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Oregon English Language Arts (ELA) Common Core Transition Resource

ELA Grade-level Crosswalk:

GRADE 4

Oregon Department of Education

GRADE 4 Crosswalk

CCSS Reading Foundational Skills Standards

|(No College & Career Readiness Anchor Standards for |Common Core State Standards |Related Grade 4 Oregon |Summary Analysis |Related resources in the |

|Reading Foundational Skills) |Grade 4 |ELA Content Standards |of Gaps, Implications |Oregon K-12 Literacy Framework |

| | | | |Chapter 3: Instruction |

|1 | | | | | |

|2 | | | | | |

|3 | |3. Know and apply grade-level phonics and word analysis skills |EL.04.RE.14 Use knowledge of root words to determine the |Oregon's cover the elements of the CCSS (some by implication) |Pages I-5 to I-7 |

| | |in decoding words. |meaning of unknown words within a passage (nation, national, |except Oregon's do not specifically address sound-letter |[pic] |

| | |a. Use combined knowledge of all letter-sound correspondences, |nationality). |correspondence and syllabication at this level. | |

| | |syllabication patterns, and morphology (e.g., roots and |EL.04.RE.15 Use common roots (meter = measure) and word parts | | |

| | |affixes) to read accurately unfamiliar multisyllabic words in |(therm = heat) derived from Greek and Latin, and use this | | |

| | |context and out of context. |knowledge to analyze the meaning of complex words | | |

| | | |(thermometer). | | |

|4 | |4. Read with sufficient accuracy and fluency to support |EL.04.RE.01 Read aloud grade-level narrative text and |Oregon's cover all elements of the CCSS except CCSS specifies |Pages I-9 to I-12 |

| | |comprehension. |informational text fluently and accurately with effective |prose and poetry while Oregon's specifies narrative and |[pic] |

| | |a. Read on-level text with purpose and understanding. |pacing, intonation, and expression; |expository text for oral reading. | |

| | |b. Read on-level prose and poetry orally with accuracy, |by the end of fourth grade, read aloud unpracticed grade-level | | |

| | |appropriate rate, and expression on successive readings. |text at a rate of 115-140 wcpm (words correct per minute). | | |

| | |c. Use context to confirm or self-correct word recognition and |EL.04.RE.02 Read or demonstrate progress toward reading at an | | |

| | |understanding, rereading as necessary. |independent and instructional reading level appropriate to | | |

| | | |grade level. | | |

| | | |EL.04.RE.07 Understand and draw upon a variety of comprehension| | |

| | | |strategies as needed--re-reading, self-correcting, summarizing,| | |

| | | |class and group discussions, generating and responding to | | |

| | | |essential questions, making predictions, and comparing | | |

| | | |information from several sources. | | |

| | | |EL.04.RE.08 Clearly identify specific words or wordings that | | |

| | | |are causing comprehension difficulties and use strategies to | | |

| | | |correct. | | |

| | | |EL.04.RE.11 Determine meanings of words using contextual and | | |

| | | |structural clues. | | |

CCSS Reading Literature Standards

|College & Career Readiness |Common Core State Standards |Related Grade 4 Oregon |Summary Analysis |Related resources in the |

|Anchor Standards |Grade 4 |ELA Content Standards |of Gaps, Implications |Oregon K-12 Literacy Framework |

| | | | |Chapter 3: Instruction |

|CCR1 |Read closely to determine what the text says |1. Refer to details and examples in a text when explaining what|EL.04.LI.03 Identify and/or summarize sequence of events, main |Oregon's cover all elements of the CCSS. | |

| |explicitly and to make logical inferences |the text says explicitly and when drawing inferences from the |ideas, and supporting details in literary selections | | |

| |from it; cite specific textual evidence when |text. |EL.04.LI.05 Make and confirm predictions about text using ideas| | |

| |writing or speaking to support conclusions | |presented in the text itself. | | |

| |drawn from the text. | |EL.04.LI.08 Draw inferences or conclusions about a text based | | |

| | | |on explicitly stated information. | | |

| | | |EL.04.SL.07 Ask thoughtful questions and respond orally to | | |

| | | |questions with appropriate discussion | | |

|CCR2 |Determine central ideas or themes of a text |2. Determine a theme of a story, drama, or poem from details in|EL.04.LI.03 Identify and/or summarize sequence of events, main |Oregon's cover all elements of the CCSS. | |

| |and analyze their development; summarize the |the text; summarize the text. |ideas, and supporting details in literary selections. | | |

| |key supporting details and ideas. | |EL.04.LI.07 Identify the main idea of a passage when it is not | | |

| | | |explicitly stated. | | |

|CCR3 |Analyze how and why individuals, events, and |3. Describe in depth a character, setting, or event in a story |EL.04.LI.04 Identify the main problem or conflict of the plot, |Oregon's cover all the elements of the CCSS. | |

| |ideas develop and interact over the course of|or drama, drawing on specific details in the text (e.g., a |and explain how it is resolved. | | |

| |a text. |character’s thoughts, words, or actions). |EL.04.LI.06 Use knowledge of the situation and setting and of a| | |

| | | |character's traits and motivations to determine the causes for | | |

| | | |that character's actions. | | |

|CCR4 |Interpret words and phrases as they are used |4. Determine the meaning of words and phrases as they are used |EL.04.LI.09 Recognize that certain words (buzz, clang) and |CCSS specifically includes allusions to mythology, which is not| |

| |in a text, including determining technical, |in a text, including those that allude to significant |rhyming patterns can be used in a selection to imitate sound |included in Oregon standards at any level. | |

| |connotative, and figurative meanings, and |characters found in mythology (e.g., Herculean). |(onomatopoeia). |Oregon standards include figurative language at grade 4; the | |

