Fourth Grade Common Core Posters

7/28/2019 Fourth Grade Common Core Posters

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Fourth Grade

Common Core Posters

*English Standards *Math Standardswww.CoreCommonStandards.com
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Table of Contents

English Language Arts StandardsReading: Literature

RL.4.1...........................................................................................1RL.4.2...........................................................................................2

RL.4.3...........................................................................................3

RL.4.4...........................................................................................4

RL.4.5...........................................................................................5

RL.4.6...........................................................................................6

RL.4.7...........................................................................................7

RL.4.9...........................................................................................8

RL.4.10.........................................................................................9

Reading: Informational TextRI.4.1..........................................................................................10

RI.4.2..........................................................................................11

RI.4.3..........................................................................................12

RI.4.4..........................................................................................13

RI.4.5..........................................................................................14

RI.4.6..........................................................................................15

RI.4.7..........................................................................................16

RI.4.8..........................................................................................17

RI.4.9..........................................................................................18

RI.4.10........................................................................................19

Reading: Foundational S2illsRF.4.3.........................................................................................20

RF.4.4.........................................................................................21

WritingW.4.1..........................................................................................22

W.4.2..........................................................................................23

W.4.3..........................................................................................24

W.4.4..........................................................................................25W.4.5..........................................................................................26

W.4.6..........................................................................................27

W.4.7..........................................................................................28

W.4.8..........................................................................................29

W.4.9..........................................................................................30

W.4.10........................................................................................31

Speaking & ListeningSL.4.1.........................................................................................32

SL.4.2.........................................................................................33

SL.4.3.........................................................................................34

SL.4.4.........................................................................................35

SL.4.5.........................................................................................36

SL.4.6.........................................................................................37

LanguageL.4.1..............................................................................................38

L.4.2..............................................................................................39

L.4.3..............................................................................................40

L.4.4..............................................................................................41

L.4.5..............................................................................................42

L.4.6..............................................................................................43

MathematicsOperations & Algebraic Thin2ing4.OA.1...........................................................................................44

4.OA.2...........................................................................................45

4.OA.3...........................................................................................46

4.OA.4...........................................................................................47

4.OA.5...........................................................................................48

Numbers & Operations in Base Ten4.NBT.1.........................................................................................494.NBT.2.........................................................................................50

4.NBT.3.........................................................................................51

4.NBT.4.........................................................................................52

4.NBT.5.........................................................................................53

4.NBT.6.........................................................................................54

Number & Operations - Fractions4.NF.1...........................................................................................55

4.NF.2...........................................................................................56

4.NF.3...........................................................................................57

4.NF.4...........................................................................................58

4.NF.5...........................................................................................59

4.NF.6...........................................................................................60

4.NF.7...........................................................................................61Measurement & Data4.MD.1..........................................................................................62

4.MD.2..........................................................................................63

4.MD.3..........................................................................................64

4.MD.4..........................................................................................65

4.MD.5..........................................................................................66

4.MD.6..........................................................................................67

4.MD.7..........................................................................................68

Geometry4.G.1.............................................................................................69

4.G.2.............................................................................................70

4.G.3.............................................................................................71

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Common Core State Standards

Refer to details and examples in a textwhen explaining what the text saysexplicitly and when drawing inferences

from the text.

Grade Level: Fourth Grade

Standard: English Language Arts | Reading: Literature | RL.4.1 www.CoreCommonStandards.com


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Determine a theme of a story, drama, or

poem from details in the text;

summarize the text.




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Describe in depth a character, setting, orevent in a story or drama, drawing onspecific details in the text (e.g., a

characters thoughts, words, or actions).




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Determine the meaning of words andphrases as they are used in a text,including those that allude to significant

characters found in mythology (e.g.,Herculean).




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Explain major differences betweenpoems, drama, and prose, and refer tothe 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.




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Compare and contrast the point of viewfrom which different stories are narrated,including the difference between first-

and third-person narrations.




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Make connections between the text of astory or drama and a visual or oralpresentation of the text, identifying

where each version reflects specificdescriptions and directions in the text.




