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It covers reading closely, analyzing ideas and development, interpreting word choice, evaluating structure, integrating information across media, and comprehending complex texts with appropriate 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for students to be prepared to enter college and workforce training programs ready to succeed. The K–12 grade-specific standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school.  \nStudents advancing through the grades are expected to meet each year’s grade-specific standards, retain or further develop skills and understandings mastered in preceding grades, and work steadily toward meeting the more general expectations described by the standards.  \nAnchor Standards for Reading  \nKey Ideas and Details  \nNJSLSA.R1 . Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.  \nNJSLSA.R2 . Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.  \nNJSLSA.R3 . Analyze how and why individuals, events, and ideas develop and interact over the course of a text.  \nCraft and Structure  \nNJSLSA.R4 . Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.  \nNJSLSA.R5. 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.  \nNJSLSA.R6. Assess how point of view or purpose shapes the content and style of a text.  \nIntegration of Knowledge and Ideas  \nNJSLSA.R7 . Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.  \nNJSLSA.R8. 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.  \nNJSLSA.R9 . Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.  \nNJSLSA.R10 . Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.  \nGrade 4  \nProgress Indicators for Reading Literature  \nKey Ideas and Details  \nRL.4.1 . Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.  \nRL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.  \nRL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions) .  \nCraft and Structure  \nRL.4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in literature.  \nRL.4.5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.  \nRL.4.6 . Compare and contrast the point of view from which different stories are narrated, including the difference between first-and third-person narrations.  \nIntegration of Knowledge and Ideas  \nRL.4.7 . Make connections between specific descriptions and directions in a text and a visual or oral representation of the text.  \nRL.4.8 . (Not applicable to literature)  \nRL.4.9 . Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledgenre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.  \nRange of Reading and Complexity of Text ","cbCaieXCaaRuysgi","https://ap.wps.com/l/cbCaieXCaaRuysgi","pdf",83233,12,"English","# Anchor Standards for Reading\n## Key Ideas and Details\n## Craft and Structure\n## Integration of Knowledge and Ideas\n## Progress Indicators for Reading Literature\n## Progress Indicators for Informational Text\n# Range of Reading and Complexity of Text","[{\"question\":\"What skills does the document expect Grade 4 students to develop in reading?\",\"answer\":\"Students are expected to read closely, infer from texts, identify themes or main ideas, analyze how ideas develop, interpret word meanings, and connect information to support conclusions.\"},{\"question\":\"What do the Anchor Standards include?\",\"answer\":\"They include Key Ideas and Details, Craft and Structure, and Integration of Knowledge and Ideas, covering citation of textual evidence, analysis of themes and structure, and evaluation of arguments and claims.\"},{\"question\":\"How do Progress Indicators differ for Reading Literature versus Informational Text?\",\"answer\":\"Reading Literature indicators emphasize character, setting, event details, theme development, and comparisons across narration and genres, while Informational Text indicators focus on main idea support, explanations of events/procedures, and interpreting and evaluating information and evidence.\"}]","2016NJSLS-ELA - Grade 4 - English Language Arts Standards | PDF",1790806189]