Grade 4

Common Core State Standards
Correlation to Alpha Reading, Grade

4
Alpha Reading Alpha Reading Alpha Reading Alpha Reading
R E AD I N G S T AN D AR DS F O Grade 4 Grade 4 Grade 4 Grade 4
R L I TE R A TU R E UNIT 1 UNIT 2 UNIT 3 UNIT 4
► Key Ideas and Details

RL.4.1 Refer to details and examples in a Standard also addressed in Standard also addressed in Standard also addressed in Standard also addressed in
text when explaining what the text says the Discuss questions that the Discuss questions that the Discuss questions that the Discuss questions that
explicitly and when drawing inferences accompany every selection in the accompany every selection in the accompany every selection in the accompany every selection in the
from the text Student Anthology. 22–23, 27 Student Anthology. 52–53, Student Anthology. 102–103, Student Anthology. 22–23
54–55, 62–63, 74–75, 59 111
RL.4.2 Determine a theme of a story, 12–13, 18 62–63, 74–75, 60, 69 82–83, 84–85, 102–103, 8
drama, or poem from details in the text; 114–115, 91, 92, 102
summarize the text.
RL.4.3 Determine the meaning of words 2–3, 7, 17 22–23, 24–25, 27, 28, 34–35,
and phrases as they are used in a text,
including those that allude to significant
characters found in mythology (e.g.,
Herculean).
► Craft and Structure
RL.4.4 Determine the meaning of words 104–105, 114–115 27, 28
and phrases as they are used in a text,
including those that allude to significant
characters found in mythology (e.g.,
Herculean).
RL.4.5 Explain major differences between 14–15, 34–35, 18 2–3, 4–5, 8, 34–35,
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.
RL.4.6 Compare and contrast the point of 22–23, 24–25 52–53, 60
view from which different stories are
narrated, including the difference between
first- and third-person narrations.
► Integration of Knowledge and Ideas

RL.4.7 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.
RL.4.9 Compare and contrast the 60 82–83, 84–85, 102–103, 22–23, 27, 28
treatment of similar themes and topics 114–115
(e.g., opposition of good and evil) and
patterns of events (e.g., the quest) in
stories, myths, and traditional literature
from different cultures.
► Range of Reading and Level of Text Complexity
RL.4.10 By the end of the year, read and Standard addressed by a Standard addressed by a range Standard addressed by a range Standard addressed by a range
comprehend literature, including stories, range of lessons over the of lessons over the course of of lessons over the course of of lessons over the course of
dramas, and poetry, in the grades 4-5 text course of the school year. the school year. the school year. the school year.
complexity band proficiently, with scaffolding
as needed at the high end of the range.
Key: Sidekick page references appear in lightface type. Teacher Guide page references appear in italics.
xviii CCSS Correlation
Alpha Reading Alpha Reading Alpha Reading Alpha Reading Alpha Reading
Grade 4 Grade 4 Grade 4 Grade 4 Grade 4
UNIT 5 UNIT 6 UNIT 7 UNIT 8 UNIT 9
► Key Ideas and
Details
Standard also addressed in Standard also addressed in Standard also addressed in Standard also addressed in Standard also addressed in
the Discuss questions that the Discuss questions that the Discuss questions that the Discuss questions that the Discuss questions that
accompany every selection in accompany every selection in accompany every selection in accompany every selection in accompany every selection in the
the the the the Student Anthology. 81–82,
Student Anthology. 42–43, Student Anthology. 82–83 Student Anthology. 12–13 Student Anthology. 92–93
44–45, 52–53, 74–75, 49
64–65, 91, 92 8
4–5, 34–35, 52–53, 59,

