Washington State

Grade 4 English Language Arts Standards Transition Document

This document serves as a guide to assist in the transition between the Washington State GLES for Reading, Writing, and Communication and the Common Core State Standards for English Language Arts.

The College and Career Ready standards anchor the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed.

College and Career Readiness Anchor Standards for Reading

Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text. / Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.

*Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.

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Reading Standards for Literature
Key Ideas and Details
Current Washington Standards / Common Core State Standards
Students currently:
2.1.3: Apply comprehension monitoring strategies during and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text.
2.1.5: Apply comprehension monitoring strategies before, during, and after reading: predict and infer from grade-level informational/expository text and/or literary/narrative text.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
RL.4.1:Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
No notable changes from the current State standards.
Students currently:
2.1.3: Apply comprehension monitoring strategies during and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text.
2.1.7: Apply comprehension strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
RL.4.2:Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Notable change: include drama and more poetry.
Students currently:
2.2.3: Understand and analyze story elements.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to :
RL.4.3: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).
No notable changes from the current State standards.
Craft and Structure
Current Washington Standards / Common Core State Standards
Students currently:
1.3.2: Understand and apply content/academic vocabulary critical to the meaning of the text.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
RL.4.4:Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
Notable change: use of mythology as a new text type
Students currently:
2.3.1: Understand and analyze the relationship between and among informational/expository text and literary/narrative text.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
RL.4.5:Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
Notable change: Emphasize the structural elements of poetry and drama.
Students currently:
2.3.1: Understand and analyze the relationship between and among literary/narrative text and informational/expository text.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
RL.4.6: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
Notable change: compare and contrast point of view
Integration of Knowledge and Ideas
Current Washington Standards / Common Core State Standards
Students currently:
2.1.6: Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images, and generate and answer questions in grade-level informational/expository text and/or literary/narrative text.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
RL.4.7:Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
Notable change: exposing students to drama and compare drama to visual/oral presentation.
Students currently:
2.4.5: Understand how to generalize from text.
3.4.2: Understand contemporary and traditional literature written in a variety of genres.
3.4.3: Analyze a variety of literature representing different cultures and traditions.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RL.4.9:Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
Notable change: use comparison as a vehicle to make generalizations.
Range of Reading and Level of Text Complexity
Current Washington Standards / Common Core State Standards
Students currently:
3.4.2: Understand contemporary and traditional literature written in a variety of genres.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RL.4.10:By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Notable change: the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
With full implementation, fourth grade teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses.
Essential components to support the learning progression in the implementation of the Common Core State Standards.
Reading Standards for Informational Text
Key Ideas and Details
Current Washington Standards / Common Core State Standards
Students currently:
2.1.3: Apply comprehension monitoring strategies during and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text.
2.1.5: Apply comprehension monitoring strategies before, during, and after reading: predict and infer from grade-level informational/expository text and/or literary/narrative text.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
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.
No notable changes from current State standards
Students currently:
2.1.3: Apply comprehension monitoring strategies during and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text.
2.1.7: Apply comprehension strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RI.4.2:Determine the main idea of a text and explain how it is supported by key details; summarize the text.
No notable changes from current State standards.
Students currently:
2.2.1: Understand sequence in informational/expository text and literary/narrative text.
2.3.1: Understand and analyze the relationship between and among informational/expository text and literary/narrative text.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
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.
Notable change: Emphasis on historical, scientific and technical text
Craft and Structure
Current Washington Standards / Common Core State Standards
Students currently:
1.3.2: Understand and apply content/academic vocabulary critical to the meaning of the text.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
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.
No notable changes from current State standards.
Students currently:
2.2.1: Understand sequence in informational/expository text and literary/narrative text.
2.2.4: Apply understanding of text organizational structures.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RI.4.5:Describe the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Notable change:Focus on the structure and how it relates to cause/effect and problem/solution
Students currently:
No Match / Students Need to:
RI.4.6:Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
Notable change: new focus using compare and contrast
Integration of Knowledge and Ideas
Current Washington Standards / Common Core State Standards
Students currently:
2.2.2: Apply features of printed and electronic text to locate and comprehend text.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RI.4.7: 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.
Notable change: use of interactive web pages and linking text to the text feature.
Students currently:
2.4.2: Analyze the author’s purpose for and style of writing in both informational/expository text and literary/narrative text.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RI.4.8:Explain how an author uses reasons and evidence to support particular points in a text.
No notable change from current State standards.
Students currently:
2.3.1: Understand and analyze the relationship between and among literary/narrative text and informational/expository text and information.
2.4.5: Understand how to generalize from text.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Notable change: prepare comparison for speech.
Range of Reading and Level of Text Complexity
Current Washington Standards / Common Core State Standards
Students currently:
No Match / Students Need to:
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.
Notable change: increase the variety and quantity of informational text to include history/social studies, science, and technical texts.
With full implementation, fourth grade teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses.
3.1.1 Understand how to select and use appropriate resources.
  • Collect and use information from a variety of resources to solve a problem or answer a question.

Essential components to support the learning progression in the implementation of the Common Core State Standards.
2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge/schema.
  • Explain connections between self and characters, events, and information occurring within a text or among multiple texts.
  • Activate prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text.
Need to continue to implement the following:
Component 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text
2.4.1 Apply the skills of drawing conclusions, providing a response, and expressing insights to informational/expository text and literary/narrative text. W
2.4.3 Understand the difference between fact and opinion. W
3.2.1 Understand information gained from reading to perform a specific task.
3.2.2 Understand a variety of functional documents.
4.1.1 Apply strategies to monitor reading progress.
4.1.2 Apply strategies for setting grade-level appropriate reading goals.
4.2.1 Evaluate authors, books, and genres to select favorites.
Reading Standards: Foundational Skills 4th Grade
Print Concepts
Current Washington Standards / Common Core State Standards
Students currently:
No Match / Students Need to:
Not required for fourth grade
Phonological Awareness
Current Washington Standards / Common Core State Standards
Students currently:
No Match / Students Need to:
Not required for fourth grade
Phonics and Word Recognition
Current Washington Standards / Common Core State Standards
Students currently:
1.1.4 Apply understanding of phonics.
1.2.2 Apply vocabulary strategies in grade-level text. / Student Need to:
RF.4.3Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.3.aUse combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Fluency
Current Washington Standards / Common Core State Standards
Students currently:
1.4.2 Apply fluency to enhance comprehension.
1.4.3 Apply different reading rates to match text. / Students need to:
RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
Students currently:
No Match / Students need to:
RF.4.4.aRead grade-level text with purpose and understanding.
Students currently:
1.4.3 Apply different reading rates to match text. / Students need to:
RF.4.4.bRead grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Students currently: / Students need to:
RF.4.4.cUse context to confirm or self-correct word recognition and understanding, rereading as necessary.
With full implementation, fourth grade teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses.
Essential components to support the learning progression in the implementation of the Common Core State Standards.
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. / Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
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 tasks, purposes, and audiences.
*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.
Writing Standards
Text Types and Purposes
Current Washington Standards / Common Core State Standards
Students currently:
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
3.1.2 Organizes writing using a logical organizational structure. / Students Need to: