Grade 4 ELA SCOS Standards

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the appropriate grade band grammar continuum.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the appropriate grade band conventions continuum.

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, word relationships, and consulting general and specialized reference materials, as appropriate.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 4-5 grammar continuum.

Demonstrate standard English grammar and usage within the 4-5 grammar continuum when writing or communicating.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 4-5 conventions continuum

Demonstrate understanding of conventions of standard English within 4-5 conventions continuum when writing.

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

Use language to achieve desired outcomes when communicating.

Choose words and phrases to convey ideas precisely.

Use language to express emotion.

Choose punctuation for effect.

Communicate effectively with peers and adults.

Differentiate between contexts that call for formal English and situations where informal discourse is appropriate.

Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials.

Demonstrate knowledge of word meanings drawn from grade 4 content.

Demonstrate understanding of figurative language and nuances in word meanings.

Demonstrate understanding of word relationships and use.

Explain the meaning of simple similes and metaphors in context.

Use common idioms (e.g., no way, not a chance, you bet).

Recognize and explain the meaning of common idioms, adages, and proverbs.

Demonstrate understanding of opposites.

Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

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 and that are basic to a particular topic.

Use words acquired through conversations, being read to, and during shared reading activities including domain-specific words.

Demonstrate understanding of figurative language and nuances in word meanings.

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in developing vocabulary knowledge when encountering an unknown term important to comprehension or expression.

CCR Anchor Standard RL.3 –Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

CCR Anchor Standard RI.6: Assess how point of view, perspective, or purpose shapes the content and style of a text.

WRITING

CCR Anchor Standard RL.7 – Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Reading Literature

CCR Anchor Standard RI.2 – Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCR Anchor Standard RL.2 –Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Language

CCR Anchor Standard SL.3 – Determine whether information presented in diverse media (book, newspaper, video, television, internet) is credible and identify discrepancies.

Phonics and Word Recognition

Fluency

CCR Anchor Standard L.3 – Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully reading or listening.

CCR Anchor Standard SL.5 – Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

CCR Anchor Standard RI.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.

READING: INFORMATIONAL TEXT

Speaking and Listening

CCR Anchor Standard RL.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.

CCR Anchor Standard W.9 (in 2010 Standards) – 2010: Draw evidence from literary or informational texts to support analysis, reflection, and research. Proposed: Omitted because it is an expectation of RL and RI Standards

CCR Anchor Standard RI.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.

READING: LITERATURE

LANGUAGE

K-12 Not applicable to literature

Handwriting

CCR Anchor Standard RL.10: Read and comprehend complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text.

CCR Anchor Standard RL.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.

Writing

CCR Anchor Standard W.6 (from Proposed Standards – was W.8 in 2010 Standards) – Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

CCR Anchor Standard L.6 – Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in developing vocabulary knowledge when encountering an unknown term important to comprehension or expression.

CR Anchor Standard RI.10: Read and comprehend complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text.

CCR Anchor Standard RI.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.

CR Anchor Standard W.4: Use digital tools and resources to produce and publish writing and to interact and collaborate with others.

CCR Anchor Standard W.3 – Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCRAnchorStandardRL.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.

HANDWRITING

CCR Anchor Standard W.5 (from Proposed Standards – was W.7 in 2010 Standards) – Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

CCR Anchor Standard RI.4: Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.

CCR Anchor Standard RI.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.

CCR Anchor Standard RI.3 – Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

CCR Anchor Standard SL.6 – Determine whether information presented in diverse media (book, newspaper, video, television, internet) is credible and identify discrepancies.

CCR Anchor Standard L.5 – Demonstrate understanding of figurative language and nuances in word meanings.

CCR Anchor Standard W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCR Anchor Standard SL.1 – Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

CCR Anchor Standard W.10 (in 2010 Standards) – 2010: 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.

CCR Anchor Standard SL.2 – Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

K-12 not applicable to literature.

CCR Anchor Standard W.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.

RL.4: Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.

SPEAKING AND LISTENING

CCR Anchor Standard L.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the appropriate grade band grammar continuum.

CCR Anchor Standard SL.4 – Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Integrated into Standards W.1, W.2, and W.3

CCR Anchor Standard RI.7 – Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

CCR Anchor Standard RL.6 Assess how point of view, perspective, or purpose shapes the content and style of a text.

Reading Foundational Skills

CCR Anchor Standard L.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the appropriate grade band conventions continuum.

Reading Informational Text

Reading Foundational Skills

CCR Anchor Standard L.4 – Determine and clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Omitted because it is an expectation of RL and RI Standards

CCR Anchor Standard RL.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.

Create readable documents through legible handwriting (cursive).

Uses letters to create written documents.

Know and apply grade-level phonics and word analysis skills in decoding words.

Apply letter-sound knowledge to decode words."

Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of context.

Apply letter-sound knowledge to use first letter plus context to identify unfamiliar words.

