Madison County Schools 4th grade English Language Arts Standards Common Core Standard 1ST Assessment Type 2ND 3RD 4TH Language Conventions of Standard English CC.4.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CC.4.L.1.a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). SR, WR, PC CC.4.L.1.b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. SR, WR, PC I can identify a relative pronoun in various texts and conversations. K I can identify a relative adverb in various texts and conversations. K I can use a relative pronoun correctly in my writing and speaking. K I can use a relative adverb correctly in my writing and speaking. K I can identify progressive verb tenses in various texts and conversations. K I can form and use progressive verb tenses in my writing and speaking. R 1 Madison County Schools 4th grade English Language Arts Standards Common Core Standard CC.4.L.1.c Use modal auxiliaries (e.g., can, may, must) to convey various conditions. Assessment Type SR, WR, PC CC.4.L.1.d Order adjectives within sentences SR, WR according to conventional patterns (e.g., a small red bag rather than a red small bag). CC.4.L.1.e Form and use prepositional phrases. CC.4.L.1.f Produce complete sentences, recognizing SR, PC, WR WR, PC , SR 1ST 2ND 3RD 4TH I can identify helping verbs (modal auxiliaries) in various texts and conversations. K I can use helping verbs (modal auxiliaries) to show a variety of meanings in writing and speaking. K I can identify adjectives in a sentence. K I can organize adjectives correctly in sentences. R I can select correct word usage (can, may, choose, chose) in my writing and speaking. R I can identify prepositional phrases in my writing and speaking. K I can form and use prepositional phrases in my writing and speaking. R I can speak and write using a variety of sentences I can recognize and correct sentence fragments alone and in 2 Madison County Schools 4th grade English Language Arts Standards Common Core Standard 1ST Assessment Type and correcting inappropriate fragments and run-­‐
ons.* (simple, compound, complex). K CC.4.L.1.g Correctly use frequently confused words (e.g., to, too, two; there, their).* WR CC.4.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.4.L.2.a Use correct capitalization. WR CC.4.L.2.b Use commas and quotation marks to mark direct speech and quotations from a text. SR/WR CC.4.L.2.c Use a comma before a coordinating conjunction in a compound sentence. WR 2ND 3RD 4TH paragraphs. R I can recognize and correct run-­‐
on sentences alone and in paragraphs. R I can correctly use homophones when I write. K I can apply correct capitalization in my writing. K I can determine the correct placement of commas and quotation marks when quoting from a text. K I can determine the correct placement of commas and quotation marks when writing dialogue in a sentence or paragraph. K I can use a comma before a coordinating conjunction in a 3 Madison County Schools 4th grade English Language Arts Standards Common Core Standard CC.4.L.2.d Spell grade-­‐appropriate words correctly, consulting references as needed. 1ST Assessment Type WR I can spell fourth grade words correctly, consulting references as needed. K 2ND compound sentence. K I can spell fourth grade words correctly, consulting references as needed. K 3RD I can spell fourth grade words correctly, consulting references as needed. K 4TH I can spell fourth grade words correctly, consulting references as needed. K Knowledge of Language CC.4.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CC.4.L.3.a Choose words and phrases to convey ideas precisely.* WR, PC CC.4.L.3.b Choose punctuation for effect.* SR, WR CC.4.L.3.c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate WR, PC, PA I can recognize the difference between formal and informal language. K I can determine when to use I can choose precise words and phrases when speaking and writing. K I can identify when punctuation is used to add meaning in a text. K I can use punctuation to add meaning and voice to my writing. R 4 Madison County Schools 4th grade English Language Arts Standards Common Core Standard (e.g., small-­‐group discussion). 1ST Assessment Type 2ND 3RD 4TH formal and informal language through _______ (listening, observing, reading, writing, speaking). R Vocabulary Acquisition and Use CC.4.L.4 Determine 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. CC.4.L.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. SR, PC CC.4.L.4.b Use common, grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). SR, PC CC.4.L.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. PC I can recognize examples of context clues used in text. K I can apply context clues to determine the meaning of a word or phrase. R I can identify grade level affixes and roots in words and phrases. K I can apply grade level affixes and roots as clues to determine the meaning of a word or phrase. R I can consult digital and print reference materials to find the pronunciations and precise meanings of words and phrases. K 5 Madison County Schools 4th grade English Language Arts Standards Common Core Standard 1ST Assessment Type 2ND 3RD 4TH CC.4.