| |analyze how specific word choices shape | | |CCSSs not until grade 5. | |

| |meaning or tone. | | |Notes | |

| | | | |Oregon Standards address understanding and interpreting | |

| | | | |figurative language, etc. appear in two places. | |

| | | | |Reading: Literary Text (code LI) | |

| | | | |Reading: Vocabulary (code RE) | |

| | | | |The CCSSs address the interpretation of words in three sections| |

| | | | |of the CCRs | |

| | | | |Anchor Reading Informational Text Standard 4: (Craft & | |

| | | | |Structure ... "how specific word choices shape meaning and | |

| | | | |tone") | |

| | | | |Anchor Reading Literature Standard 4: (Craft & Structure... | |

| | | | |"how specific word choices shape meaning and tone") | |

| | | | |Anchor Language Standard 5 (Vocabulary Acquisition and Use - | |

| | | | |"Demonstrate understanding of figurative language, word | |

| | | | |relationships, and nuances in word meanings.") | |

|CCR5 |Analyze the structure of texts, including how|5. Explain major differences between poems, drama, and prose, |EL.04.LI.11 Differentiate among various imaginative forms of |Oregon's includes only prose, focuses on form, and does not | |

| |specific sentences, paragraphs, and larger |and refer to the structural elements of poems (e.g., verse, |literature (e.g., fantasies, fables, myths, and fairy tales). |address structural features or differences. | |

| |portions of the text (e.g., a section, |rhythm, meter) and drama (e.g., casts of characters, settings, | | | |

| |chapter, scene, or stanza) relate to each |descriptions, dialogue, stage directions) when writing or | | | |

| |other and the whole. |speaking about a text. | | | |

|CCR6 |Assess how point of view or purpose shapes |6. Compare and contrast the point of view from which different |EL.04.LI.10 Compare and contrast tales from different cultures,|Oregon's do not call for students to contrast points of view | |

| |the content and style of a text. |stories are narrated, including the difference between first- |and tell why there are similar tales in diverse cultures. |(including first- and third-person) until grade 6. | |

| | |and third-person narrations. | | | |

|CCR7 |Integrate and evaluate content presented in |7. Make connections between the text of a story or drama and a |EL.04.SL.10 Identify and discuss the use of cadence, repetitive|No corresponding Oregon standards. | |

| |diverse formats and media, including visually|visual or oral presentation of the text, identifying where each|patterns, and onomatopoeia for intent and effect. |Instructional materials will need to include visual or oral | |

| |and quantitatively, as well as in words.* |version reflects specific descriptions and directions in the | |presentations of stories or dramas. | |

| | |text. | | | |

|CCR8 |Delineate and evaluate the argument and |(Not applicable to literature) | |NA | |

| |specific claims in a text, including the | | | | |

| |validity of the reasoning as well as the | | | | |

| |relevance and sufficiency of the evidence. | | | | |

|CCR9 |Analyze how two or more texts address similar|9. Compare and contrast the treatment of similar themes and |EL.04.LI.10 Compare and contrast tales from different cultures,|Oregon's is general and inclusive; the CCSS focuses on the | |

| |themes or topics in order to build knowledge |topics (e.g., opposition of good and evil) and patterns of |and tell why there are similar tales in diverse cultures. |treatment of themes, topics, and patterns of events. | |

| |or to compare the approaches the authors |events (e.g., the quest) in stories, myths, and traditional |EL.04.LI.01 Listen to text and read text to make connections |Oregon standard adds analysis of why similar tales exist in | |

| |take. |literature from different cultures. |and respond to a wide variety of significant works of |diverse cultures. | |

| | | |literature, including poetry, fiction, non-fiction, and drama, |Instructional materials will need to include multiple sets of | |

| | | |from a variety of cultures and time periods that enhance the |stories, myths, and traditional literature from different | |

| | | |study of other subjects. |cultures with similar themes and topics. (Presumably, at | |

| | | | |minimum one set for instruction, one for practice, and one for | |

| | | | |assessment.) | |

|CCR10 |Read and comprehend complex literary and |10. By the end of the year, read and comprehend literature, |EL.04.LI.01 Listen to text and read text to make connections |CCSS adds complexity band. | |

| |informational texts independently and |including stories, dramas, and poetry, in the grades 4–5 text |and respond to a wide variety of significant works of |CCSS does not address cultures or time periods. | |

| |proficiently. |complexity band proficiently, with scaffolding as needed at the|literature, including poetry, fiction, non-fiction, and drama, |CCSSs include literary nonfiction in Informational Text; Oregon| |

| | |high end of the range. |from a variety of cultures and time periods that enhance the |standards include it in Literature. Only stories, dramas, and | |

| | | |study of other subjects. |poetry are specifically included in the CCR Standard 10 for | |

| | | | |Literature. | |

| | | | |Instructional materials will need to be keyed to the criteria | |

| | | | |of the complexity bands in the CCSS document. | |

"*Please see “Research to Build 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."

CCSS Reading Informational Text Standards

|College & Career Readiness |Common Core State Standards |Related Grade 4 Oregon |Summary Analysis |Related resources in the |

|Anchor Standards |Grade 4 |ELA Content Standards |of Gaps, Implications |Oregon K-12 Literacy Framework |

| | | | |Chapter 3: Instruction |

|CCR1 |Read closely to determine what the text says |1. Refer to details and examples in a text when explaining what|EL.04.RE.20 Identify and/or summarize sequence of events, main |Oregon's cover all the elements of the CCSS. |Pages I-22 to I-24 |

| |explicitly and to make logical inferences |the text says explicitly and when drawing inferences from the |ideas, facts, supporting details, and opinions in informational| |[pic] |

| |from it; cite specific textual evidence when |text. |and practical selections. | | |

| |writing or speaking to support conclusions | |EL.04.RE.22 Make and confirm predictions about text by using | | |