82–83, 91, 92, 102– 12–13, 14–15, 17, 34– 84–85, 114–115
69
103 35

42–43, 49, 50 112 4–5, 8, 18, 34–35
84–85, 114–115
34–35 82–83

60
52–53, 59 17, 18

Standard addressed by a
range of lessons over the Standard addressed by a Standard addressed by a range Standard addressed by a range Standard addressed by a range
course of the school year. range of lessons over the of lessons over the course of of lessons over the course of of lessons over the course of
course of the school year. the school year. the school year. the school year.
CCSS Correlation xix
4
R I N F O R M A TI O NA L TE X T UNIT 1 UNIT 2 UNIT 3 UNIT 4
► Key Ideas and Details

RI.4.1 Refer to details and examples in a Standard also addressed in Standard also addressed in Standard also addressed in Standard also addressed in
text when explaining what the text says the Discuss questions that the Discuss questions that the Discuss questions that the Discuss questions that
explicitly and when drawing inferences accompany every selection in the accompany every selection in the accompany every selection in the accompany every selection in the
from the text. Student Anthology. Student Anthology. 42–43, Student Anthology. Student Anthology. 12–13,
44–45, 62–63
RI.4.2 Determine the main idea of a text 2–3, 8, 28 62–63 112 2–3, 12–13, 7
and explain how it is supported by key
details; summarize the text.
RI.4.3 Explain events, procedures, ideas, 2–3, 8, 28 42–43, 49, 50, 70 92–93, 94–95, 101, 112, 114–115 12–13,
or concepts in a historical, scientific, or
technical text, including what happened and
why, based on specific information in the
text.
RI.4.4 Determine the meaning of general

academic and domain-specific words or
phrases in a text relevant to a grade 4
topic or subject area.
RI.4.5 Describe the overall structure 49 42–43, 74–75, 49, 50, 70 92–93, 94–95, 114–115 12–13, 14–15, 17, 18, 34–35
(e.g., chronology, comparison,
cause/effect, problem/solution) of events,
ideas, concepts, or information in a text or
part of a text.
RI.4.6 Compare and contrast a firsthand
and secondhand account of the same
event or topic; describe the differences in
focus and the information provided.
RI.4.7 Interpret information presented 12–13

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.
RI.4.8 Explain how an author uses reasons 2–3, 7
and evidence to support particular points
in a text.
RI.4.9 Integrate information from two texts 17, 18
on the same topic in order to write or
speak about the subject knowledgeably.
RI.4.10 By the end of year, read and Standard addressed by a Standard addressed by a range Standard addressed by a range Standard addressed by a range
comprehend informational texts, range of lessons over the of lessons over the course of of lessons over the course of of lessons over the course of
including history/social studies, science, course of the school year. the school year. the school year. the school year.
and technical texts, in the grades 4-5 text
complexity band proficiently, with
scaffolding as needed at the high end of
the range.
xx CCSS Correlation
► Key Ideas and
Details
Standard also addressed in Standard also addressed in Standard also addressed in Standard also addressed in Standard also addressed in
the Discuss questions that the Discuss questions that the Discuss questions that the Discuss questions that the Discuss questions that
accompany every selection in accompany every selection in accompany every selection in accompany every selection in accompany every selection in the
the the the the Student Anthology. 94–95,
Student Anthology. 52–53, Student Anthology. 94–95, Student Anthology. 2–3 Student Anthology. 52–53, 102–103
62–63, 64–65, 74–75, 50 114–115 62–63, 64–65, 74–75
60 102–103, 104–105, 111, 114–

2–3 52–53, 54–55, 60, 74–75
115
62–63, 70
92–93, 101, 102, 22–23, 24–25, 34–35, 27, 42–43, 50 92–93, 102–103
112 28
62–63, 69, 70 7
54–55, 74–75
22–23, 24–25, 34–35, 27, 92–93, 114–115
28
62–63
► Integration of Knowledge and