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CC.4.L.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. SR, WR CC.4.L.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. SR,WR I can identify simple similes and metaphors alone and in the context of a passage. K I can explain the meaning of simple similes and metaphors alone and in the context of a passage. R CC.4.L.5.c Demonstrate understanding of words by relating them to their SR I can recognize word relationships using synonyms and antonyms I can recognize common idioms, adages, and proverbs in _____ (reading, writing or speaking). K I can explain the meaning of common idioms, adages, and proverbs in _____(reading, writing, or speaking). R 6 Madison County Schools 4th grade English Language Arts Standards Common Core Standard opposites (antonyms) and to words with similar but not identical meanings (synonyms). CC.4.L.6 Acquire and use accurately grade appropriate general academic and domain specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). 1ST Assessment Type 2ND 3RD 4TH alone and in a passage. K WR, PC I can select content specific words in my speaking and writing. K I can select content specific words in my speaking and writing. K I can select grade appropriate words or phrases that show actions and emotions in my speaking and writing. K I can select grade appropriate words or phrases that show actions and emotions in my speaking and writing. K I can select content specific words in my speaking and writing. K I can select grade appropriate words or phrases that show actions and emotions in my speaking and writing. K I can select content specific words in my speaking and writing. K I can select grade appropriate words or phrases that show actions and emotions in my speaking and writing. K CC.4.R.F.3 Know and apply grade-­‐level phonics and word analysis skills in decoding words. CC.4.R.F.3.a Use 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. Reading Foundations Phonics and Word Recognition PA I can identify reading strategies that help me read unfamiliar words. K I can identify reading strategies that help me read unfamiliar words. K I can apply reading strategies to unfamiliar words alone and in a passage. R I can identify reading strategies that help me read unfamiliar words. K I can identify reading strategies that help me read unfamiliar words. K 7 Madison County Schools 4th grade English Language Arts Standards Common Core Standard 1ST Assessment Type 2ND I can apply reading strategies to unfamiliar words alone and in a passage. R 3RD I can apply reading strategies to unfamiliar words alone and in a passage. R 4TH I can apply reading strategies to unfamiliar words alone and in a passage. R Fluency CC.4.R.F.4 Read with sufficient accuracy and fluency to support comprehension. CC.4.R.F.4.a Read grade-­‐level text with purpose and understanding. PC I can read grade level text to I can read grade level text to understand its meaning and understand its meaning and purpose. K purpose. K CC.4.R.F.4.b Read grade-­‐level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. SR/WR, PA I can read grade level text to understand its meaning and purpose. K I can identify the characteristics of poetry/prose. K I can analyze an oral poetry/prose reading for accuracy, appropriate rate, and expression. R I can read grade level prose and poetry orally with accuracy, appropriate rate, and expression on successive I can read grade level text to understand its meaning and purpose. K 8 Madison County Schools 4th grade English Language Arts Standards Common Core Standard CC.4.R.F.4.c Use context to confirm or self-­‐
correct word recognition and understanding, rereading as necessary. Assessment Type PC 1ST I can describe how to monitor my reading for better understanding. K I can monitor my reading using context to better understand what I read. R 2ND 3RD readings. 4TH Reading Information Key Ideas and Details CC.4.R.I.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. PC I can identify specific details that explain information in a text. K CC.4.R.I.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. PC I can explain the meaning of main idea and supporting details in a text. K I can determine the main idea of a text. R I can explain how the main idea is supported by key details. R I can draw inferences using details and examples from an informational text. R I can summarize the text in writing or speaking. R 9 Madison County Schools 4th grade English Language Arts Standards Common Core Standard CC.4.R.I.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. 1ST Assessment Type PC 2ND 3RD I can explain _____ (events, procedures, ideas, or concepts) based on specific information from a _____(historical, scientific, or technical) text. K 4TH Craft and Structure CC.4.R.I.