Newspaper Project
PA.CC.RI.4. Reading Standards for 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.
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.
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.
Integration of Knowledge and Ideas
RI.4.8.
Explain how an author uses reasons and evidence to support particular points in a text.
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.
PA.CC.RF.4. Reading Standards: Foundational Skills RF.4.4.
Read with sufficient accuracy and fluency to support comprehension.
RF.4.4(a)
Read on-level text with purpose and understanding.
RF.4.4(c)
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
PA.CC.W.4. Writing Standards 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(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(c)
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
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(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.
Production and Distribution of Writing
W.4.4.
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
W.4.5.
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
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.4.8.
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes 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(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.4.10.
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.
PA.CC.SL.4. Speaking and Listening Standards Comprehension and Collaboration
SL.4.1.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
SL.4.1(a)
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.4.1(b)
Follow agreed-upon rules for discussions and carry out assigned roles.
SL.4.1(c)
Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
Presentation of Knowledge and Ideas
SL.4.6.
Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.
PA.CC.L.4. Language Standards L.4.3.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
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.4.6.
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).
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.
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.
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.
Integration of Knowledge and Ideas
RI.4.8.
Explain how an author uses reasons and evidence to support particular points in a text.
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.
PA.CC.RF.4. Reading Standards: Foundational Skills RF.4.4.
Read with sufficient accuracy and fluency to support comprehension.
RF.4.4(a)
Read on-level text with purpose and understanding.
RF.4.4(c)
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
PA.CC.W.4. Writing Standards 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(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(c)
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
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(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.
Production and Distribution of Writing
W.4.4.
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
W.4.5.
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
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.4.8.
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes 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(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.4.10.
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.
PA.CC.SL.4. Speaking and Listening Standards Comprehension and Collaboration
SL.4.1.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
SL.4.1(a)
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.4.1(b)
Follow agreed-upon rules for discussions and carry out assigned roles.
SL.4.1(c)
Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
Presentation of Knowledge and Ideas
SL.4.6.
Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.
PA.CC.L.4. Language Standards L.4.3.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
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.4.6.
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).