| |drawn from the text. | |prior knowledge and ideas presented in the text itself, | | |

| | | |including illustrations, titles, topic sentences, and important| | |

| | | |words. | | |

| | | |EL.04.RE.23 Draw inferences or conclusions about an author's | | |

| | | |meaning supported by facts and events from the text. | | |

|CCR2 |Determine central ideas or themes of a text |2. Determine the main idea of a text and explain how it is |EL.04.RE.24 Identify the main idea of a passage when it is not |Oregon's cover all elements of the CCSS. |Pages I-22 to I-24 |

| |and analyze their development; summarize the |supported by key details; summarize the text. |explicitly stated. | |[pic] |

| |key supporting details and ideas. | |EL.04.RE.20 Identify and/or summarize sequence of events, main | | |

| | | |ideas, facts, supporting details, and opinions in informational| | |

| | | |and practical selections. | | |

|CCR3 |Analyze how and why individuals, events, and |3. Explain events, procedures, ideas, or concepts in a |EL.04.RE.26 Distinguish between cause-and-effect and between |No corresponding Oregon standards at grade 5. Only the general |Pages I-22 to I-24 |

| |ideas develop and interact over the course of|historical, scientific, or technical text, including what |fact and opinion in expository text. |"make connections." |[pic] |

| |a text. |happened and why, based on specific information in the text. |EL.04.RE.04 Make connections to text, within text, and among | | |

| | | |texts across the subject areas. | | |

|CCR4 |Interpret words and phrases as they are used |4. Determine the meaning of general academic and |EL.04.RE.09 Understand, learn, and use new vocabulary that is |Oregon's cover the elements of the CCSS. |Pages I-20 to I-21 |

| |in a text, including determining technical, |domain-specific words or phrases in a text relevant to a grade |introduced and taught directly through informational text, |Notes |[pic] |

| |connotative, and figurative meanings, and |4 topic or subject area. |literary text, and instruction across the subject areas. |CCSSs include literary non-fiction in Informational Text. | |

| |analyze how specific word choices shape | |EL.04.RE.10 Develop vocabulary by listening to and discussing |Oregon standards included it in Literary Text. | |

| |meaning or tone. | |both familiar and conceptually challenging selections read |There is overlap between CCSS Reading Standard 4 (Craft and | |

| | | |aloud across the subject areas. |Structure) and CCSS Language Standards 4, 5,and 6 (Vocabulary | |

| | | | |Acquisition and Use). | |

| | | | |The Reading Standards 4 build toward students' ability to | |

| | | | |respond to, analyze, and evaluate the author's craft; | |

| | | | |The Language Standards 4, 5, and 6 emphasize students' ability | |

| | | | |to acquire and use language themselves. | |

|CCR5 |Analyze the structure of texts, including how|5. Describe the overall structure (e.g., chronology, |EL.04.RE.17 Locate information in titles, tables of contents, |Oregon's includes some of the text structures in the CCSS. |Pages I-22 to I-24 |

| |specific sentences, paragraphs, and larger |comparison, cause/effect, problem/solution) of events, ideas, |chapter headings, illustrations, captions, glossaries, indexes,|Some of the text structures listed in the CCSS appear in |[pic] |

| |portions of the text (e.g., a section, |concepts, or information in a text or part of a text. |graphs, charts, diagrams, and tables to aid understanding of |Oregon's grade 6 standards. | |

| |chapter, scene, or stanza) relate to each | |grade-level text. | | |

| |other and the whole. | |EL.04.RE.19 Use structural features found in informational text| | |

| | | |(e.g., headings and subheadings) to strengthen comprehension | | |

| | | |EL.04.RE.28 Identify and analyze text that uses sequential or | | |

| | | |chronological order. | | |

|CCR6 |Assess how point of view or purpose shapes |6. Compare and contrast a firsthand and secondhand account of |EL.04.RE.25 Determine the author's purpose, and relate it to |Oregon's do not call for a comparison or description relative | |

| |the content and style of a text. |the same event or topic; describe the differences in focus and |details in the text. |to point of view. | |

| | |the information provided. |EL.04.RE.29 Distinguish text that is biographical and |Texts for CCSS could include more than biography and | |

| | | |autobiographical. |autobiography. | |

| | | | |Instructional materials need to include sets of texts that | |

| | | | |present firsthand and secondhand accounts of the same event or | |

| | | | |topic. | |

|CCR7 |Integrate and evaluate content presented in |7. Interpret information presented visually, orally, or |EL.04.RE.17 Locate information in titles, tables of contents, |Oregon's partially cover the CCSS, which includes information | |

| |diverse formats and media, including visually|quantitatively (e.g., in charts, graphs, diagrams, time lines, |chapter headings, illustrations, captions, glossaries, indexes,|presented orally and interactive elements of Web pages. | |

| |and quantitatively, as well as in words.* |animations, or interactive elements on Web pages) and explain |graphs, charts, diagrams, and tables to aid understanding of |CCSS calls for an extended response (students explain, rather | |

| | |how the information contributes to an understanding of the text|grade-level text. |than simply locate). | |

| | |in which it appears. | |Instructional materials need to include information presented | |

| | | | |visually, orally, and quantitatively. | |

|CCR8 |Delineate and evaluate the argument and |8. Explain how an author uses reasons and evidence to support |EL.04.RE.27 Recognize text that is written primarily to |Oregon's do not address the focus of the CCSS. | |

| |specific claims in a text, including the |particular points in a text. |persuade, and distinguish between informational and persuasive |CCSS calls for an analysis and explanation. Oregon's call for | |

| |validity of the reasoning as well as the | |text. |identification of text type. | |

| |relevance and sufficiency of the evidence. | | | | |

|CCR9 |Analyze how two or more texts address similar|9. Integrate information from two texts on the same topic in |EL.04.RE.21 Identify key facts and information after reading |Oregon's cover the elements of the CCSS. | |