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Compare and contrast the treatment ofsimilar themes and topics (e.g.,opposition of good and evil) and

patterns of events (e.g., the quest) instories, myths, and traditional literature

from different cultures.




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By the end of the year, read andcomprehend literature, including stories,dramas, and poetry, in the grades 45

text complexity band proficiently, withscaffolding as needed at the high end of

the range.




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Refer to details and examples in a textwhen explaining what the text saysexplicitly and when drawing inferences

from the text.


Standard: English Language Arts | Reading: Informational Text | RI.4.1 www.CoreCommonStandards.com


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Determine the main idea of a text and

explain how it is supported by key

details; summarize the text.




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Explain events, procedures, ideas, orconcepts in a historical, scientific, ortechnical text, including what happened

and why, based on specific informationin the text.




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Determine the meaning of generalacademic and domain-specific words orphrases in a text relevant to a grade 4

topic or subject area.




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Describe the overall structure (e.g.,chronology, comparison, cause/effect,problem/solution) of events, ideas,

concepts, or information in a text or partof a text.




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Compare and contrast a firsthand and

secondhand account of the same event

or topic; describe the differences in

focus and the information provided.




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Interpret information presented visually,orally, or quantitatively (e.g., in charts,graphs, diagrams, time lines,

animations, or interactive elements onWeb pages) and explain how the

information contributes to anunderstanding of the text in which itappears.




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Explain how an author uses reasons

and evidence to support particular

points in a text.




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Integrate information from two texts onthe same topic in order to write or speakabout the subject knowledgeably.




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By the end of year, read andcomprehend informational texts,including history/social studies, science,

and technical texts, in the grades 45text complexity band proficiently, with

scaffolding as needed at the high end ofthe range.




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Know and apply grade-level phonicsand word analysis skills in decodingwords.

Use combined knowledge of all letter-sound correspondences, syllabicationpatterns, and morphology (e.g., roots and affixes) to read accuratelyunfamiliar multisyllabic words in context and out of context.


Standard: English Language Arts | Reading: Foundational Skills | RF.4.3 www.CoreCommonStandards.com


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Read with sufficient accuracy andfluency to support comprehension.

Read grade-level text with purpose and understanding.

Read grade-level prose and poetry orally with accuracy, appropriate rate,and expression.

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


Standard: English Language Arts | Reading: Foundational Skills | RF.4.4 www.CoreCommonStandards.com


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Write opinion pieces on topics or texts,supporting a point of view with reasonsand information. Introduce a topic or text clearly, state an opinion, and create an

organizational structure in which related ideas are grouped to support thewriters purpose.

Provide reasons that are supported by facts and details.

Link opinion and reasons using words and phrases (e.g., for instance, inorder to, in addition).

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


Standard: English Language Arts | Writing | W.4.1 www.CoreCommonStandards.com


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Write informative/explanatory texts toexamine a topic and convey ideas andinformation clearly.

Introduce a topic clearly and group related information in paragraphs and sections; includeformatting (e.g., headings), illustrations, and multimedia when useful to aidingcomprehension.

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

Link ideas within categories of information using words and phrases (e.g., another, forexample, also, because).

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 explanationpresented.




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Write narratives to develop real orimagined experiences or events usingeffective technique, descriptive details,

and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters;

organize an event sequence that unfolds naturally.

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 eventsprecisely.

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




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Produce clear and coherent writing inwhich the development and organizationare appropriate to task, purpose, and

audience.




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With guidance and support from peersand adults, develop and strengthenwriting as needed by planning, revising,

and editing.




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With some guidance and support fromadults, use technology, including theInternet, to produce and publish writing

as well as to interact and collaboratewith others; demonstrate sufficientcommand of keyboarding skills to type a

minimum of one page in a single sitting.




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Conduct short research projects thatbuild knowledge through investigation ofdifferent aspects of a topic.




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Recall relevant information fromexperiences or gather relevantinformation from print and digital

sources; take notes and categorizeinformation, and provide a list ofsources.




