Parents, these are the standards taught by Beyond Textbooks partner schools. This list is in alphanumeric order, and your school will likely teach them in a different order. For help deciphering the code in front of the standard, please click here.

##### Quarter 1 Standards:
1. AZ.4.OA.A.3.1: The Highly Proficient student can solve a variety of problems based on the multiplication principle of counting. 1. Represent a variety of counting problems using arrays, charts, and systematic lists, e.g., tree diagram. 2. Analyze relationships among representations and make connections to the multiplication principle of counting.

2. 4.M.NBT.A.01: The Highly Proficient student can determine that a digit in one place represents ten times what it represents in the place to its right in real world contexts.

3. 4.M.NBT.A.02: The Highly Proficient student can use place value understandings to read, write, and compare multi-digit whole numbers in real world contexts.

4. 4.M.NBT.A.03: The Highly Proficient student can use place value understanding to round multi-digit whole numbers in real world contexts.

5. 4.M.NBT.B.04: The Highly Proficient student can fluently add and subtract multi-digit whole numbers using the standard algorithm.

6. 4.M.NBT.B.05: The Highly Proficient student can use and explain different multiplication strategies when solving 4 digit by 1 and 2 digit real world problems.

7. 4.M.NBT.B.06: The Highly Proficient student can use and explain different division strategies when dividing 4 digit dividends by 1 digit divisors with remainders.

8. 4.M.OA.A.01: The Highly Proficient student can interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

9. 4.M.OA.A.02: The Highly Proficient student can solve and create multiplication and division word problems using drawings and equations with a variable.

##### Quarter 2 Standards:
1. 4.M.NF.A.01: The Highly Proficient student can use a variety of strategies to generate and explain why one fraction is equivalent to another fraction.

2. 4.M.NF.A.02:  The Highly Proficient student can compare and order fractions with different numerators and different denominators.

3. 4.M.NF.B.03a-d: The Highly Proficient student can add and subtract more than 2 fractions with like denominators and can decompose a fraction into a sum with the same denominator in multiple ways. The Highly Proficient student can add and subtract more than 2 mixed numbers with like denominators and can solve word problems by adding and subtracting mixed numbers with like denominators.

4. 4.M.NF.B.04a-c: The Highly Proficient student can solve more complex word problems by multiplying a fraction by a whole number.

5. 4.M.NF.C.05: The Highly Proficient student can solve missing addend problems with respective denominators 10 and 100 by first finding equivalent fractions with like denominators.

6. 4.M.NF.C.06: The Highly Proficient student can convert a number with decimal notation to a decimal fraction with denominators of 10 or 100.

7. 4.M.NF.C.07: The Highly Proficient student can order decimal sets composed of tenths and hundredths by reasoning about their size.

8. 4.M.OA.B.04: The Highly Proficient student can apply the concept of both factors and prime and composite numbers in problem-solving contexts.

##### Quarter 3 Standards:
1. 4.M.G.A.01: The Highly Proficient student can draw and describe the relationships between points, lines, line segments, rays, and angles including parallelism and perpendicularity.

2. 4.M.G.A.02: The Highly Proficient student can create a two-dimensional shape when given specific attributes.

3. 4.M.G.A.03: The Highly Proficient student can recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts.  Identify line-symmetric figures and draw lines of symmetry.

4. 4.M.MD.A.01: The Highly Proficient student can determine the appropriate unit of measurement in a given context. (Stand alone-not word problems)

5. 4.M.MD.A.02: The Highly Proficient student can use the four operations to solve multi-step word problems including problems with fractions or decimals and can represent measurement quantities using diagrams.

6. 4.M.MD.A.03: The Highly Proficient student can apply area and perimeter formulas for rectilinear shapes in real world and mathematical problems.

7. 4.M.MD.B.04: The Highly Proficient student can make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8).  Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.

8. 4.M.MD.C.05: The Highly Proficient student can decompose angles into multiple angles and give the measure of each angle in relationship to the whole.

9. 4.M.MD.C.06: The Highly Proficient student can measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

10. 4.M.MD.C.07: The Highly Proficient student can analyze an angle to find its missing parts.

11. 4.M.OA.C.05:  The Highly Proficient student can generate a number or shape pattern that combines two operations for a given rule.

1. None

##### Yearly Standards (taught throughout the school year):
1. 4.M.OA.A.03: The Highly Proficient student can solve multi-step word problems with multiple solutions and determine which solution would be most reasonable. The Highly Proficient student can analyze relationships within a counting problem and make connections to multiplication.