| |themes or topics in order to build knowledge |order to write or speak about the subject knowledgeably. |two passages or articles on the same topic. |Instructional materials will need to include sets of two or | |

| |or to compare the approaches the authors | |EL.04.RE.04 Make connections to text, within text, and among |more informational texts on the same topic. | |

| |take. | |texts across the subject areas. |Notes | |

| | | | |Literary non-fiction forms (e.g., biography, essay), have been | |

| | | | |included in Oregon's standards for literary text but are now | |

| | | | |included in the CCSS informational text standards. | |

| | | | |The range of informational text enumerated in the CCSS document| |

| | | | |for grades K-5 includes biographies and autobiographies; books | |

| | | | |about history, social studies, science, and the arts; technical| |

| | | | |texts, including directions, forms, and information displayed | |

| | | | |in graphs, charts, or maps; and digital sources on a range of | |

| | | | |topics. | |

|CCR10 |Read and comprehend complex literary and |10. By the end of year, read and comprehend informational |EL.04.RE.02 Read or demonstrate progress toward reading at an |Oregon's cover the CCSS. | |

| |informational texts independently and |texts, including history/social studies, science, and technical|independent and instructional reading level appropriate to |CCSS specifies complexity band and calls specifically for | |

| |proficiently. |texts, in the grades 4–5 text complexity band proficiently, |grade level. |subject area informational text and scaffolding strategies. | |

| | |with scaffolding as needed at the high end of the range. |EL.04.RE.03 Listen to, read, and understand a wide variety of |Instructional materials will need to be keyed to the criteria | |

| | | |informational and narrative text, including classic and |of the complexity bands in the CCSS document. | |

| | | |contemporary literature, poetry, magazines, newspapers, | | |

| | | |reference materials, and online information. *Suggested | | |

| | | |grade-level target for reading ON OWN: Fourth Grade: 500,000 | | |

| | | |words annually. | | |

| | | |EL.04.RE.16 Read textbooks, biographical sketches, letters, | | |

| | | |diaries, directions, procedures, catalogs, magazines, and | | |

| | | |informational books. | | |

CCSS Writing Standards

|College & Career Readiness |Common Core State Standards |Related Grade 4 Oregon |Summary Analysis |Related resources in the |

|Anchor Standards |Grade 4 |ELA Content Standards |of Gaps, Implications |Oregon K-12 Literacy Framework |

| | | | |Chapter 3: Instruction |

|CCR1 |Write arguments to support claims in an |1. Write opinion pieces on topics or texts, supporting a point |EL.04.WR.26 Begin writing persuasive compositions to convince |Oregon's cover the CCSS by implication, with the exception of | |

| |analysis of substantive topics or texts, |of view with reasons and information. |the reader to take a certain action or to avoid a certain |grouping related ideas together. (Limited to "sequence or | |

| |using valid reasoning and relevant and |a. Introduce a topic or text clearly, state an opinion, and |action. |chronological order.") | |

| |sufficient evidence. |create an organizational structure in which related ideas are |EL.04.WR.10 Select a focus and a point of view based upon | | |

| | |grouped to support the writer’s purpose. |purpose and audience. | | |

| | |b. Provide reasons that are supported by facts and details. |EL.04.WR.11 Write multi-paragraph compositions that: | | |

| | |c. Link opinion and reasons using words and phrases (e.g., for |Provide an inviting introductory paragraph. | | |

| | |instance, in order to, in addition). |Establish and support a central idea with a topic sentence at | | |

| | |d. Provide a concluding statement or section related to the |or near the beginning of the first paragraph. | | |

| | |opinion presented. |Include supporting paragraphs with simple facts, details, and | | |

| | | |explanations. | | |

| | | |Present important ideas or events in sequence or chronological | | |

| | | |order. | | |

| | | |Provide details and transitions to link paragraphs. | | |

| | | |Conclude with a paragraph that summarizes the points. | | |

| | | |Use correct indention. | | |

| | | |EL.04.WR.12 Use words that describe, explain, or provide | | |

| | | |additional details and connections. | | |

| | | |EL.04.WR.13 Use simple sentences and compound sentences in | | |

| | | |writing. | | |

| | | |EL.04.WR.14 Create interesting sentences using a variety of | | |

| | | |sentence patterns by selecting words that describe, explain, or| | |

| | | |provide additional detail and connections. | | |

|CCR2 |Write informative/explanatory texts to |2. Write informative/ explanatory texts to examine a topic and |EL.04.WR.25 Write informational reports: |Oregon standards specify expository text types as research | |

| |examine and convey complex ideas and |convey ideas and information clearly. |Ask and then address a central question about an issue or |reports (see CCSS Writing Standard 7) and responses to | |

| |information clearly and accurately through |a. Introduce a topic clearly and group related information in |event. |literature (see CCSS Writing Standard 9). | |

| |the effective selection, organization, and |paragraphs and sections; include formatting (e.g., headings) , |Use more than one source of information, including speakers, |Oregon's do not address formatting, illustrations, or | |

| |analysis of content. |illustrations, and multimedia when useful to aiding |books, newspapers, other media sources, and online information.|multimedia. | |

| | |comprehension. |Include facts and details for focus. |Oregon's do not address using domain-specific vocabulary. | |

| | |b. Develop the topic with facts, definitions, concrete details,|Develop the topic with simple facts, details, examples, and | | |

| | |quotations, or other information and examples related to the |explanations. | | |

| | |topic. |EL.04.WR.10 Select a focus and a point of view based upon | | |

| | |c. Link ideas within categories of information using words and |purpose and audience. | | |

| | |phrases (e.g., another, for example, also, because). |EL.04.WR.11 Write multi-paragraph compositions that: | | |

| | |d. Use precise language and domain-specific vocabulary to |Provide an inviting introductory paragraph. | | |