Ideas
7 44–45, 52–53, 62–63, 74–75 104–105, 114–115
54–55, 74–75
92–93 28
Standard addressed by a
range of lessons over the Standard addressed by a Standard addressed by a range Standard addressed by a range Standard addressed by a range
course of the school year. range of lessons over the of lessons over the course of of lessons over the course of of lessons over the course of
course of the school year. the school year. the school year. the school year.
CCSS Correlation xxi
4
RFOUNDATIONAL SKILL UNIT 1 UNIT 2 UNIT 3 UNIT 4
S
► Phonics and Word Recognition
RF.4.3 Know and apply grade-level phonics

and word analysis skills in decoding words.
RF.4.3.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.
► Fluency
RF.4.4 Read with sufficient accuracy and Standard addressed in daily Standard addressed in daily Standard addressed in daily Standard addressed in daily
fluency to support comprehension. reading and fluency activities. reading and fluency activities. reading and fluency activities. reading and fluency activities.
RF.4.4.A Read grade-level text with Standard addressed in daily Standard addressed in daily Standard addressed in daily Standard addressed in daily
purpose and understanding. reading and fluency activities. reading and fluency activities. reading and fluency activities. reading and fluency activities.
RF.4.4.B Read grade-level prose and Standard addressed in daily Standard addressed in daily Standard addressed in daily Standard addressed in daily
poetry orally with accuracy, appropriate reading and fluency activities. reading and fluency activities. reading and fluency activities. reading and fluency activities.
rate, and expression on successive
readings.
RF.4.4.C Use context to confirm Standard addressed in daily Standard addressed in daily Standard addressed in daily Standard addressed in daily
or self-correct word recognition reading and fluency activities. reading and fluency activities. reading and fluency activities. reading and fluency activities.
and
understanding, rereading as necessary.
W R I T I N G S T AN D AR DS
► Text Types and Purposes
W.4.1 Write opinion pieces on topics or 90–91, 110–111

texts, supporting a point of view with
reasons and information.
W.4.1.A Introduce a topic or text 100–101, 120–121
clearly, state an opinion, and create
an
organizational structure in which
related ideas are grouped to support
the writer's purpose.
W.4.1.B Provide reasons that 100–101, 120–121
are supported by facts and
details.
W.4.1.C Link opinion and reasons 100–101, 120–121
using words and phrases (e.g., for
instance, in order to, in addition).
W.4.1.D Provide a concluding statement 100–101, 120–121
or section related to the opinion
presented.
xxii CCSS Correlation
► Phonics and Word Recognition
66–67, 76–77 86–87, 96–97, 116–117
46–47, 56–57
86–87, 96–97, 116–117 6–7, 16–17, 36– 46–47, 76–77
37
► Fluency
Standard addressed in
Standard addressed in Standard addressed in Standard addressed in Standard addressed in daily
daily reading and fluency
daily reading and fluency daily reading and fluency daily reading and fluency reading and fluency
activities.
activities. activities. activities. activities.
activities.
activities.
Standard addressed in daily

reading and fluency Standard addressed in daily Standard addressed in daily Standard addressed in daily Standard addressed in daily
activities. reading and fluency reading and fluency reading and fluency reading and fluency activities.
activities. activities. activities.
► Text Types and Purposes
90–91, 100–101, 110–111,

120–121
90–91, 100–101, 120–121
90–91, 110–111, 120–121
110–111, 120–121
100–101, 120–120
CCSS Correlation xxiii
4
W R I T I N G S T AN D AR DS Grade 4 Grade 4 Grade 4 Grade 4
UNIT 1 UNIT 2 UNIT 3 UNIT 4
W.4.2 Write informative/explanatory texts
to examine a topic and convey ideas
and information clearly.
W.4.2.A Introduce a topic clearly and 50–51, 70–71, 80–81
group related information in paragraphs
and sections; include formatting (e.g.,
headings), illustrations, and multimedia
when useful to aiding comprehension.
W.4.2.B Develop the topic with facts, 50–51, 80–81
definitions, concrete details, quotations,
or other information and examples
related to the topic.
W.4.2.C Link ideas within categories of
information using words and phrases
(e.g., another, for example, also, because).
W.4.2.D Use precise language and
domain-specific vocabulary to inform
about or explain the topic.
W.4.2.E Provide a concluding
statement or section related to the
information or explanation
presented.
W.4.3 Write narratives to develop real 10–11 30–31, 40–41
or imagined experiences or events
using effective technique, descriptive
details, and clear event sequences.
W.4.3.A Orient the reader by establishing 20–21, 40–41
a situation and introducing a narrator
and/or characters; organize an event
sequence t hat unfolds naturally.
W.4.3.B Use dialogue and description 30–31, 40–41
to develop experiences and events or
show the responses of characters to
situations.
W.4.3.C Use a variety of 32–33
transitional words and phrases to
manage the sequence of
events.
W.4.3.D Use concrete words and
phrases and sensory details to convey
experiences and events precisely.
W.4.3.E Provide a conclusion that follows
from the narrated experiences or events.
xxiv CCSS Correlation
50–51
80–81 50–51, 80–81
60–61, 70–71, 80–81
60–61, 80–81
60–61, 80–81
60–61, 80–81
10–11, 40–41
20–21, 40–41
30–31, 40–41
CCSS Correlation xxv