##### Quarter 1 Standards:
1. 4.R.RL.01: The Highly Proficient student can quote accurately from a text and refer to key details and examples when explaining what the text says explicitly and when drawing complex inferences from the text.

2. 4.R.RL.02: The Highly Proficient student can determine an implicitly stated theme, or multiple themes, of a story, drama, or poem; comprehensively summarizes the text.

3. 4.R.RL.03: The Highly Proficient student can describe in depth and analyze a complex character, setting, or event in a story or drama, drawing on implicit, specific details in the text.

4. 4.R.RL.05: The Highly Proficient student can analyze how major differences between poems, drama and prose affect meaning, and refer to complex structural elements.

##### Quarter 2 Standards:
1. 4.R.RI.01: The Highly Proficient student can quote accurately from a text and refer to key details and examples when explaining what the text says explicitly and when drawing complex inferences from the text.

2. 4.R.RI.02: The Highly Proficient student can determine an implicit main idea and explain how it is supported by key details, using evidence from the informational (expository) text; comprehensively summarize the text, using details.

3. 4.R.RI.05: The Highly Proficient student can analyze expository text to determine its overall structure and its meaning, including how it contributes to the meaning of the text.

4. 4.R.RI.06: The Highly Proficient student can compare and contrast, then analyze, a firsthand and secondhand account of the same event or topic, including the difference in the focus and information provided.

5. 4.R.RI.07:  The Highly Proficient student can analyze information presented visually, orally, or quantitatively, and explain how the information contributes to the overall understanding of the text in which it appears.

##### Quarter 3 Standards:
1. 4.R.RL.04: The Highly Proficient student can analyze the meaning of unfamiliar words and phrases in a text, including those that allude to significant characters in mythology.

2. 4.R.RL.06: The Highly Proficient student can compare and contrast, then analyze, the point of view from which different stories are narrated, including the difference between first- and third- person narrations.

3. 4.R.RL.09: The Highly Proficient student can analyze themes, topics, and events in stories, myths, and traditional literature from different cultures.

##### Quarter 4 Standards:
1. 4.R.RI.03: 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.

2. 4.R.RI.04: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

3. 4.R.RI.09: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

4. 4.R.RL.07: 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.

5. 4.R.RL.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.

##### Yearly Standards (taught throughout the school year):
1. 4.R.RF.03a: 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.

2. 4.R.RF.04ab: The Highly Proficient student can read text, prose, and poetry with accuracy and fluency to support comprehension.

3. 4.R.RF.04c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

4. 4.R.RI.08: The Highly Proficient student can analyze how an author uses reasons and evidence to support particular points in a text.

5. 4.R.RI.10: The Highly Proficient student can read and comprehend informational (expository) texts.

##### Quarter 1 Standards:
1. G4.1S.C2.PO1:  I can demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry.

2. G4.1S.C2.PO3: I can conduct controlled investigations (e.g., related to erosion, plant life cycles, weather, magnetism) in life, physical, and earth and space sciences.

3. G4.1S.C2.PO4: I can measure using appropriate tools.

4. G4.1S.C2.PO5:  I can record data in an organized an appropriate format.

5. G4.1S.C4.PO2:  I can choose an appropriate graphic representation for collected data.

6. G4.2S.C1.PO1:  I can identify how diverse people and/or cultures, past and present, have made to scientific innovations.

7. G4.2S.C1.PO2: I can describe jobs related to science.

8. G4.2S.C2.PO3:  I can explain various ways scientists generate ideas.

9. G4.3S.C2.PO1: I can describe how science and technology have improved the lives of many people.

10. G4.3S.C2.PO2: I can describe how technology has benefits and risks.

11. G4.3S.C2.PO3: I can design and construct a technological solution to a common problem or need using common materials.

12. G4.4S.C1.PO1: I can compare parts of plants and animals that are needed for growth and survival.

13. G4.4S.C1.PO2: I can classify vertebrates and invertebrates.

14. G4.4S.C4.PO1: I can recognize that successful characteristics of populations are inherited traits that are favorable in a particular environment.

15. G4.4S.C4.PO2: I can name the adaptions that help animals and plants survive.

16. G4.6S.C3.PO1: I can identify sources of water such as ground water, surface water, or glaciers.

17. G4.6S.C3.PO2: I can describe how water is distributed on the Earths surface.

18. G4.6S.C3.PO3: I can tell the difference between weather and climate.

19. G4.6S.C3.PO4: I can measure changes in weather.

20. G4.6S.C3.PO5: I can interpret the symbols on a map to identify temperatures, fronts, and precipitation.

21. G4.6S.C3.PO6: I can compare weather conditions in various locations (e.g., regions of Arizona, various U.S. cities, coastal vs. interior geographical regions).