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. SR I can define the meaning of general and/or content related fourth grade vocabulary from a text. K I can define the meaning of general and/or content related fourth grade vocabulary from a text. K CC.4.R.I.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. SR, WR CC.4.R.I.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the SR, WR I can recognize the characteristics of first and secondhand accounts of an event or topic. K I can define the meaning of general and/or content related fourth grade vocabulary from a text. K I can identify the overall text structure of an informational text. K I can define the meaning of general and/or content related fourth grade vocabulary from a text. K I can analyze the overall structure of ______(events, ideas, concepts, or information) in a text or part of a text. R 10 Madison County Schools 4th grade English Language Arts Standards Common Core Standard 1ST Assessment Type information provided. 2ND 3RD 4TH I can compare and contrast firsthand and secondhand versions of an event or topic. R Integration of Knowledge and Ideas CC.4.R.I.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. SR, WR CC.4.R.I.8 Explain how an author uses reasons and evidence to support particular points in a text. SR, WR I can identify commonly used text features in an informational passage. K I can explain how text features contribute to my understanding of the text. R I can identify/define commonly used persuasive techniques (emotional appeal, testimonial, bandwagon, expert opinion) in nonfiction text. K I can explain how an author uses reasons and evidence to support particular 11 Madison County Schools 4th grade English Language Arts Standards Common Core Standard CC.4.R.I.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Assessment Type 2ND PA PC I can read and comprehend a variety of informational text. K CC.4.R.I.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 necessary at the high end of the range. 1ST points in a text. K I can analyze the author’s purpose (inform and persuade) in nonfiction text. R 4TH I can locate two texts on the same topic. K I can evaluate information from two texts on the same topic in order to communicate proficiently on a single topic. R I can read and comprehend a variety of informational text. K Range of Reading and Complexity of Text CC.4.R.L.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 3RD I can read and comprehend a variety of informational text. K I can read and comprehend a variety of informational text. K Reading Literary Key Ideas and Details WR I can explain meaning of a passage using supporting details and examples from a literary text. K I can draw inferences using 12 Madison County Schools 4th grade English Language Arts Standards Common Core Standard 1ST Assessment Type 2ND 3RD 4TH details and examples from a literary text. R CC.4.R.L.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. WR, PC I can define the characteristics of theme in a text. K I can explain the theme or big idea of a ____(story, play, drama, or poem) using details from a text. R CC.4.R.L.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). WR I can describe the _____(characters, settings, or events) of a text using specific details. K CC.4.R.L.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). SR I can define the meanings of words and phrases as they are used in a text. K I can define the meanings of words and phrases as they are used in a text. K CC.4.R.L.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. SR, WR I can summarize a _____(story, play, drama, or poem) using details from a text. R I can define the meanings of words and phrases as they are used in a text. K I can identify the literary elements (e.g., characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a drama. I can define the meanings of words and phrases as they are used in a text. K Craft and Structure 13 Madison County Schools 4th grade English Language Arts Standards Common Core Standard 1ST Assessment Type 2ND CC.4.R.L.6 Compare and contrast the point of view from which different stories are narrated, SR, WR 3RD I can describe the literary elements (e.g., characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a drama. I can identify the poetic devices (e.g., verse, rhythm, meter) when writing or speaking about poetry. I can describe the poetic devices (e.g., verse, rhythm, meter) when writing or speaking about poetry. I can compare and contrast elements of poetry, drama, and prose. 4TH * I can identify characteristics of first 14 Madison County Schools 4th grade English Language Arts Standards Common Core Standard 1ST Assessment Type 2ND 3RD including the difference between first-­‐ and third person narrations. 4TH and third person points of view in a story. I can compare and contrast between first and third person points of view in a story. Integration of Knowledge and Ideas CC.4.R.L.7 Make connections between the text of a story or drama and a visual or oral presentation SR, WR, of the text, identifying where each version PA, PC reflects specific descriptions and directions in the text. I can read and comprehend a variety of literary texts. CC.4.R.L.