| | |inform about or explain the topic. |Establish and support a central idea with a topic sentence at | | |

| | |e. Provide a concluding statement or section related to the |or near the beginning of the first paragraph. | | |

| | |information or explanation presented. |Include supporting paragraphs with simple facts, details, and | | |

| | | |explanations. | | |

| | | |Present important ideas or events in sequence or chronological | | |

| | | |order. | | |

| | | |Provide details and transitions to link paragraphs. | | |

| | | |Conclude with a paragraph that summarizes the points. | | |

| | | |Use correct indention. | | |

| | | |EL.04.WR.12 Use words that describe, explain, or provide | | |

| | | |additional details and connections. | | |

| | | |EL.04.WR.13 Use simple sentences and compound sentences in | | |

| | | |writing. | | |

| | | |EL.04.WR.14 Create interesting sentences using a variety of | | |

| | | |sentence patterns by selecting words that describe, explain, or| | |

| | | |provide additional detail and connections. | | |

|CCR3 |Write narratives to develop real or imagined |3. Write narratives to develop real or imagined experiences or |EL.04.WR.23 Write personal narratives:. |Oregon's address the CCSS, but does not include specific items | |

| |experiences or events using effective |events using effective technique, descriptive details, and |Include ideas, observations, or memories of an event or |narrator and/or character | |

| |technique, well-chosen details, and |clear event sequences. |experience |sequence unfolds naturally | |

| |well-structured event sequences. |a. Orient the reader by establishing a situation and |Provide a context to allow the reader to imagine the world of |dialogue | |

| | |introducing a narrator and/or characters; organize an event |the event or experience. |characters' responses | |

| | |sequence that unfolds naturally. |Use concrete sensory details. |transition words | |

| | |b. Use dialogue and description to develop experiences and |Provide insight into why the selected event or experience is |conclusion | |

| | |events or show the responses of characters to situations. |memorable. | | |

| | |c. Use a variety of transitional words and phrases to manage |EL.04.WR.10 Select a focus and a point of view based upon | | |

| | |the sequence of events. |purpose and audience. | | |

| | |d. Use concrete words and phrases and sensory details to convey|EL.04.WR.12 Use words that describe, explain, or provide | | |

| | |experiences and events precisely. |additional details and connections. | | |

| | |e. Provide a conclusion that follows from the narrated |EL.04.WR.13 Use simple sentences and compound sentences in | | |

| | |experiences or events. |writing. | | |

| | | |EL.04.WR.14 Create interesting sentences using a variety of | | |

| | | |sentence patterns by selecting words that describe, explain, or| | |

| | | |provide additional detail and connections. | | |

|CCR4 |Produce clear and coherent writing in which |4. Produce clear and coherent writing in which the development |EL.04.WR.10 Select a focus and a point of view based upon |Emphasis of Oregon's is more focused than CCSS. | |

| |the development, organization, and style are |and organization are appropriate to task, purpose, and |purpose and audience. | | |

| |appropriate to task, purpose, and audience. |audience. | | | |

| | |(Grade-specific expectations for writing types are defined in | | | |

| | |standards 1–3 above.) | | | |

|CCR5 |Develop and strengthen writing as needed by |5. With guidance and support from peers and adults, develop and|EL.04.WR.01 Use a variety of strategies to prepare for writing,|Oregon's cover all elements of CCSS. | |

| |planning, revising, editing, rewriting, or |strengthen writing as needed by planning, revising, and |such as brainstorming, making lists, mapping, outlining, | | |

| |trying a new approach. |editing. |grouping related ideas, using graphic organizers, and taking | | |

| | |(Editing for conventions should demonstrate command of Language|notes. | | |

| | |standards 1–3 up to and including grade 4 on pages 28 and 29.) |EL.04.WR.02 Discuss ideas for writing with classmates, | | |

| | | |teachers, and other writers, and develop drafts alone and | | |

| | | |collaboratively. | | |

| | | |EL.04.WR.03 Identify audience and purpose. | | |

| | | |EL.04.WR.04 Choose the form of writing that best suits the | | |

| | | |intended purpose--personal letter, letter to the editor, | | |

| | | |review, poem, report, or narrative. | | |

| | | |EL.04.WR.04 Use the writing process--prewriting, drafting, | | |

| | | |revising, editing, and publishing successive versions. | | |

| | | |EL.04.WR.06 Focus on a central idea, excluding loosely related,| | |

| | | |extraneous, and repetitious information. | | |

| | | |EL.04.WR.07 Use a scoring guide to review, evaluate, and revise| | |

| | | |writing for meaning and clarity. | | |

| | | |EL.04.WR.08 Revise drafts by combining and moving sentences and| | |

| | | |paragraphs to improve the focus and progression of ideas. | | |

| | | |EL.04.WR.09 Edit and proofread one's own writing, as well as | | |

| | | |that of others, using the writing conventions, and, for | | |

| | | |example, an editing checklist or list of rules with specific | | |

| | | |examples of corrections of specific errors. | | |

|CCR6 |Use technology, including the Internet, to |6. With some guidance and support from adults, use technology, |EL.04.WR.32 Use a computer to draft, revise, and publish |No Oregon standards at grade 4 related to using technology to | |

| |produce and publish writing and to interact |including the Internet, to produce and publish writing as well |writing, demonstrating basic keyboarding skills. |interact and collaborate. | |

| |and collaborate with others. |as to interact and collaborate with others; demonstrate | |No keyboarding criteria in Oregon standards. | |

| | |sufficient command of keyboarding skills to type a minimum of | | | |

| | |one page in a single sitting. | | | |

|CCR7 |Conduct short as well as more sustained |7. Conduct short research projects that build knowledge through|EL.04.WR.25 Write informational reports: |Oregon standards cover all elements of the CCSS except | |