##### Quarter 2 Standards:
1. G4.1S.C2.PO2: I can plan a simple investigation that identifies the variables to be controlled.

2. G4.1S.C3.PO1: I can analyze data obtained in a scientific investigation to identify trends.

3. G4.1S.C3.PO2: I can formulate conclusions based upon identified trends in data.

4. G4.1S.C3.PO3: I can determine that data collected consistent with the formulated question.

5. G4.1S.C3.PO4: I can determine if data supports the prediction in an investigation.

6. G4.1S.C3.PO5: I can create new questions and predictions using data from an investigation.

7. G4.2S.C2.PO1: I can explain the role of experimentation in scientific inquiry.

8. G4.2S.C2.PO2: I can describe the interaction of components in a system (e.g., flashlight, radio).

9. G4.5S.C3.PO1: I can demonstrate that electricity can produce light, heat, sound, and magnetic effects.

10. G4.5S.C3.PO2: I can construct series and parallel electric circuits.

11. G4.5S.C3.PO3: I can explain how conductors and insulators are used in various ways.

12. G4.5S.C3.PO4: I can investigate the characteristics of magnets like opposite poles attract and like poles repel.

13. G4.5S.C3.PO5: I can state cause and effect relationships between magnets and circuitry.

##### Quarter 3 Standards:
1. G4.1S.C1.PO1: I can tell the difference between inferences and observations.

2. G4.1S.C1.PO2: I can create questions through observations that I can test in an investigation.

3. G4.1S.C1.PO3: I can make a scientific prediction from the results of an observation.

4. G4.1S.C1.PO4: I can locate information related to an investigation.

5. G4.3S.C1.PO1: I can describe how natural events and human activities have positive and negative impacts on environments.

6. G4.3S.C1.PO2: I can evaluate the results of environmental changes that happen either quickly (flood or tornado) or over a long period of time (drought or erosion).

7. G4.4S.C3.PO1: I can describe ways various resources (e.g., air, water, plants, animals, soil) are utilized to meet the needs of a population.

8. G4.4S.C3.PO2: I can tell the difference between renewable and nonrenewable resources.

9. G4.4S.C3.PO3: I can analyze the effect that limited resources may have on the environment.

10. G4.4S.C3.PO4: I can describe ways in which resources can be conserved.

11. G4.6S.C2.PO1: I can identify the earth processes that cause erosion.

12. G4.6S.C2.PO2: I can describe how currents and wind cause erosion and land changes.

13. G4.6S.C2.PO3: I can describe the role that water plays in erosion, deposition and weathering.

14. G4.6S.C2.PO4: I can compare rapid and slow processes that change the Earths surface.

15. G4.6S.C2.PO5: I can identify natural events that can change the atmosphere.

16. G4.6S.C2.PO6: I can analyze evidence that indicates life and environmental conditions have changed.

1. None

##### Science Yearly Standards (taught throughout the school year):
1. G4.1S.C4.PO1:  Communicate verbally or in writing the results of an inquiry.

2. G4.1S.C4.PO3:  Communicate with other groups or individuals to compare the results of a common investigation.

## Fourth Grade Social Studies Standards

##### Quarter 1 Standards:
1. G4.1SS.C2.PO1: I can describe the cultures of prehistoric people in the Americas.

2. G4.1SS.C2.PO2: I can describe the cultures of the Mogollon, Anasazi, and Hohokam.

3. G4.1SS.C2.PO3: I can identify other groups (e.g., Patayan, Sinagua, Salado) residing in the Southwest during this period.

4. G4.1SS.C2.PO4: I can identify the Mayan, Aztec and Incan/Inkan empires.

5. G4.2SS.C3.PO1: I can discuss life in Europe during the time of the Aztec and Incan/Inkan empires.

6. G4.3SS.C1.PO1B: I can describe how Arizona symbols represent American democracy and values.

7. G4.4SS.C1.PO1: I can use different types of maps to solve problems (e.g., road maps-distance, resource maps-products, historical maps-boundaries, thematic map-climates).

8. G4.4SS.C1.PO2: I can interpret political and physical maps using a scale, a road map index and a latitude and longitude grid.

