gathers to understand
  5. 3.7.C rests on 3.6.F from another strand a response grounded in text evidence draws on the same evidence already used to understand it
  6. 3.7.G rests on 3.6.G from another strand discussing which ideas matter most is the key-idea evaluation comprehension already does
  7. 2.6.C leans on 2.9.A from another strand predicting from genre characteristics leans on already sorting folktales from fables and fairy tales
  8. 3.6.C leans on 3.9.A from another strand predicting from genre characteristics leans on already knowing legends and myths as genres too
  9. 4.6.C leans on 4.9.A from another strand predicting from genre characteristics leans on already knowing what marks a tall tale as one
  10. 4.7.A rests on 4.6.E from another strand putting a connection to a source into words is the same connecting to experience, other texts and society comprehension does
  11. 4.7.C rests on 4.6.F from another strand backing a response with text evidence is the evidence already gathered to make an inference
  12. 4.7.G rests on 4.6.G from another strand discussing which ideas carry the meaning draws on the detail-weighing comprehension already does
  13. 2.6.F leans on 1.6.F from grade 1, below this window making an inference without help leans on a year already spent making one with help

The student uses newly acquired vocabulary expressively.

  1. 3.3.B leans on 2.3.B picking the right sense of a word with two meanings leans on already reading context for an unfamiliar one
  2. 3.3.C leans on 2.3.C naming what a new prefix adds to a word leans on already doing that for a smaller set of them
  3. 3.3.D leans on 2.3.D explaining why two same-sounding words differ leans on already explaining a homograph in context
  4. 4.3.C leans on 3.3.C working out what a root like auto or graph contributes leans on already working out what a prefix like pre- adds
  5. 2.3.A leans on 2.2.D from another strand finding a word's meaning in a resource leans on already knowing how to alphabetize to it
  6. 3.3.A leans on 3.2.C from another strand looking up a word's pronunciation leans on already sorting words down to the third letter
  7. 2.3.C leans on 2.2.B from another strand picking apart what re- adds to a word leans on already reading a word that starts with it
  8. 3.3.C leans on 3.2.A from another strand telling what dis- takes away from a word leans on already reading a word that begins with it
  9. 3.2.B rests on 3.3.D from another strand spelling two words that sound alike rests on already knowing they mean different things
  10. 4.2.B rests on 4.3.D from another strand spelling reign and rain apart rests on already explaining that the two mean different things
  11. 4.3.C leans on 4.2.A from another strand saying what mis- or -ment does to a word leans on already decoding a word that carries that prefix or suffix
  12. 2.3.B rests on 1.3.B from grade 1, below this window pulling a word's meaning from its sentence rests on already pulling one from a picture or story
  13. 2.3.C leans on 1.3.C from grade 1, below this window naming what un- or re- changes about a word leans on already naming what -ed or -ing changes

The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.

  1. 2.11.B rests on 2.11.A shaping a draft into something focused starts from ideas already brainstormed
  2. 2.11.C rests on 2.11.B moving words and sentences around takes a draft already down to rearrange
  3. 2.11.D leans on 2.11.C checking conventions is steadier work once the wording of a revision is settled
  4. 2.11.E leans on 2.11.D sharing a piece with others usually comes after its conventions are cleaned up
  5. 3.11.B rests on 3.11.A building a structured draft starts from a genre and purpose already chosen for it
  6. 3.11.C rests on 3.11.B sharpening sentences for clarity needs a structured draft already sitting on the page
  7. 3.11.D leans on 3.11.C conventions are easier to fix once the sentences carrying them stop moving around
  8. 3.11.E leans on 3.11.D choosing an audience to publish for usually comes after the piece is edited clean
  9. 4.11.B rests on 4.11.A developing a focused, structured draft rests on a genre, topic and audience already picked out for it
  10. 4.11.C rests on 4.11.B rearranging ideas for coherence rests on a structured draft already sitting on the page to rearrange
  11. 4.11.D leans on 4.11.C a pass for conventions leans on wording that has stopped shifting under it
  12. 4.11.E leans on 4.11.D putting a piece in front of an audience usually waits on its conventions being cleaned up

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