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. SR, WR I can identify examples of common themes across various types of texts. I can compare and contrast the similar themes and topics of the literature from different cultures. I can analyze the patterns of events in literature from different cultures. can compare the text of a story or drama to the visual or oral presentation of the material. 15 Madison County Schools 4th grade English Language Arts Standards Common Core Standard 1ST Assessment Type 2ND 3RD 4TH CC.4.R.L.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. Range of Reading and Complexity of Text I can read and comprehend a variety of literary text on my grade level. CC.4.SL.1 Engage effectively in a range of PC/PA 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. CC.4.SL.1.a Come to discussions prepared, having PC/PA read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Speaking and Listening Comprehension and Collaboration I can read and comprehend a variety of texts. I can determine what information is relevant to the topic. I can engage in discussions about a topic I have read about. 16 Madison County Schools 4th grade English Language Arts Standards Common Core Standard Assessment Type CC.4.SL.1.b Follow agreed-­‐upon rules for discussions and carry out assigned roles. PC/PA CC.4.SL.1.c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. PC/PA CC.4.SL.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. PC/PA 1ST I can identify agreed upon rules for discussion. I can take part in assigned roles during a discussion group. I can ask and respond to questions during a group discussion. I can clarify or follow up on information shared during a group discussion I can make connections to the remarks of others during a group discussion I can express and explain my own ideas from group discussions. I can interpret key ideas 2ND 3RD 4TH 17 Madison County Schools 4th grade English Language Arts Standards Common Core Standard 1ST Assessment Type 2ND 3RD CC.4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. PC/PA from group discussions. CC.4.SL.3 Identify the reasons and evidence a speaker provides to support particular points. CC.4.SL.4 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; speak clearly at an understandable pace. I CC.4.SL.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. I I can identify different forms of media that can enhance my presentation. I can identify the reasons and evidence the speaker provides to support key information. I can paraphrase (in my own words) parts of text or information that I have read, heard, or seen. 4TH I can identify the characteristics of a good oral presentation. I can organize information for my topic. I can orally present information clearly to my audience. can chose different forms of media that can enhance my presentation. I can present information using different media to enhance my Presentation of Knowledge and Ideas 18 Madison County Schools 4th grade English Language Arts Standards Common Core Standard CC.4.SL.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-­‐group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 on page 28 for specific expectations.) 1ST Assessment Type SR, PC PA, PC 2ND I can identify the characteristics of formal and informal language. I can determine when to use formal or informal English when speaking to a variety of audiences. 3RD 4TH presentation. Writing Text Types and Purposes CC.4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CC.4.W.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. PA, WR I can introduce a topic clearly in my writing. I can clearly state my opinion in my writing. *PA, PC can organize my writing so my ideas are related and support my purpose. I can identify facts during can determine the research that support my opinion most effective way to include facts and details to support my opinion in my 19 Madison County Schools 4th grade English Language Arts Standards Common Core Standard 1ST Assessment Type CC.4.W.1.c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). CC.4.W.1.d Provide a concluding statement or section related to the opinion presented. CC.4.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CC.4.W.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. 2ND 3RD 4TH writing. I can conclude my writing to support my opinion. can include text features to aide comprehension when writing informative/explan
atory texts. I can conclude my writing to support my information or explanation(s). I can use transitional words and phrases to link opinion and reasons in my writing. PA I can introduce a topic clearly in my writing. can group information in paragraphs and sections when writing information/ explanatory texts. CC.4.W.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. *PA I can select a topic for my writing. CC.4.W.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). CC.4.W.2.d Use precise language and domain-­‐