Decode single-syllable words with common spelling patterns (consonant-vowel- consonant [CVC] or high-frequency rimes).

Read with sufficient accuracy and fluency to support comprehension.

Engage in purposeful reading of text.

Read on-level text with purpose and understanding.

Read text comprised of familiar words with accuracy and understanding.

Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Use letter knowledge and context to support word recognition when reading.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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.

Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text.

Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Identify explicit details in an informational text.

By the end of grade 4, read and understand informational texts within the 4-5 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.

Actively engage in reading of information text for sustained periods of time for the purpose of connecting prior knowledge and experiences to text.

Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Identify the main idea of a text when it is explicitly stated.

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.

Identify an explicit detail that is related to an individual, event, or idea in a historical, scientific, or technical text.

Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Determine meaning of words in text.

Describe the overall structure of events, ideas, concepts, or information in a text or part of a text.

During reading, identify elements such as events, ideas, or topics that are characteristic of informational text

Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Compare own experience with a written account of the same experience.

Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.

Answer questions about information presented visually, orally, or quantitatively.

Explain how an author uses reasons and evidence to support particular points in a text.

Identify one or more details supporting a specific point in an informational text.

Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Compare details presented in two texts on the same topic.

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.

Assess how point of view, perspective, or purpose shapes the content and style of a text.

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

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.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

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.

Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text.

Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Use details from the text to recount what the text says.

By the end of grade 4, read and understand literature within the 4-5 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.

Actively engage in reading for the purpose of connecting prior knowledge and experiences to text for sustained periods of time.

Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Identify the theme of a familiar story, drama or poem.

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.

Use details from the text to describe characters in the story.

Determine the meaning of words and phrases as they are used in a text, including words that affect meaning and tone.

Determine the meaning of words in a text.

Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text.

Identify elements that are characteristics of stories.

Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

Identify the narrator of a story with first person narration.

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.

Compare the text representation of a story to a visual, tactual, or oral version of the same story.

Compare and contrast the use of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures.

Compare characters, settings, or events in stories, myths, or texts from different cultures.

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.

Assess how point of view, perspective, or purpose shapes the content and style of a text.

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

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.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

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.

Communicate with others in group interactions.

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.

Contribute ideas from prior knowledge of a text during discussions about the same text.

Follow agreed-upon rules for discussions and carry out assigned roles.

With guidance and support, carry out assigned role in a discussion.

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.

Answer specific questions related to information in a discussion.

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Identify the key ideas in a discussion.

Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Ask and answer questions about details from a text read aloud or information presented orally or through other media.

Identify the reasons and evidence a speaker provides to support particular points.

Identify a point that the speaker makes.

Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; adjust speech as appropriate to formal and informal discourse.

Communicate opinion on a familiar topic or text in an organized manner.

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Add audio recordings or visuals to a presentation about a personally relevant topic.

Integrated into SL.4

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Use digital tools and resources to produce and publish writing and to interact and collaborate with others.

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Write an opinion about topics or texts, supporting a point of view with reasons.

Organize information and ideas around a topic to plan and prepare to write.

Select a topic or text and write an opinion about it.

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.

List reasons to support the opinion.

Provide reasons that are supported by facts and details.

Link opinion and reasons using words and phrases.

Provide a concluding statement or section related to the opinion presented.

With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task, purpose, and audience.

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Write to share information supported by details.

Organize information and ideas around a topic to plan and prepare to write.

Select a topic and write about it including related visual, tactual, or multimedia information as appropriate.

Introduce a topic clearly and group related information in paragraphs and sections; include formatting, illustrations, and multimedia when useful to aiding comprehension.

List words, facts, or details related to the topic.

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Link ideas within categories of information using words and phrases.

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Provide a concluding statement or section related to the information or explanation presented.

With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task, purpose, and audience.

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Write about events or personal experiences.

Organize information and ideas around a topic to plan and prepare to write.

Write about a personal experience including two events in sequence.

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

List words that describe an event or personal experience to use when writing about it.

Use dialogue and description to develop experiences and events or show the responses of characters to situations.

Use a variety of transitional words and phrases to manage the sequence of events.

Use concrete words and phrases and sensory details to convey experiences and events precisely.

Provide a conclusion that follows from the narrated experiences or events.

With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task, purpose, and audience.

With some guidance and support from adults, use digital tools and resources to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of word processing skills.

With guidance and support from adults, use digital tools to produce writing while interacting and collaborating with others.

Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Gather information about a topic from two or more sources for a research project.

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.

Gather and sort information from personal experiences or a topic into given categories.

