G.4 – Language Standards Map

This text resource illustrates the Standards Map for the Grade 4 Language domain in the Common Core State Standards.

1. Common Core English Language Arts: G.4
   

   Grade 4

2. Common Core English Language Arts: G.4 > L
   

   Language

3. Common Core English Language Arts: G.4 > L > A.1
   

   Conventions of Standard english

4. Common Core English Language Arts: G.4 > L > A.1 > S.1
   

   Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

   1. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
   2. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
   3. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
   4. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
   5. Form and use prepositional phrases.
   6. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
   7. Correctly use frequently confused words (e.g., to, too, two; there, their).

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Used Parts of Speech Relative pronouns [a] Relative adverbs [a] Progressive verb tenses [b] Modal auxiliaries [c] Adjectives [d] Prepositional phrases [e] Complete sentences [f] Corrected confused words [g]	2 - Demonstrate (Command of conventions of English grammar) 3 - Use (Relative pronouns, relative adverbs [a]) 6 - Form (Progressive verb tenses [b]) 3 - Use (Progressive verb tenses [b]) 3 - Use (Modal auxiliaries [c]) 2 - Order (Adjectives [d]) 6 - Form (Prepositional phrases [e]) 3 - Use (Prepositional phrases [e]) 6 - Produce (Complete sentences [f]) 1 - Recognize (Inappropriate fragments and run-ons [f]) 2 - Correct (Inappropriate fragments and run-ons [f]) 3 - Use (Frequently confused words correctly [g])	2 - I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 3 - I can use relative pronouns and relative adverbs. [a] 3 - I can form the progressive verb tenses. [b] 6 - I can use the progressive verb tenses. [b] 3 - I can use modal auxiliaries to convey various conditions. [c] 2 - I can order adjectives within sentences according to conventional patterns. [d] 3 - I can form prepositional phrases. [e] 6 - I can use prepositional phrases. [e] 6 - I can produce complete sentences. [f] 1 - I can recognize and correcting inappropriate fragments and run-ons. [f] 2 - I can correct inappropriate fragments and run-ons [f] 3 - I can correctly use frequently confused words. [g]	A. Correct sentences have correctly used words, agreement of subjects and verbs, correct tenses and phrases without run-ons or fragments. B. Relative pronouns are those which help modify whereas relative adverbs describe where, when or why. C. Progressive tenses are used when showing ongoing action. D. Modals are used to express obligation, requirement, possibility or permission. E. Order of adjectives is usually opinion, appearance, age, color, origin, material, with some exceptions. F. Prepositions relate nouns or pronouns to other words in a sentence and describe location, ownership or time. G. A fragment is a piece of a complete thought punctuated like a sentence. H. Run-ons are corrected by placing a period between the sentences or by connecting with a coordinating conjunction. I. Studying use of frequently confused words in context helps writers avoid these errors.	A.1 How do correct sentences look? B.1 How do I use relative pronouns and relative adverbs? C.1 Why do I use progressive forms? D.1 What conditions use modals? E.1 How do I know correct adjective order in sentences? F.1 Why are prepositions useful? G.1 How do I recognize a fragment? H.1 How do I recognize a run-on? I.1 How do I recognize frequently confused words?

5. Common Core English Language Arts: G.4 > L > A.1 > S.2
   

   Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

   1. Use correct capitalization.
   2. Use commas and quotation marks to mark direct speech and quotations from a text.
   3. Use a comma before a coordinating conjunction in a compound sentence.
   4. Spell grade-appropriate words correctly, consulting references as needed.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Command of Conventions of Standard English Capitalization [a] Punctuation Commas [b] [c] Coordinating conjunction [c] Quotation marks (in speech) [b] Spelling Grade-appropriate words [d] References [d]	3 - Demonstrate (Command of conventions) 3 - Use (Capitalization [a]) 3 - Use (Commas, quotation marks [b]) 3 - Use (Comma before coordinating conjunction [c]) 1 - Spell (Grade-appropriate words [d])	3 - I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 3 - I can use correct capitalization. [a] 3 - I can use commas and quotation marks to mark direct speech and quotations from a text. [b] 3 - I can use a comma before a coordinating conjunction in a compound sentence. [c] 1 - I can spell grade-appropriate words correctly, consulting references as needed. [d]	A. Commas indicate quotations and precede coordinating conjunctions. B. Capitalization is used for first words of sentences and titles, proper nouns; rules and uses must be practiced. C. Spelling improves with practice, reading, rule learning and memorization of frequently confused words. D. Mastery of spelling takes time and practice and adults also use references to check spelling.	A.1 Why are commas used in sentences without series? B.1 How do I know when to capitalize? C.1 How do I improve at spelling? D.1 How long before I don't have check spelling?

6. Common Core English Language Arts: G.4 > L > A.2
   

   Knowledge of Language

7. Common Core English Language Arts: G.4 > L > A.2 > S.3
   

   Use knowledge of language and its conventions when writing, speaking, reading, or listening.

   1. Choose words and phrases to convey ideas precisely.*
   2. Choose punctuation for effect.*
   3. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Knowledge of Language Conventions Writing Speaking Reading Listening Conveying Ideas [a] Words Phrases Situations [c] Informal Formal	3 - Use (Knowledge of language) 3 - Choose (Words and phrases for ideas [a]) 3 - Choose (Punctuation for effect [b]) 4 - Differentiate (Informal and formal contexts [c])	3 - I can use knowledge of language and its conventions when writing, speaking, reading, or listening. 3 - I can choose words and phrases to convey ideas precisely. [a] 3 - I can choose punctuation for effect. [b] 4 - I can differentiate between contexts that call for formal English and situations where informal discourse is appropriate. [c]	A. Sometimes less (well chosen) is more. Capture the main idea without rambling. B. Pauses are audience processing points. End marks clarify word messages. C. Carefully chosen words and punctuation convey ideas with effect and precision depending on situation.	A.1 How do speakers/writers choose words for precision? B.1 How do speakers/writers punctuate for effect? C.1 How does context determine appropriate formality?