| |research projects based on focused questions,|investigation of different aspects of a topic. |Ask and then address a central question about an issue or |"different aspects." | |

| |demonstrating understanding of the subject | |event. | | |

| |under investigation. | |Include facts and details for focus. | | |

| | | |Develop the topic with simple facts, details, examples, and | | |

| | | |explanations. | | |

| | | |Use more than one source of information, including speakers, | | |

| | | |books, newspapers, other media sources, and online information | | |

|CCR8 |Gather relevant information from multiple |8. Recall relevant information from experiences or gather |EL.04.WR.25 Write informational reports: |Oregon standards cover all elements of CCSS except list of | |

| |print and digital sources, assess the |relevant information from print and digital sources; take notes|Ask and then address a central question about an issue or |sources. | |

| |credibility and accuracy of each source, and |and categorize information, and provide a list of sources. |event. |Categorize begins in Oregon's grade 1 | |

| |integrate the information while avoiding | |Include facts and details for focus. | | |

| |plagiarism. | |Develop the topic with simple facts, details, examples, and | | |

| | | |explanations. | | |

| | | |Use more than one source of information, including speakers, | | |

| | | |books, newspapers, other media sources, and online information.| | |

| | | |EL.04.WR.31 Understand the organization of almanacs, | | |

| | | |newspapers, and periodicals and how to use those print | | |

| | | |materials. | | |

| | | |EL.04.WR.28 Use multiple reference materials (e.g., dictionary,| | |

| | | |encyclopedia, online information) as aids to writing. | | |

| | | |EL.04.WR.29 Use note-taking skills. | | |

|CCR9 |Draw evidence from literary or informational |9. Draw evidence from literary or informational texts to |EL.04.WR.24 Write responses to literature: |Oregon's writing standards relating to literature are not as | |

| |texts to support analysis, reflection, and |support analysis, reflection, and research. |Demonstrate an understanding of the literary work. |comprehensive as the Oregon reading literature standards. | |

| |research. |a. Apply grade 4 Reading standards to literature (e.g., |Support interpretations through references to both the text and| | |

| | |“Describe in depth a character, setting, or event in a story or|prior knowledge. | | |

| | |drama, drawing on specific details in the text [e.g., a |EL.04.WR.27 Write summaries that contain the main idea of the | | |

| | |character’s thoughts, words, or actions].”). |reading selection. | | |

| | |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”). | | | |

|CCR10 |Write routinely over extended time frames |10. Write routinely over extended time frames (time for | |Oregon’s do not address writing in shorter time frames (“a | |

| |(time for research, reflection, and revision)|research, reflection, and revision) and shorter time frames (a | |single sitting”). | |

| |and shorter time frames (a single sitting or |single sitting or a day or two) for a range of | | | |

| |a day or two) for a range of tasks, purposes,|discipline-specific tasks, purposes, and audiences. | | | |

| |and audiences. | | | | |

CCSS Language Standards

|College & Career Readiness |Common Core State Standards |Related Grade 4 Oregon |Summary Analysis |Related resources in the |

|Anchor Standards |Grade 4 |ELA Content Standards |of Gaps, Implications |Oregon K-12 Literacy Framework |

| | | | |Chapter 3: Instruction |

|CCR1 |Demonstrate command of the conventions of |1. Demonstrate command of the conventions of standard English |EL.04.WR.13 Use simple sentences and compound sentences in |Oregon writing standards do not specifically include | |

| |standard English grammar and usage when |grammar and usage when writing or speaking. |writing. |relative pronouns and adverbs | |

| |writing or speaking. |a. Use relative pronouns (who, whose, whom, which, that) and |EL.04.WR.14 Create interesting sentences using a variety of |progressive verb tenses | |

| | |relative adverbs (where, when, why). |sentence patterns by selecting words that describe, explain, or|modal auxiliaries | |

| | |b. Form and use the progressive (e.g., I was walking; I am |provide additional detail and connections. |order adjectives | |

| | |walking; I will be walking) verb tenses. |EL.04.WR.16 Correctly use: |run-ons | |

| | |c. Use modal auxiliaries (e.g., can, may, must) to convey |regular verbs (live/lived, shout/shouted) |frequently confused words (to, two) | |

| | |various conditions. |irregular verbs (swim/swam, ride/rode, hit/hit), |Notes | |

| | |d. Order adjectives within sentences according to conventional |adverbs (slowly, quickly, fast), |Oregon's ELA standards do not have a separate section | |

| | |patterns (e.g., a small red bag rather than a red small bag). |prepositions (over, under, through, between), and |corresponding to the CCSS Language Standards 1 (grammar and | |

| | |e. Form and use prepositional phrases |coordinating conjunctions (and, or, but). |usage). Most of the grammar and usage items appear instead as | |

| | |f. Produce complete sentences, recognizing and correcting |EL.04.SL.05 Use correct grammar most of the time. |part of the Oregon ELA Writing Standards. | |

| | |inappropriate fragments and run-ons.* | |The two sets of standards are not comparable: The CCSSs ask | |

| | |g. Correctly use frequently confused words (e.g., to, too, two;| |students to "use" language; Oregon standards ask students to | |

| | |there, their).* | |apply knowledge of language in written form. | |

|CCR2 |Demonstrate command of the conventions of |2. Demonstrate command of the conventions of standard English |EL.04.WR.15 Spell correctly: |Oregon standards include all the elements in the CCSS except | |

| |standard English capitalization, punctuation,|capitalization, punctuation, and spelling when writing. |roots (bases of words, such as un necessary, coward ly), |comma in compound sentence (in Oregon at grade 6) and | |

| |and spelling when writing. |a. Use correct capitalization. |inflections (words like care/careful/caring), |quotations from text. | |

| | |b. Use commas and quotation marks to mark direct speech and |suffixes and prefixes (-ly, -ness, mis-, un-), | | |