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Draw evidence from literary orinformational texts to support analysis,reflection, and research. Apply grade 4 Reading standardsto literature (e.g., Describe in depth a

character, setting, or event in a story or drama, drawing on specific details inthe text [e.g., a characters thoughts, words, or actions].).

Apply grade 4 Reading standardsto informational texts (e.g., Explain how

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




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Write routinely over extended timeframes (time for research, reflection,and revision) and shorter time frames (a

single sitting or a day or two) for a rangeof discipline-specific tasks, purposes,and audiences.




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Engage effectively in a range of collaborativediscussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 4

topics and texts, building on others ideas andexpressing their own clearly.

Come to discussions prepared, having read or studied required material; explicitly draw on thatpreparation and other information known about the topic to explore ideas under discussion.

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

Pose and respond to specific questions to clarify or follow up on information, and makecomments that contribute to the discussion and link to the remarks of others.

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


Standard: English Language Arts | Speaking & Listening | SL.4.1 www.CoreCommonStandards.com


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Paraphrase portions of a text read aloudor information presented in diversemedia and formats, including visually,

quantitatively, and orally.




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Identify the reasons and evidence aspeaker provides to support particular

points.




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Report on a topic or text, tell a story, orrecount an experience in an organizedmanner, using appropriate facts and

relevant, descriptive details to supportmain ideas or themes; speak clearly atan understandable pace.




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Add audio recordings and visualdisplays to presentations whenappropriate to enhance the development

of main ideas or themes.




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Differentiate between contexts that callfor formal English (e.g., presentingideas) and situations where informal

discourse is appropriate (e.g., small-group discussion); use formal Englishwhen appropriate to task and situation.




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Demonstrate command of the conventionsof standard English grammar and usage

when writing or speaking. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when,

why).

Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

Order adjectives within sentences according to conventional patterns (e.g., a small red bag

rather than a red small bag). Form and use prepositional phrases.

Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

Correctly use frequently confused words (e.g., to, too, two; there, their).


Standard: English Language Arts | Language | L.4.1 www.CoreCommonStandards.com


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Demonstrate command of theconventions of standard Englishcapitalization, punctuation, and spelling

when writing. Use correct capitalization.

Use commas and quotation marks to mark direct speech and quotationsfrom a text.

Use a comma before a coordinating conjunction in a compound sentence.

Spell grade-appropriate words correctly, consulting references as needed.




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

Choose words and phrases to convey ideas precisely.

Choose punctuation for effect.

Differentiate between contexts that call for formal English (e.g., presentingideas) and situations where informal discourse is appropriate (e.g., small-

group discussion).




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Determine or clarify the meaning of unknownand multiple-meaning words and phrasesbased on grade 4 reading and content,

choosing flexibly from a range of strategies. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning

of a word or phrase.

Use common, grade-appropriate Greek and Latin affixes and roots as clues to themeaning of a word (e.g., telegraph, photograph, autograph).

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print anddigital, to find the pronunciation and determine or clarify the precise meaning of keywords and phrases.




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Demonstrate understanding of figurativelanguage, word relationships, andnuances in word meanings.

Explain the meaning of simple similes and metaphors (e.g., as pretty as apicture) in context.

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

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




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Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those

that signal precise actions, emotions, orstates of being (e.g., quizzed, whined,stammered) and that are basic to a

particular topic (e.g., wildlife,conservation,and endangeredwhendiscussing animal preservation).




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Interpret a multiplication equation as acomparison, e.g., interpret 35 = 5 7 asa statement that 35 is 5 times as many

as 7 and 7 times as many as 5.Represent verbal statements ofmultiplicative comparisons as

multiplication equations.


Standard: Mathematics | Operations & Algebraic Thinking | 4.OA.1 www.CoreCommonStandards.com


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Multiply or divide to solve wordproblems involving multiplicativecomparison, e.g., by using drawings and

equations with a symbol for theunknown number to represent theproblem, distinguishing multiplicative

comparison from additive comparison.