specific vocabulary to inform about or explain the topic. CC.4.W.2.e Provide a concluding statement or section related to the information or explanation presented. CC.4.W.3 Write narratives to develop real or imagined experiences or WR, PA WR, PA IWR, PA I can develop a topic with________(facts, definitions, concrete details, quotations, or other information and examples) to relate to an informative/explanatory text. I can choose words and phrases to link ideas within my writing. * I can choose precise language and content vocabulary to inform or explain a topic in my writing. 20 Madison County Schools 4th grade English Language Arts Standards Common Core Standard events using effective technique, descriptive details, and clear event sequences. CC.4.W.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 1ST Assessment Type PA CC.4.W.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations. SR WR, PA CC.4.W.3.c Use a variety of transitional words and phrases to manage the sequence of events. PA CC.4.W.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. SR *PA 2ND I can establish a situation and introduce a narrator and/or characters to write real or imagined narratives. I can organize events in natural sequence when writing a real or imagined narrative. I can identify grammatically correct dialogue in writing. * I can apply transitional words and phrases to sequence events when writing a real or imagined narrative. * I can identify concrete words and phrases and sensory details in writing. I can apply concrete words and 3RD 4TH can create dialogue to show responses of characters to situations when writing a real or imagined narrative. I can describe experiences and events when writing a real or imagined narrative. 21 Madison County Schools 4th grade English Language Arts Standards Common Core Standard 1ST Assessment Type 2ND CC.4.W.3.e Provide a conclusion that follows from the narrated experiences or events. PA CC.4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-­‐specific expectations for writing types are defined in standards 1–3 above.) CC.4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.(Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 29.) CC.4.W.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. phrases and sensory details to accurately communicate experiences and events. I can conclude my narrative effectively * 3RD 4TH Production and Distribution of Writing PA * I can produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. PC PC I can identify the components of peer and adult conferencing. I can develop and strengthen writing through peer and adult conferencing (planning, revising, and editing). I can demonstrate keyboarding skills to type a minimum of one page in a single setting. I can evaluate information on the Internet to determine its usefulness. I can interact and PA,PC 22 Madison County Schools 4th grade English Language Arts Standards Common Core Standard 1ST Assessment Type 2ND 3RD 4TH collaborate with others using technology to present information orally. I can demonstrate the use of technology to produce and publish writing. CC.4.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. Research to Build and Present Knowledge *PC *PA I can select topics to investigate for research. I can categorize information from notes taken and provide a list of sources. I can conduct short research projects by investigating different topics. CC.4.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. PC, PA, WR CC.4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CC.4.W.9.a Apply grade 4 Reading standards to literature (e.g., “Describe in WR, PC depth a character, setting, or event in a story or I can identify relevant information from experiences. I can collect relevant information from print and digital sources. I can make connections between literary reading 23 Madison County Schools 4th grade English Language Arts Standards Common Core Standard Assessment Type drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). CC.4.W.9.b Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). 1ST and writing. I can apply my knowledge of literary reading to my writing. I can make connections between informational reading and writing. I can apply my knowledge of informational reading to my writing. WR, PC 2ND 4TH Range of Writing PC, WR, PA I can identify the ________(tasks, purposes, or audiences) for my writing. I can write routinely over shorter time frames (single sitting or a day or two) for a variety of tasks, purposes, and audiences. I can write routinely over extended time frames (time for research, reflection, and CC.4.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-­‐specific tasks, purposes, and audiences. 3RD 24 Madison County Schools 4th grade English Language Arts Standards Common Core Standard Assessment Type 1ST 2ND 3RD 4TH revision) for a variety of tasks, purposes, and audiences 25