4
W R I T I N G S T AN D AR DS Grade 4 Grade 4 Grade 4 Grade 4
► Production and Distribution of Writing
W.4.4 Produce clear and coherent writing 60–61, 80–81
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.)
W.4.5 With guidance and support from 20–21, 40–41
peers and adults, develop and strengthen
writing as needed by planning, revising,
and editing.
W.4.6 With some guidance and support 42, 84 126
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.
► Research to Build and Present Knowledge
W.4.7 Conduct short research projects that 42
build knowledge through investigation of
different aspects of a topic.
W.4.8 Recall relevant information from 60–61, 80–81, 84 20–21, 40–41
experiences or gather relevant
information from print and digital sources;
take notes and categorize information,
and provide a list of sources.
W.4.9 Draw evidence from literary or Standard addressed in Sidekick Standard addressed in Sidekick Standard addressed in Sidekick Standard addressed in Sidekick
informational texts to support analysis, and Teacher Guide writing and Teacher Guide writing and Teacher Guide writing and Teacher Guide writing
reflection, and research. activities. activities. activities. activities.
W.4.9.A Apply grade 4 Reading Standard addressed in Sidekick Standard addressed in Sidekick Standard addressed in Sidekick Standard addressed in Sidekick
standards to literature (e.g., "Describe and Teacher Guide writing and Teacher Guide writing and Teacher Guide writing and Teacher Guide writing
in depth a character, setting, or event activities. activities. activities. activities.
in a story or drama, drawing on
specific details in the text [e.g., a
character's thoughts, words, or
actions].").
W.4.9.B Apply grade 4 Reading Standard addressed in Sidekick Standard addressed in Sidekick Standard addressed in Sidekick Standard addressed in Sidekick
standards to informational texts (e.g., and Teacher Guide writing and Teacher Guide writing and Teacher Guide writing and Teacher Guide writing
"Explain how an author uses reasons activities. activities. activities. activities.
and evidence to support particular
points in a text").
► Range of Writing
W.4.10 Write routinely over extended time Standard addressed by a Standard addressed by a range Standard addressed by a range Standard addressed by a range
frames (time for research, reflection, and range of lessons over the of lessons over the course of of lessons over the course of of lessons over the course of
revision) and shorter time frames (a single course of the school year. the school year. 60–61, 80– the school year. the school year. 10–11, 20–21,
sitting or a day or two) for a range of 81 40–41
discipline- specific tasks, purposes, and
audiences.
xxvi CCSS Correlation
► Production and Distribution of Writing
100–101, 120–121
70–71, 80–81 70–71, 80–81
► Research to Build and Present Knowledge
126 42
Sidekick and Teacher Guide Standard addressed in Standard addressed in Standard addressed in Standard addressed in
writing activities. Sidekick and Teacher Guide Sidekick and Teacher Guide Sidekick and Teacher Guide Sidekick and Teacher Guide
writing activities. writing activities. writing activities. writing activities.
Sidekick and Teacher Guide Standard addressed in Standard addressed in Standard addressed in Standard addressed in
writing activities. Sidekick and Teacher Guide Sidekick and Teacher Guide Sidekick and Teacher Guide Sidekick and Teacher Guide
writing activities. writing activities. writing activities. writing activities.
Sidekick and Teacher Guide Standard addressed in Standard addressed in Standard addressed in Standard addressed in Sidekick
writing activities. Sidekick and Teacher Guide Sidekick and Teacher Guide Sidekick and Teacher Guide and Teacher Guide writing
writing activities. writing activities. writing activities. activities.
► Range of
Writing
Standard addressed by a Standard addressed by a range Standard addressed by a range Standard addressed by a range
Standard addressed by a range of lessons over the of lessons over the course of of lessons over the course of of lessons over the course of
range of lessons over the course of the school year. the school year. 20–21, 40– the school year. the school year.
course of the school year. 41
CCSS
Correl
ation
3
SPEAKINGANDLISTENING Grade 4 Grade 4 Grade 4 Grade 4
S T AN D AR DS UNIT 1 UNIT 2 UNIT 3 UNIT 4
► Comprehension and Collaboration
SL.4.1 Engage effectively in a range of Standard also addressed in the Standard also addressed in the Standard also addressed in the Standard also addressed in the
collaborative discussions (one-on-one, in text-to-text, text-to-self, and text-to-text, text-to-self, and text-to-text, text-to-self, and text-to-text, text-to-self, and
groups, and teacher-led) with diverse text-to-world prompts that text-to-world prompts that text-to-world prompts that text-to-world prompts that
partners on grade 4 topics and texts, accompany all paired selections accompany all paired selections accompany all paired selections accompany all paired selections
building on others' ideas and expressing in the Student Anthology. in the Student Anthology. in the Student Anthology. in the Student Anthology.
their own clearly.
SL.4.1.A Come to discussions prepared,
having read or studied required
material; explicitly draw on that
preparation and other information
known about the topic to explore
ideas under discussion.
SL.4.1.B Follow agreed-upon rules for
discussions and carry out assigned roles.
SL.4.1.C Pose and respond to 7, 8, 17