9. G4.4SS.C1.PO3: I can construct maps using symbols to represent human and physical features.

10. G4.4SS.C1.PO4: I can construct charts, and graphs to display geographic information.

11. G4.4SS.C1.PO5: I can describe characteristics of human and physical features: a) physical - (i.e., river, lake, mountain, range, coast, sea, desert, gulf, bay, strait, plain, valley, volcanoes, isthmus, canyon, plateau, mesa, oasis, dunes) b) human - (i.e., equator, four hemispheres, city, state, country, harbor, dams, territory, county).

12. G4 .4SS.C1.PO6: I can locate physical and human features using maps, illustrations, images or globes: a) physical- (i.e., river, lake, mountain range, sea, desert, gulf, bay, strait) b) human- (i.e., equator, four hemispheres, city, state, country, roads, railroads).

13. G4.4SS.C1.PO7: I can locate physical and human features in Arizona using maps, illustrations and images.

14. G4.4SS.C2.PO1: I can describe how the Southwest has distinct physical and cultural characteristics.

15. G4.4SS.C2.PO3: I can locate the three landform regions of Arizona.

16. G4.4SS.C2.PO4: I can compare the landform regions of Arizona according using their physical features, plants, and animals.

17. G4.4SS.C2.PO5: I can describe how regions and places have unique characteristics.

##### Quarter 2 Standards:
1. G4.1SS.C2.PO5: I can recognize the achievements and features (e.g., mathematics, astronomy, architecture) of Mayan, Aztec, and Incan/Inkan civilizations.

2. G4.1SS.C3.PO1: I can describe the reasons why early Spanish explorers came to Mexico and the Southwestern region of the United States.

3. G4.1SS.C3.PO2: I can describe how Spanish colonization affected the Southwest.

4. G4.1SS.C3.PO3: I can describe the location and cultural characteristics of Native American tribes (e.g., O'odham, Apache, Hopi) during the Spanish period.

5. G4.1SS.C5.PO1: I can recognize that the governance of the Southwest changed because of the Mexican Revolution.

6. G4.1SS.C5.PO2: I can describe the influence of American explorers and trappers (e.g., James O. Pattie, Kit Carson, Bill Williams) on the development of the Southwest.

7. G4.1SS.C5.PO3: I can describe the events that led to Arizona becoming a territory of the United States.

8. G4.1SS.C5.PO4: I can describe the effects of different cultural groups on the culture of Arizona.

9. G4.1SS.C5.PO5: I can describe the conflicts that happened between Arizona Native Americans and other cultures.

10. G4.1SS.C6.PO1: I can describe events in Arizona during the Civil War a) Battle of Picacho Peak) Battle of Apache Pass) Arizona becomes a territory.

11. G4.1SS.C7.PO3: I can identify key individuals and groups (e.g., Charles Poston, Sharlot, Hall, Buffalo Soldiers, Geronimo, George W.P. Hunt, Manuelito, Cochise) related to Arizona territorial days and early statehood.

12. G4.1SS.C7.PO4: I can recognize that Arizona changes from a territory to a state on February 14, 1912.

13. G4.1SS.C7.PO5: I can recognize that Native American communities and reservations were formed in Arizona.

14. G4.2SS.C5.PO1: I can describe the reasons why the Spanish and Portuguese explored the Americas.

15. G4.2SS.C5.PO2: I can describe how the Aztec and Inca/Inka were affected by European explorers.

16. G4.3SS.C1.PO3: I can describe how Arizona changed from a territory to a state.

17. G4.4SS.C6.PO1: I can describe the impact of geographic features (e.g., rivers, mountains, resources, deserts, climate) on migration and the location of human activities (e.g., exploration, mining, transportation routes, settlement patterns.

18. G4.4SS.C6.PO3: I can use geography concepts and skills (e.g., recognizing patterns, mapping, graphing) to find solutions for local, state or national problems (e.g., shortage or abundance of natural resources).

##### Quarter 3 Standards:
1. G4.1SS.C7.PO1: I can describe how mining, ranching, farming, and dams earn money for Arizona.

2. G4.1SS.C7.PO2: I can describe the advent of innovations in transportation (e.g., steamboats, freighting, stagecoaches, railroads) that helped Arizona's growth and economy.

3. G4.1SS.C9.PO1: I can describe changes in the lives of U.S. and Arizona residents during the Great Depression: a) poverty b) unemployment c) loss of homes or businesses d) migration.

4. G4.1SS.C9.PO2: I can describe the reasons (e.g., German and Japanese aggression) for the U.S. becoming involved in World War II.