| | |quotations from a text. |syllables (word parts each containing a vowel sound, such as | | |

| | |c. Use a comma before a coordinating conjunction in a compound |sur-prise or e-col-o-gy), and | | |

| | |sentence. |homophones (to/too/two, hear/here, plain/plane, | | |

| | |d. Spell grade-appropriate words correctly, consulting |aisle/isle/I'll, caught/cot). | | |

| | |references as needed. |EL.04.WR.17 Correctly use: | | |

| | | |apostrophes to show possession (Troy's shoe, the cat's food), | | |

| | | |apostrophes in contractions (can't, didn't, won't), and | | |

| | | |quotation marks around the exact words of a speaker and titles | | |

| | | |of articles, poems, songs, short stories, and chapters in | | |

| | | |books. | | |

| | | |EL.04.WR.18 Use underlining, quotation marks, or italics to | | |

| | | |identify titles of documents. | | |

| | | |EL.04.WR.19 Correctly write plural possessive nouns (girls' | | |

| | | |hats). | | |

| | | |EL.04.WR.20 Capitalize names of books, magazines, newspapers, | | |

| | | |works of art, musical compositions, organizations, and the | | |

| | | |first word in quotations, when appropriate. | | |

|CCR3 |Apply knowledge of language to understand how|3. Use knowledge of language and its conventions when writing, |EL.04.WR.12 Use words that describe, explain, or provide |Oregon's do not cover using punctuation for effect and | |

| |language functions in different contexts, to |speaking, reading, or listening. |additional details and connections. |comparing contexts for formal and informal English. | |

| |make effective choices for meaning or style, |a. Choose words and phrases to convey ideas precisely.* |EL.04.SL.04 Use a variety of descriptive words that help to | | |

| |and to comprehend more fully when reading or |b. Choose punctuation for effect.* |convey a clear message. | | |

| |listening. |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). | | | |

|CCR4 |Determine or clarify the meaning of unknown |4. Determine or clarify the meaning of unknown and |EL.04.RE.08 Clearly identify specific words or wordings that |Oregon's do not include consulting reference materials at grade|Pages I-18 to I-19 |

| |and multiple-meaning words and phrases by |multiple-meaning words and phrases based on grade 4 reading and|are causing comprehension difficulties and use strategies to |4. |[pic] |

| |using context clues, analyzing meaningful |content, choosing flexibly from a range of strategies. |correct. |Oregon's do not include thesauruses until grade 5. | |

| |word parts, and consulting general and |a. Use context (e.g., definitions, examples, or restatements in|EL.04.RE.11 Determine meanings of words using contextual and |Oregon's do not include pronunciation until grade 6. | |

| |specialized reference materials, as |text) as a clue to the meaning of a word or phrase. |structural clues. | | |

| |appropriate. |b. Use common, grade-appropriate Greek and Latin affixes and |EL.04.RE.12 Distinguish and interpret words with multiple | | |

| | |roots as clues to the meaning of a word (e.g., telegraph, |meanings (i.e., quarter) by using context clues. | | |

| | |photograph, autograph). |EL.04.RE.14 Use knowledge of root words to determine the | | |

| | |c. Consult reference materials (e.g., dictionaries, glossaries,|meaning of unknown words within a passage (nation, national, | | |

| | |thesauruses), both print and digital, to find the pronunciation|nationality). | | |

| | |and determine or clarify the precise meaning of key words and |EL.04.RE.15 Use common roots (meter = measure) and word parts | | |

| | |phrases. |(therm = heat) derived from Greek and Latin, and use this | | |

| | | |knowledge to analyze the meaning of complex words | | |

| | | |(thermometer). | | |

|CCR5 |Demonstrate understanding of figurative |5. Demonstrate understanding of figurative language, word |EL.04.RE.13 Apply knowledge of synonyms, antonyms, homographs, |CCSSs do not include homographs until grade 5. |Pages I-20 to I-21 |

| |language, word relationships, and nuances in |relationships, and nuances in word meanings. |and idioms to determine the meaning of words and phrases. |Oregon’s do not address figurative language until grade 5 |[pic] |

| |word meanings. |a. Explain the meaning of simple similes and metaphors (e.g., | |Oregon's do not address adages and proverbs. | |

| | |as pretty as a picture) in context. | | | |

| | |b. Recognize and explain the meaning of common idioms, adages, | | | |

| | |and proverbs. | | | |

| | |c. Demonstrate understanding of words by relating them to their| | | |

| | |opposites (antonyms) and to words with similar but not | | | |

| | |identical meanings (synonyms). | | | |

|CCR6 |Acquire and use accurately a range of general|6. Acquire and use accurately grade-appropriate general |EL.04.RE.09 Understand, learn, and use new vocabulary that is |Oregon's cover the CCSS, but do not specifically address using |Pages I-20 to I-21 |

| |academic and domain-specific words and |academic and domain-specific words and phrases, including those|introduced and taught directly through informational text, |words that signal precise actions, emotions, or states of being|[pic] |

| |phrases sufficient for reading, writing, |that signal precise actions, emotions, or states of being |literary text, and instruction across the subject areas. |and that are basic to a particular topic. | |

| |speaking, and listening at the college and |(e.g., quizzed, whined, stammered) and that are basic to a |EL.04.RE.10 Develop vocabulary by listening to and discussing | | |

| |career readiness level; demonstrate |particular topic (e.g., wildlife, conservation, and endangered |both familiar and conceptually challenging selections read | | |

| |independence in gathering vocabulary |when discussing animal preservation). |aloud across the subject areas. | | |

| |knowledge when considering a word or phrase | | | | |

| |important to comprehension or expression. | | | | |

"Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*)."