specific questions to clarify or
follow up on information, and make
comments that contribute to the
discussion and link to the remarks of
others.
SL.4.1.D Review the key ideas 7, 8, 17
expressed and explain their own
ideas and understanding in light of the
discussion.
SL.4.2 Paraphrase portions of a text 72–73 32–33
read aloud or information presented in
diverse media and formats, including
visually, quantitatively, and orally.
SL.4.3 Identify the reasons and evidence 32–33, 8, 17

a speaker provides to support particular
points.
► Presentation of Knowledge and
Ideas
SL.4.4 Report on a topic or text, tell a 32–33 112–113 32–33
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.
SL.4.5 Add audio recordings and visual

displays to presentations when appropriate
to enhance the development of main ideas
or themes.
SL.4.6 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.
xxviii CCSS Correlation
► Conventions of Standard English
Standard also addressed in

the text-to-text, text-to-self, Standard also addressed in Standard also addressed in Standard also addressed in Standard also addressed in the
and text-to-world prompts the text-to-text, text-to-self, the text-to-text, text-to-self, the text-to-text, text-to-self, text-to-text, text-to-self, and
that accompany all paired and text-to-world prompts and text-to-world prompts and text-to-world prompts text-to-world prompts that
selections in the Student that accompany all paired that accompany all paired that accompany all paired accompany all paired selections
Anthology. selections in the Student selections in the Student selections in the Student in the Student Anthology.
Anthology. Anthology. Anthology.
72–73 112–113
112–113
112–113
112–113
112–113
► Knowledge of Language
32–33
72–73
72–73
CCSS Correlation xxix