8. Common Core English Language Arts: G.4 > L > A.3
   

   Vocabulary Acquisition and Use

9. Common Core English Language Arts: G.4 > L > A.3 > S.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.

   1. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
   2. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
   3. 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.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Meaning Multiple-meaning words and phrases Grade 4 reading Grade 4 content Strategies Context [a] Definitions e.g. [a] Examples e.g. [a] Restatements e.g. [a] Greek affixes and roots [b] Latin affixes and roots [b] Clues [b] Reference materials [c] Pronunciation e.g. [c] Dictionaries e.g. [c] Glossaries e.g. [c] Thesauruses e.g. [c]	2 - Determine or clarify (Meaning of unknown words, phrases) 2 - Determine or clarify (Meaning of multiple-meaning words, phrases) 1 - 2 Choose (Flexibility in strategy) 3 - Use (Context [a]) 3 - Use (Greek and Latin affixes and roots [b]) 1 - Consult (reference materials [c])	2 - I can determine or clarify the meaning of unknown words and phrases based on grade 4 reading and content. 2 - I can determine or clarify the meaning of multiple-meaning words and phrases based on grade 4 reading and content. 2 - I can choose flexibly from a range of strategies. 3 - I can use context (e.g., definitions, examples, or restatements in text) as clue to the meaning of a word or phrase. [a] 3 - I can use common Greek and Latin affixes and roots as clues to meaning (e.g., telegraph, photograph, autograph). [b] 1 - I can consult reference materials (e.g. dictionaries, glossaries, thesauruses) both print and digital for pronunciation or meaning. [c]	A. Meanings can be found from context, affixes, and roots;clarification comes from dictionaries. B. Dictionaries provide pronunciation, precise meanings, origins, and examples of use of words. C. Words sometimes have multiple meanings and can vary in meaning in varied contexts.	A.1 Why can I sometimes understand new words without a dictionary? B.1 How can a dictionary clarify meaning? C.1 Why might several strategies be needed to figure out a word?v

10. Common Core English Language Arts: G.4 > L > A.3 > S.5
    

    Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

    1. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
    2. Recognize and explain the meaning of common idioms, adages, and proverbs.
    3. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

    Content	Skills	Learning Targets	Big Ideas	Essential Questions
    Meanings Figurative Language Word Relationships Nuances Similes [a] Metaphors [a] Common idioms [b] Adages [b] Proverbs [b] Antonyms [c] Synonyms [c]	3 - Demonstrate (understanding of figurative language) 3 - Demonstrate (understanding of word relationships) 3 - Demonstrate (understanding of nuances in word meanings) 4 - Explain (similes [a]) 4 - Explain (metaphors [a]) 1 - Recognize (common idioms [b]) 4 - Explain (common idioms [b]) 1 - Recognize (adages [b]) 4 - Explain (adages [b]) 1 - Recognize (proverbs [b]) 4 - Explain (proverbs [b]) 2 - Demonstrate (understanding of words by relating them to antonyms [c]) 2 - Demonstrate (understanding of words by relating them to synonyms [c])	3 - I can demonstrate understanding of figurative language. 3 - I can demonstrate understanding of word relationships. 3 - I can demonstrate understanding of nuances in word meanings. 4 - I can explain simple similes. [a] 4 - I can explain simple metaphors (e.g., as pretty as a picture) in context. [a] 1 - I can recognize meaning of common idioms. [b] 4 - I can explain meaning of common idioms. [b] 1 - I can recognize adages. [b] 4 - I can explain adages. [b] 1 - I can recognize proverbs. [b] 4 - I can explain proverbs. [b] 2 - I can demonstrate understanding of words by relating them to their opposites (antonyms). [c] 2 - I can demonstrate understanding of words by relating them to words with similar but not identical meanings (synonyms). [c]	A. Words and phrases vary in meaning when they are used figuratively or in idioms or proverbs. B. Recognizing figurative language may help determine the writer's purpose in word choice. C. Knowing opposites helps brains retrieve meaning of related words.	A.1 Why do words or phrases sometimes have different meanings? B.1 How can I determine which meaning the writer intends? C.1 How does learning pairs of opposites help in recalling meanings?

11. Common Core English Language Arts: G.4 > L > A.3 > S.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).

    Content	Skills	Learning Targets	Big Ideas	Essential Questions
    Words and Phrases Academic Domain-specific Action Emotions States of being Topic	1 - Acquire (Grade-appropriate general academic words and phrases) 1 - Acquire (Grade-appropriate domain -specific words and phrases) 3 - Use (Grade-appropriate general academic and domain-specific words and phrases) 2 - Include (Precise action signaling) 2 - Include (Emotions) 2 - Include (States of being) 2 - Include (Words basic to a particular topic)	1 - I can acquire accurately grade-appropriate general academic words and phrases. 1 - I can acquire accurately grade-appropriate domain-specific words and phrases. 3 - I can use accurately grade-appropriate general academic words and phrases. 3 - I can use accurately grade-appropriate domain-specific words and phrases. 2 - I can include words or phrases that signal precise actions. 2 - I can include emotions. 2 - I can include states of being (e.g., quizzed, whined, stammered). 2 - I can include words basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).	A. Explaining a particular topic may require words specific to a field of study; think of the one that creates clearest visualization. B. When describing, action words are better than 'be' verbs; utilize descriptive verbs.	A.1 How can I choose more precise words? B.1 How can I avoid using the verb 'to be?'