5. G4.1SS.C9.PO3: I can describe the impact of World War II on Arizona (e.g., economic boost, military bases, native American and Hispanic contributions of Japanese Americans).

6. G4.1SS.C9.PO4: I can describe how lives were affected during World War II(e.g., population growth, economic growth, cultural diversity, civil rights).

7. G4.1SS.C10.PO3: I can describe the influential people in Arizona.

8. G4.1SS.C10.PO4: I can discuss the contributions of diverse populations to Arizona.

9. G4.3SS.C1.PO1A: I can describe how the Great Seal of the United States and war memorials represent American democracy and values.

10. G4.3SS.C1.PO2: I can identify the rights and freedoms supported by the U.S. Constitution, the Bill of Rights and the Declaration of Independence.

11. G4.3SS.C1.PO4: I can describe the varied backgrounds of people living in Arizona: a) shared principles, goals, customs and traditions b) diversity in ones' school and community c) benefits and challenges of a diverse population.

12. G4.3SS.C2.PO1: I can describe the three branches of state and national Government.

13. G4.3SS.C2.PO2: I can describe the different levels of government.

14. G4.3SS.C3.PO1: I can describe the responsibilities of the state government.

15. G4.3SS.C3.PO2: I can describe the responsibilities of the local government.

16. G4.3SS.C4.PO1: I can discuss ways an individual can contribute to a school or community.

17. G4.3SS.C4.PO2: I can identify traits of character (e.g., responsibility, respect, perseverance, loyalty, integrity, justices, and tolerance) that are important to the preservation and improvement of democracy.

18. G4.3SS.C4.PO3: I can describe the importance of citizens being actively involved in the democratic process (e.g., voting, campaigning, civil and community service, jury duty).

19. G4.4SS.C4.PO1: I can describe the factors (push and pull) that have contributed to the settlement , economic development (e.g., mining, ranching, agriculture and tourism) and growth of major Arizona cities.

20. G4.4SS.C4.PO2: I can describe how Mexico and Arizona are connected by the movement of people, goods, and ideas.

21. G4.4SS.C4.PO3: I can describe how the building of transportation routes (e.g., trails, stage routes, railroad) resulted in human settlement and economic development in Arizona.

22. G4.4SS.C4.PO4: I can describe the cultural characteristics of Arizona's diverse population.

23. G4.4SS.C4.PO5: I can discuss the major economic activities and land use patterns (e.g., harvesting natural resources, agricultural, industrial, residential, commercial, recreational) of regions studies.

24. G4.4SS.C5.PO1: I can describe human dependence on the physical environment and natural resources to satisfy basic needs.

25. G4.4SS.C5.PO2: I can describe the impact of extreme natural events (e.g., fires, volcanoes, floods, droughts) on human and physical environments.

26. G4.4SS.C5.PO3: I can describe the impact of human modifications (e.g., dams, mining, air conditioning, irrigation, agricultural) on the physical environment and ecosystems.

##### Quarter 4 Standards:
1. G4.5SS.C1.PO1: I can explain the decision for a personal spending choice.

2. G4.5SS.C1.PO2: I can identify that specialization improves standards of living(e.g., medical care, home building, agriculture).

3. G4.5SS.C1.PO3: I can give examples of how voluntary exchanges of goods and services can be mutually beneficial (e.g., ice cream vendor receives money, child receives ice cream; doctor receives monetary benefit, patient receives care).

4. G4.5SS.C2.PO1: I can explain how price incentives affect peoples' behavior and choices such as colonial decisions about what crops to grow and which products to purchase.

5. G4.5SS.C2.PO2: I can describe why (e.g., schools, fire, police, libraries) state and local governments collect taxes.

6. G4.5SS.C2.PO3: I can describe how education, skills, and career choices affect income.

7. G4.5SS.C2.PO5: I can describe risks that are taken by entrepreneurs.

8. G4.5SS.C2.PO6: I can identify the role of financial institutions in providing services (e.g., savings accounts and loans).

9. G4.5SS.C3.PO4: I can discuss how profit is an incentive to entrepreneurs.

10. G4.5SS.C5.PO1: I can describe how interest is an incentive to saving money.

##### Social Studies Yearly Standards (taught throughout the school year):
1. G4.1SS.C1.PO1: I can use the following to interpret historical data: a) timelines- B, C, E and B.C..; C.E., and A.D.  b) graphs, tables, charts, and maps.