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Solve multistep word problems posed withwhole numbers and having whole-number

answers using the four operations, including

problems in which remainders must beinterpreted. Represent these problems using

equations with a letter standing for the

unknown quantity. Assess the reasonablenessof answers using mental computation and

estimation strategies including rounding.




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Find all factor pairs for a whole number inthe range 1100. Recognize that a wholenumber is a multiple of each of its factors.

Determine whether a given whole numberin the range 1100 is a multiple of a givenone-digit number. Determine whether a

given whole number in the range 1100 isprime or composite.




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Generate a number or shape pattern thatfollows a given rule. Identify apparent features

of the pattern that were not explicit in the rule

itself. For example, given the rule Add 3 andthe starting number 1, generate terms in the

resulting sequence and observe that the terms

appear to alternate between odd and evennumbers. Explain informally why the numbers

will continue to alternate in this way.




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Recognize that in a multi-digit wholenumber, a digit in one place representsten times what it represents in the place

to its right. For example, recognize that700 70 = 10 by applying concepts of

place value and division.


Standard: Mathematics | Number & Operations in Base Ten | 4.NBT.1 www.CoreCommonStandards.com


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Read and write multi-digit wholenumbers using base-ten numerals,number names, and expanded form.

Compare two multi-digit numbers basedon meanings of the digits in each place,using >, =, and < symbols to record the

results of comparisons.



G d L l F h G d


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Use place value understanding to roundmulti-digit whole numbers to any place.



G d L l F th G d


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Fluently add and subtract multi-digitwhole numbers using the standardalgorithm.



G d L l F th G d


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Multiply a whole number of up to fourdigits by a one-digit whole number, andmultiply two two-digit numbers, using

strategies based on place value and theproperties of operations. Illustrate andexplain the calculation by using

equations, rectangular arrays, and/orarea models.





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Find whole-number quotients andremainders with up to four-digit dividendsand one-digit divisors, using strategies

based on place value, the properties ofoperations, and/or the relationship betweenmultiplication and division. Illustrate and

explain the calculation by using equations,rectangular arrays, and/or area models.





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Explain why a fraction a/b is equivalentto a fraction (na)/(nb) by usingvisual fraction models, with attention to

how the number and size of the partsdiffer even though the two fractionsthemselves are the same size. Use this

principle to recognize and generateequivalent fractions.


Standard: Mathematics | Number & Operations Fractions | 4.NF.1 www.CoreCommonStandards.com



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Compare two fractions with different numeratorsand different denominators, e.g., by creating

common denominators or numerators, or by

comparing to a benchmark fraction such as 1/2.Recognize that comparisons are valid only when

the two fractions refer to the same whole. Record

the results of comparisons with symbols >, =, or


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Understand a fraction a/bwith a> 1 as asum of fractions 1/b.

Understand addition and subtraction of fractions as joining and separating parts referringto the same whole.

Decompose a fraction into a sum of fractions with the same denominator in more than oneway, recording each decomposition by an equation. Justify decompositions, e.g., by usinga visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 +1/8 = 8/8 + 8/8 + 1/8.

Add and subtract mixed numbers with like denominators, e.g., by replacing each mixednumber with an equivalent fraction, and/or by using properties of operations and therelationship between addition and subtraction.

Solve word problems involving addition and subtraction of fractions referring to the samewhole and having like denominators, e.g., by using visual fraction models and equations torepresent the problem.





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Apply and extend previousunderstandings of multiplication tomultiply a fraction by a whole number.

Understand a fraction a/bas a multiple of 1/b. For example, use a visual fraction model torepresent 5/4 as the product 5 (1/4), recording the conclusion by the equation 5/4 = 5(1/4).

Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply afraction by a whole number. For example, use a visual fraction model to express 3 (2/5)as 6 (1/5), recognizing this product as 6/5. (In general, n (a/b) = (n a)/b.)

Solve word problems involving multiplication of a fraction by a whole number, e.g., byusing visual fraction models and equations to represent the problem. For example, if eachperson at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at theparty, how many pounds of roast beef will be needed? Between what two whole numbersdoes your answer lie?