CCSS Speaking and Listening Standards

|College & Career Readiness |Common Core State Standards |Related Grade 4 Oregon |Summary Analysis |Related resources in the |

|Anchor Standards |Grade 4 |ELA Content Standards |of Gaps, Implications |Oregon K-12 Literacy Framework |

| | | | |Chapter 3: Instruction |

|CCR1 |Prepare for and participate effectively in a |1. Engage effectively in a range of collaborative discussions |EL.04.RE.05 Demonstrate listening comprehension of more complex|No corresponding Oregon standards. Existing standards apply to | |

| |range of conversations and collaborations |(one-on-one, in groups, and teacher-led) with diverse partners |text through class and/or small group interpretive discussions |speaking and listening in formal presentation situations. | |

| |with diverse partners, building on others’ |on grade 4 topics and texts, building on others’ ideas and |across the subject areas. | | |

| |ideas and expressing their own clearly and |expressing their own clearly. |EL.04.LI.02 Demonstrate listening comprehension of more complex| | |

| |persuasively. |a. Come to discussions prepared, having read or studied |literary text through class and/or small group interpretive | | |

| | |required material; explicitly draw on that preparation and |discussions. | | |

| | |other information known about the topic to explore ideas under |EL.04.SL.07 Ask thoughtful questions and respond orally to | | |

| | |discussion. |questions with appropriate discussion | | |

| | |b. Follow agreed-upon rules for discussions and carry out |EL.04.SL.08 Summarize major ideas and supporting evidence | | |

| | |assigned roles. |presented in spoken messages and formal presentations. | | |

| | |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. | | | |

| | |d. Review the key ideas expressed and explain their own ideas | | | |

| | |and understanding in light of the discussion. | | | |

|CCR2 |Integrate and evaluate information presented |2. Paraphrase portions of a text read aloud or information |EL.04.LI.02 Demonstrate listening comprehension of more complex|Oregon's cover the CCSS except diverse media. | |

| |in diverse media and formats, including |presented in diverse media and formats, including visually, |literary text through class and/or small group interpretive |Oregon's don't specify "paraphrase." | |

| |visually, quantitatively, and orally. |quantitatively, and orally. |discussions. | | |

| | | |EL.04.RE.05 Demonstrate listening comprehension of more complex| | |

| | | |text through class and/or small group interpretive discussions | | |

| | | |across the subject areas. | | |

| | | |EL.04.SL.07 Ask thoughtful questions and respond orally to | | |

| | | |questions with appropriate discussion. | | |

| | | |EL.04.SL.08 Summarize major ideas and supporting evidence | | |

| | | |presented in spoken messages and formal presentations. | | |

|CCR3 |Evaluate a speaker’s point of view, |3. Identify the reasons and evidence a speaker provides to |EL.04.SL.08 Summarize major ideas and supporting evidence |Oregon's cover the CCSS. | |

| |reasoning, and use of evidence and rhetoric. |support particular points. |presented in spoken messages and formal presentations. | | |

| | | |EL.04.SL.07 Ask thoughtful questions and respond orally to | | |

| | | |questions with appropriate discussion. | | |

|CCR4 |Present information, findings, and supporting|4. Report on a topic or text, tell a story, or recount an |EL.04.SL.03 Use details, examples, anecdotes (stories of a |Oregon's cover the CCSS. | |

| |evidence such that listeners can follow the |experience in an organized manner, using appropriate facts and |specific event), or experiences to clarify information. | | |

| |line of reasoning and the organization, |relevant, descriptive details to support main ideas or themes; |EL.04.SL.01 Present effective introductions and conclusions | | |

| |development, and style are appropriate to |speak clearly at an understandable pace. |that guide and inform the listener's understanding of important| | |

| |task, purpose, and audience. | |ideas and evidence. | | |

| | | |EL.04.SL.02 Emphasize points in ways that help the listener or | | |

| | | |viewer to follow important ideas and concepts. | | |

| | | |EL.04.SL.06 Use volume, pitch, phrasing, pace, modulation, | | |

| | | |gestures, and eye contact appropriately, to enhance meaning and| | |

| | | |to engage the audience. | | |

|CCR5 |Make strategic use of digital media and |5. Add audio recordings and visual displays to presentations | |No corresponding Oregon standards. | |

| |visual displays of data to express |when appropriate to enhance the development of main ideas or | | | |

| |information and enhance understanding of |themes. | | | |

| |presentations. | | | | |

|CCR6 |Adapt speech to a variety of contexts and |6. Differentiate between contexts that call for formal English |EL.04.SL.04 Use a variety of descriptive words that help to |Oregon's do not address adapting speech to varying contexts. | |

| |communicative tasks, demonstrating command of|(e.g., presenting ideas) and situations where informal |convey a clear message. | | |

| |formal English when indicated or appropriate.|discourse is appropriate (e.g., small-group discussion); use |EL.04.SL.05 Use correct grammar most of the time. | | |

| | |formal English when appropriate to task and situation. (See | | | |

| | |grade 4 Language standards 1 on pages 28 and 29 for specific | | | |

| | |expectations.) | | | |

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In April 2011, representatives from higher education, districts, and Education Service Districts collaborated to design and draft transition resources for the English Language Arts Common Core State Standards (CCSS). As context for this work, comparisons between the Common Core (adopted in October 2010) and Oregon’s English language arts standards (adopted in 2003) were reviewed using the ELA Crosswalk.

The “ELA Grade-level Crosswalks” were designed by

• Melanie Canaga, George Fox University, School of Education Pre-service Student

• Betsy Costi, Ph.D., Eastern Oregon University

• Sandie Price, Lane ESD, School Improvement Project Administrator

• Dewayne Smith, Assistant Professor of Education, Pacific University

• Lori Rae Smith, D.Ed., Director of Student Achievement, Bethel School District

• Scott Smith, Assistant Professor of Education, Eastern Oregon University

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DRAFT

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