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Narrate.Interpretive: Interpret language arts narratives (with prompting and support) by:

Identifying a theme from details

Analyzing how character attributes and actions develop across event sequences

Determining the meaning of words and phrases used in texts, including figurative language, such as metaphors and similes

Narrate.Expressive: Construct language arts narratives (with prompting and support) that:

Orient audience to context

Develop and describe characters and their relationships

Develop story with complication and resolution, time and event sequences

Engage and adjust for audience

Inform.Interpretive: Interpret informational texts in language arts (with prompting and support) by:

Identifying and summarizing main ideas and key details

Analyzing details and examples for key attributes, qualities, and characteristics

Evaluating the impact of key word choices in a text

Inform.Expressive: Construct informational texts in language arts (with prompting and support) that:

Introduce and define topic and/or entity for audience

Establish objective or neutral stance

Add precision and details to define, describe, compare, and classify topic and/or entity

Develop coherence and cohesion throughout text

Argue.Interpretive: Interpret language arts arguments by:

Identifying main ideas

Analyzing points of view about the same event or topic

Evaluating how details, reasons, and evidence support particular points in a text

Argue.Expressive: Construct language arts arguments that:

Introduce and develop a topic clearly; state an opinion

Support opinions with reasons and information

Use a formal style

Logically connect opinions to appropriate evidence, facts, and details; offer a concluding statement or section

Explain.Interpretive: Interpret mathematical explanations by:

Identifying concept or entity

Analyzing problem-solving steps

Evaluating a pattern or structure that follows a given rule

Explain.Expressive: Construct mathematical explanations that:

Introduce concept or entity

Share solution with others

Describe data and/or steps to solve problem

State reasoning used to generate solution

Argue.Interpretive: Interpret mathematics arguments by:

Comparing conjectures with patterns, and/or rules

Distinguishing commonalities and differences among ideas in justifications

Extracting patterns or rules from solution strategies to create generalizations

Argue.Expressive: Construct mathematics arguments that:

Create conjecture using definitions, patterns, and rules

Generalize commonalities and differences across cases

Justify conclusions with patterns or rules

Evaluate others’ arguments

Explain.Interpretive: Interpret scientific explanations by:

Describe observations and/or data about a phenomenon

Defining investigable questions or design problems based on observations, data, and prior knowledge about a phenomenon

Establish neutral or objective stance in communicating results

Obtaining and combining evidence and information to help explain how or why a phenomenon occurs

Develop reasoning to show relationships between evidence and claims

Identifying evidence that supports particular points in an explanation

Summarize and/or compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution

Explain.Expressive: Construct scientific explanations that:

Argue.Interpretive: Interpret scientific arguments by:

Identifying relevant evidence from data, models, and/or information from investigations of phenomena or design solutions

Comparing reasoning and claims based on evidence

Distinguishing among facts, reasoned judgment based on research findings, and speculation in an explanation

Argue.Expressive Construct scientific arguments that:

Introduce topic/phenomenon in issues related to the natural and designed world(s)

Make and define a claim based on evidence, data, and/or model

Establish a neutral tone or an objective stance

Signal logical relationships among reasoning, relevant evidence, data, and/or a model when making a claim

Narrate

Share ideas about one’s own and others’ lived experiences and previous learning

Connect stories with images and representations to add meaning

Identify and raise questions about what might be unexplained, missing, or left unsaid

Recount and restate ideas to sustain and move dialogue forward

Create closure, recap, and offer next steps

Inform

Define and classify facts and interpretations; determine what is known vs. unknown

Report on explicit and inferred characteristics, patterns, or behavior

Describe the parts and wholes of a system

Sort, clarify, and summarize relationships

Summarize most important aspects of information

Explain

Generate and convey initial thinking

Follow and describe cycles and sequences of steps or procedures and their causes and effects

Compare changing variables, factors, and circumstances

Offer alternatives to extend or deepen awareness of factors that contribute to particular outcomes

Act on feedback to revise understandings of how or why something is or works in particular ways

Argue

Generate questions about different perspectives

Support or challenge an opinion, premise, or interpretation

Clarify and elaborate ideas based on feedback

Evaluate changes in thinking, identifying trade-offs

Refine claims and reasoning based on new information or evidence

Explain.Interpretive Interpret social studies explanations by:

Determining different opinions in sources for answering compelling and supporting questions about phenomena or events

Analyzing sources for a series of contributing factors or causes

Evaluating disciplinary concepts and ideas that are open to different interpretations

Explain.Expressive: Construct social studies explanations that:

Introduce phenomena or events

Describe components, order, causes and effects, or cycles using relevant examples and details

Generalize probable causes and effects of developments or events

Argue.Interpretive: Interpret social studies arguments by:

Identifying topic and purpose (argue in favor or against a position, present a balanced interpretation, challenge perspective)

Analyzing relevant information from multiple sources to develop claims in response to compelling questions

Evaluating point of view and credibility of source, based on distinctions between fact and opinion

Argue.Expressive: Construct social studies arguments that:

Introduce topic

Select relevant information to support claims with evidence from multiple sources

Establish perspective

Show relationships between claims with reasons and multiple sources of evidence

Language Arts

Math

Social/ Instructional

Social Studies

Science