This text resource illustrates the Standards Map for the Grade 4 Reading Informational Text domain in the Common Core State Standards.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Text
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2 - Refer (Details and examples)
4 - Explain (Text explicitly)
2 - Infer (From text)
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2 - I can refer to details in a text when explaining what the text says explicitly.
4 - I can refer to examples in a text when explaining what the text says explicitly.
4 - I can refer to details in a text when explaining what the text says explicitly.
2 - I can refer to details in a text when drawing inferences from the text.
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A. By observing details of character actions and emotions, readers understand.
B. When inferring, use observations, prior knowledge and experiences, and details from the text to make connections and come up with ideas.
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A.1 How can I explain explicit text details?
B.1 How can I infer?
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Determine the main idea of a text and explain how it is supported by key details; summarize the text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Text
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3 - Determine (Main idea)
4 - Explain (Supports)
2 - Summarize (Text)
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3 - I can determine the main idea of a text.
4 - I can explain how the main idea is supported by key details.
2 - I can summarize the text.
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A. Main ideas are the lesson or key words that sum up a writing that is supported by key points.
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A.1 How do I recognize main ideas?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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4 - Explain (Events)
4 - Explain (Procedures)
4 - Explain (Concepts)
2 - Include (Happenings)
2 - Include (Reasons)
2 - Base (On specific information)
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4 - I can explain events
4 - I can explain procedures
4 - I can explain ideas
4 - I can explain concepts
4 - I can explain in a historical, scientific, or technical text.
2 - I can include what happened based on specific information in the text.
2 - I can include why something happened based on specific information in the text.
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A. Determining cause and effect aids in explaining what happened and why.
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A.1 How do I explain what happened and why?
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Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Textual Meaning
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2 - Determine (Meaning of general academic words)
2 - Determine (Meaning of domain-specific words)
2 - Determine (Meaning of phrases)
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2 - I can determine the meaning of general academic words.
2 - I can determine the meaning of domain-specific words in a text.
2 - I can determine the meaning of phrases in a text.
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A. Words and phrases in a text are understood by context clues and by tapping available resources .
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A.1 How can I understand Grade 4 domain-specific words or phrases?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Overall Structure
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2 - Describe (Overall structure of events)
2 - Describe (Overall structure of ideas)
2 - Describe (Overall structure of concepts)
2 - Describe (Overall structure of information)
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2 - I can describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events
2 - I can describe the overall structure of ideas
2 - I can describe the overall structure of concepts
2 - I can describe the overall structure of information in a text or part of a text.
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A. Overall structure of a text (part) can be shown in chronology, cause/effect or problem/solution.
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A.1 How can I relate overall structure?
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Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Event/ Topic Accounts
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3 - Compare (Firsthand and secondhand account)
3 - Contrast (Firsthand and secondhand account)
2 - Describe (Differences in focus)
2 - Describe (Differences in information)
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3 - I can compare a firsthand and secondhand account of the same event or topic.
3 - I can contrast a firsthand and secondhand account of the same event or topic.
2 - I can describe the differences in focus.
2 - I can describe the differences in the information provided.
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A. Firsthand and secondhand accounts have differences in focus and information.
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A.1 Why are firsthand and secondhand accounts different?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Textual Understanding
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2 - Interpret (Information)
4 - Explain (Contribution)
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2 - I can interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages).
4 - I can explain how the information contributes to an understanding of the text in which it appears.
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A. Explaining interpreted information shows you understood the presentation purpose.
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A.1 Why do I explain information?
A.2 How can chart and graph interpretations help in understanding text?
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Explain how an author uses reasons and evidence to support particular points in a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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4 - Explain (Use of reasons)
4 - Explain (Use of evidence)
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4 - I can explain how an author uses reasons to support particular points in a text.
4 - I can explain how an author uses evidence to support particular points in a text.
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A. Reasons and evidence support points of a text.
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A.1 Why do authors use reasons and evidence in a text?
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Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Two Topics
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3 - Integrate (Information)
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3 - I can integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
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A. Integrating information from multiple texts allows knowledgeable, varied perspectives in writing or speaking.
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A.1 Why integrate information from two texts on like topics?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Informational Texts
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1 - Read (Informational texts)
2 - Comprehend (Informational texts)
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1 - I can read informational texts [history/social studies, science, and technical texts] that are between the fourth and fifth grade level.
2 - I can comprehend informational texts [history/social studies, science, and technical texts] that are between the fourth and fifth grade level.
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A. Questioning and study of multiple texts assist in history/social studies, science and technical text reading.
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A.1 How can I understand history/social studies, science and technical texts?
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