4
L AN G U A G E S T AN D AR DS Grade 4 Grade 4 Grade 4 Grade 4
L.4.1 Demonstrate command of the

conventions of standard English grammar
and usage when writing or speaking.
L.4.1.A Use relative pronouns (who, 8–9, 18–19, 28–29, 38–39 18–19, 38–39
whose, whom, which, that) and relative
adverbs (where, when, why).
L.4.1.B Form and use the 58–59, 78–79

progressive (e.g., I was walking; I am
walking; I will be walking) verb
tenses.
L.4.1.C Use modal auxiliaries (e.g., can, 28–29, 38–39, 118–119
may, must) to convey various
conditions.
L.4.1.D Order adjectives within 98–99, 118–119
sentences according to conventional
patterns (e.g., a small red bag rather
than a red small bag).
L.4.1.E Form and use prepositional 108–109, 118–119 118–119
phrases.
L.4.1.F Produce complete sentences, 48–49, 78–79 88–89, 118–119 8–9, 38–39
recognizing and correcting inappropriate
fragments and run-ons.
L.4.1.G Correctly use frequently confused 68–69, 78–79

words (e.g., to, too, two; there, their).
L.4.2 Demonstrate command of the

conventions of standard English
capitalization, punctuation, and spelling
when writing.
L.4.2.A Use correct capitalization. 48–49, 78–79, 118–119
L.4.2.B Use commas and quotation marks 118–119

to mark direct speech and quotations
from a text.
L.4.2.C Use a comma before a 118–119

coordinating conjunction in a
compound sentence.
L.4.2.D Spell grade-appropriate words 118–119
correctly, consulting references as needed.
L.4.3 Use knowledge of language and its

conventions when writing, speaking,
reading, or listening.
L.4.3.A Choose words and phrases to 118–119

convey ideas precisely.
L.4.3.B Choose punctuation for effect.
L.4.3.C Differentiate between contexts

that call for formal English (e.g.,
presenting ideas) and situations
where informal discourse is
appropriate (e.g., small-group
discussion).
xxx CCSS Correlation

8–9, 38–39
88–89
108–109
68–69, 78–79
48–49, 58–59, 78–79
98–99
108–109
108–109 18–19, 38–39
88–89
► Vocabulary Acquisition and Use
58–59, 68–69, 78–79 56–57, 76–77 98–99
28–29, 38–39
48–49, 78–79
CCSS Correlation xxxi

4
L AN G U A G E S T AN D AR DS Grade 4 Grade 4 Grade 4 Grade 4
L.4.4 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.
L.4.4.A Use context (e.g., definitions, 6–7, 36–37 6–7, 26–27, 36–37
examples, or restatements in text)
as a clue to the meaning of a word
or phrase.
L.4.4.B Use common, grade-appropriate 16–17, 36–37 16–17, 36–37
Greek and Latin affixes and roots as
clues to the meaning of a word (e.g.,
telegraph, photograph, autograph).
L.4.4.C Consult reference materials (e.g., 26–27, 36–37

dictionaries, glossaries, thesauruses), both
print and digital, to find the
pronunciation and determine or clarify
the precise meaning of key words and
phrases.
L.4.5 Demonstrate understanding of Standard also addressed on the Standard also addressed on the Standard also addressed on the Standard also addressed on the
figurative language, word relationships, Vocabulary page that precedes Vocabulary page that precedes Vocabulary page that precedes Vocabulary page that precedes
and nuances in word meanings. all paired selections in the all paired selections in the all paired selections in the all paired selections in the
Student Anthology. Student Anthology. Student Anthology. Student Anthology.
L.4.5.A Explain the meaning of simple 56–57, 66–67, 76–77

similes and metaphors (e.g., as pretty as a
picture) in context.
L.4.5.B Recognize and explain the 46–47, 76–77 36–37

meaning of common idioms, adages,
and proverbs.
L.4.5.C Demonstrate understanding of 96–97, 106–107, 116–117