2. G4.1SS.C1.PO2: I can describe the difference between primary and secondary sources.

3. G4.1SS.C1.PO3: I can locate information using both primary and secondary sources.

4. G4.1SS.C1.PO4: I can describe how archeological research adds to our understanding of the past.

5. G4.1SS.C10.PO1: I can describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television Internet, books, maps).

6. G4.1SS.C10.PO2: I can discuss the connections between current and historical events and issues from content studies in Strand 1 using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

7. G4.2SS.C1.PO1: I can use the following to interpret historical data: a) timelines- B, C, E and B.C..; C.E., and A.D.  b) graphs, tables, charts, and maps.

8. G4.2SS.C1.PO2: I can describe the difference between primary and secondary sources.

9. G4.2SS.C1.PO3: I can locate information using both primary and secondary sources.

10. G4.2SS.C1.PO4: I can describe how archeological research adds to our understanding of the past.

11. G4.2SS.C9.PO1: I can describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television Internet, books, maps).

12. G4.4SS.C6.PO2: I can discuss geographic knowledge and skills related to current events.

13. G4.4SS.C6.PO3: I can use geography concepts and skills (e.g., recognizing patterns, mapping, graphing) to find solutions for local, state or national problems (e.g., shortage or abundance of natural resources). ​​​​​​

##### Quarter 1 Standards:
1. AZ.4.L.01: The Highly Proficient student can write and organize one or more paragraphs about a topic.

2. 4.L.01: The Highly Proficient student can demonstrate strong command of the conventions of standard English grammar and usage when writing.

3. 4.L.02d: The Highly Proficient student can demonstrate strong command of the conventions of standard English capitalization, punctuation, and spelling when writing; uses commas and quotation marks to mark direct speech and quotations from a text; uses a comma before a coordinating conjunction in a compound sentence; spells low- frequency and above- grade level words correctly, consulting references as needed.

4. 4.L.06: The Highly Proficient student can 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).

5. 4.W.02: The Highly Proficient student can write informative/explanatory texts to thoroughly examine a topic and convey ideas and information clearly and completely.

##### Quarter 2 Standards:
1. 4.L.02bc: The Highly Proficient student can demonstrate strong command of the conventions of standard English capitalization, punctuation, and spelling when writing.

2. 4.L.04ac: The Highly Proficient student can determine or clarify and apply the meaning of unknown and multiple-meaning words and phrases; use Greek and Latin affixes and roots as clues to the meaning of a word; consults reference materials to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

3. 4.L.04b: The Highly Proficient student can determine or clarify and apply the meaning of unknown and multiple meaning words and phrases choosing strategically from a range of strategies; use sentence and paragraph level context as a clue to the meaning of a word or phrase.

4. 4.L.05: The Highly Proficient student can demonstrate understanding of complex figurative language, complex word relationships, and subtle nuances in word meanings; explain the meaning of complex and implicit similes and metaphors in context; recognize and explain the meaning of idioms, adages, and proverbs; demonstrate deep understanding of words by relating them to their antonyms and synonyms.

5. 4.W.06: The Highly Proficient student can demonstrate sufficient command of keyboarding skills to type one or more pages in a single sitting.

6. 4.W.07: The Highly Proficient student can conduct research projects that use several high- quality sources to build knowledge by fully investigating a topic.

7. 4.W.08: The Highly Proficient student can use relevant information from experiences or gathered from print and digital sources and summarize the information.

8. 4.W.09: The Highly Proficient student can draw evidence from literary or informational texts to support analysis, reflection, and research.

##### Quarter 3 Standards:
1. 4.W.01: The Highly Proficient student can write well-organized opinion pieces on topics or texts fully supporting a point of view with reasons and information.

2. 4.W.04: The Highly Proficient student can produce clear and well- developed writing in which the development, organization, and style are appropriate to task, purpose, and audience.

3. 4.W.09: The Highly Proficient student can draw evidence from literary or informational texts to support analysis, reflection, and research.

##### Quarter 4 Standards:
1. 4.W.03: The Highly Proficient student can write narratives to develop real or imagined experiences or events using highly effective technique, descriptive details, and clear event sequences.

##### Yearly Standards (taught throughout the school year):
1. 4.W.05: The Highly Proficient student can implement planning, revising, and editing for conventions, to produce clear, organized writing for an appropriate purpose and audience.

2. 4.W.10: The Highly Proficient student can independently determine how much time is needed to write routinely over extended as well as shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

Parents, these sites are free to use, or have at least some free options. Some may require creating a free account. Once you know the name of the standard your child is working on, try searching within the site for that standard.