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Express a fraction with denominator 10as an equivalent fraction with

denominator 100, and use this

technique to add two fractions withrespective denominators 10 and 100.

For example, express 3/10 as 30/100,

and add 3/10 + 4/100 = 34/100.





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Use decimal notation for fractions with

denominators 10 or 100. For example,

rewrite 0.62 as 62/100; describe a

length as 0.62 meters; locate 0.62 on a

number line diagram.





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Compare two decimals to hundredths byreasoning about their size. Recognizethat comparisons are valid only when

the two decimals refer to the samewhole. Record the results ofcomparisons with the symbols >, =, or


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Know relative sizes of measurement units withinone system of units including km, m, cm; kg, g; lb,oz.; l, ml; hr, min, sec. Within a single system ofmeasurement, express measurements in a largerunit in terms of a smaller unit. Record measurementequivalents in a two-column table.For example,know that 1 ft is 12 times as long as 1 in. Express

the length of a 4 ft snake as 48 in. Generate aconversion table for feet and inches listing thenumber pairs (1, 12), (2, 24), (3, 36), ...

o G ade

Standard: Mathematics | Measurement & Data | 4.MD.1 www.CoreCommonStandards.com



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Use the four operations to solve word problemsinvolving distances, intervals of time, liquid

volumes, masses of objects, and money,

including problems involving simple fractions ordecimals, and problems that require expressing

measurements given in a larger unit in terms of a

smaller unit. Represent measurement quantities

using diagrams such as number line diagramsthat feature a measurement scale.




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Apply the area and perimeter formulasfor rectangles in real world andmathematical problems. For example,

find the width of a rectangular roomgiven the area of the flooring and the

length, by viewing the area formula as a

multiplication equation with an unknown

factor.




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Make a line plot to display a data set ofmeasurements in fractions of a unit (1/2, 1/4,1/8). Solve problems involving addition and

subtraction of fractions by using informationpresented in line plots. For example, from aline plot find and interpret the difference in

length between the longest and shortestspecimens in an insect collection.




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Recognize angles as geometric shapesthat are formed wherever two rays sharea common endpoint, and understand

concepts of angle measurement: An angle is measured with reference to a circle with its center at the common

endpoint of the rays, by considering the fraction of the circular arc betweenthe points where the two rays intersect the circle. An angle that turns through

1/360 of a circle is called a one-degree angle, and can be used to measureangles.

An angle that turns through none-degree angles is said to have an anglemeasure of ndegrees.




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Measure angles in whole-numberdegrees using a protractor. Sketchangles of specified measure.




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Recognize angle measure as additive. Whenan angle is decomposed into non-overlapping parts, the angle measure of the

whole is the sum of the angle measures ofthe parts. Solve addition and subtractionproblems to find unknown angles on a

diagram in real world and mathematicalproblems, e.g., by using an equation with asymbol for the unknown angle measure.




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Draw points, lines, line segments, rays,angles (right, acute, obtuse), andperpendicular and parallel lines. Identify

these in two-dimensional figures.

Standard: Mathematics | Geometry | 4.G.1 www.CoreCommonStandards.com



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Classify two-dimensional figures basedon the presence or absence of parallelor perpendicular lines, or the presence

or absence of angles of a specified size.Recognize right triangles as a category,and identify right triangles.




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Recognize a line of symmetry for a two-dimensional figure as a line across thefigure such that the figure can be folded

along the line into matching parts.Identify line-symmetric figures and drawlines of symmetry.



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All Common Core State Standards in this book are Copyright 2010. National Governors Association Center for BestPractices and Council of Chief State School Officers. All rights reserved.

Furthermore, NGA Center/CCSSO are the sole owners and developers of the Common Core State Standards, and CoreCommon Standards makes no claims to the contrary.

All Graphics, Images, and Logos are Copyright 2012 CoreCommonStandards.com. Also, the organization of this bookand Table of Contents has been created by and organized by CoreCommonStandards.com.

Fore more Common Core Standards Posters, Activities, Worksheets, and Workbooks, visit our website:http://CoreCommonStandards.com.
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Fourth Grade Common Core Posters

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