words by relating them to their opposites
(antonyms) and to words with similar but
not identical meanings (synonyms).
L.4.6 Acquire and use accurately grade- Standard also addressed on the Standard also addressed on the Standard also addressed on the Standard also addressed on the
appropriate general academic and domain- Vocabulary page that precedes Vocabulary page that precedes Vocabulary page that precedes Vocabulary page that precedes
specific words and phrases, including those all paired selections in the all paired selections in the all paired selections in the all paired selections in the
that signal precise actions, emotions, or Student Anthology. Student Anthology. Student Anthology. 86–87, Student Anthology.
states of being (e.g., quizzed, whined, 116–117
stammered) and that are basic to a
particular topic (e.g., wildlife, conservation,
and endangered when discussing animal
preservation).
xxxii CCSS Correlation
76–77 106–107, 116–117 66–67, 76– 96–97, 116–117

77
26–27 86–87, 116–117
Standard also addressed on Standard also addressed on Standard also addressed on Standard also addressed on Standard also addressed on the
the Vocabulary page that the Vocabulary page that the Vocabulary page that the Vocabulary page that Vocabulary page that precedes
precedes all paired precedes all paired precedes all paired precedes all paired all paired selections in the
selections in the Student selections in the Student selections in the Student selections in the Student Student Anthology. 106–107,
Anthology. Anthology. Anthology. Anthology. 116–117
CCSS
Correl
ation
xxxii
i

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Common Core State Standards

Correlation to Alpha Reading, Grade

► Key Ideas and Details

► Integration of Knowledge and Ideas

4–5, 34–35, 52–53, 59,

► Craft and Structure

► Integration of Knowledge and Ideas

► Range of Reading and Level of Text Complexity

► Key Ideas and Details

RI.4.4 Determine the meaning of general

► Integration of Knowledge and Ideas

RI.4.7 Interpret information presented 12–13

► Range of Reading and Level of Text Complexity

60 102–103, 104–105, 111, 114–

► Craft and Structure

► Integration of Knowledge and

► Range of Reading and Level of Text Complexity

RF.4.3 Know and apply grade-level phonics

RF.4.3.A Use combined knowledge

W.4.1 Write opinion pieces on topics or 90–91, 110–111

66–67, 76–77 86–87, 96–97, 116–117

Standard addressed in daily

► Text Types and Purposes

90–91, 100–101, 110–111,

90–91, 100–101, 120–121

90–91, 110–111, 120–121

80–81 50–51, 80–81

60–61, 70–71, 80–81

CCSS Correlation xxv

70–71, 80–81 70–71, 80–81

► Research to Build and Present Knowledge

SL.4.1.C Pose and respond to 7, 8, 17

SL.4.3 Identify the reasons and evidence 32–33, 8, 17

SL.4.5 Add audio recordings and visual

SL.4.6 Differentiate between contexts that

Standard also addressed in

CCSS Correlation xxix

L.4.1 Demonstrate command of the

L.4.1.B Form and use the 58–59, 78–79

L.4.1.G Correctly use frequently confused 68–69, 78–79

L.4.2 Demonstrate command of the

L.4.2.B Use commas and quotation marks 118–119

L.4.2.C Use a comma before a 118–119

► Conventions of Standard English

L.4.3 Use knowledge of language and its

L.4.3.A Choose words and phrases to 118–119

L.4.3.B Choose punctuation for effect.

L.4.3.C Differentiate between contexts

xxx CCSS Correlation

48–49, 58–59, 78–79

108–109 18–19, 38–39

► Vocabulary Acquisition and Use

58–59, 68–69, 78–79 56–57, 76–77 98–99

CCSS Correlation xxxi

► Vocabulary Acquisition and Use

L.4.4 Determine or clarify the meaning

L.4.4.C Consult reference materials (e.g., 26–27, 36–37

L.4.5.A Explain the meaning of simple 56–57, 66–67, 76–77

L.4.5.B Recognize and explain the 46–47, 76–77 36–37

L.4.5.C Demonstrate understanding of 96–97, 106–107, 116–117

76–77 106–107, 116–117 66–67, 76– 96–97, 116–117

26–27 86–87, 116–117