Social Studies Standard

4.1 Students demonstrate an understanding of the physical and human geographic

features that define places and regions in California.
3. Identify the state capital and describe the various regions of California, including
how their characteristics and physical environments (e.g., water, landforms,
vegetation, climate) affect human activity.
4. Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and
explain their effects on the growth of towns.
5. Use maps, charts, and pictures to describe how communities in California vary in
land use, vegetation, wildlife, climate, population density, architecture, services, and
transportation.

3.4 3. Know the histories of important local and national landmarks, symbols, and
essential documents that create a sense of community among citizens and exemplify
cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty, the U.S.
Constitution, the Declaration of Independence, the U.S. Capitol).

4.3 4.Study the lives of women who helped build early California (e.g., Biddy Mason).

CCSS ELA Standard

RI 4.1. Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
4.2. Determine the main idea of a text and explain how it is supported by key
details; summarize the text.
4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or
technical text, including what happened and why, based on specific information in
the text.
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.
4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a text.
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.
4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations, or interactive elements on Web pages) and
explain how the information contributes to an understanding of the text in which it
appears.
RF 4.3. Know and apply grade-level phonics and word analysis skills in
decoding words.
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.
4.4. Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and
expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.

CCSS ELD Standard

Collaborative
1. Exchanging information and ideas with others through oral collaborative discussions
on a range of social and academic topics
Interpretive
5. Listening actively to spoken English in a range of social and academic contexts
 6. Reading closely literary and informational texts and viewing multimedia to determine
how meaning is conveyed explicitly and implicitly through language
Productive
12. Selecting and applying varied and precise vocabulary and other language resources
to effectively convey ideas
Structuring Cohesive Texts
1. Understanding text structure
Expanding and Enriching Ideas
3. Using verbs and verb phrases
4. Using nouns and noun phrases
Connecting and Condensing Ideas
6. Connecting ideas

ELD Standard(s)
o Emerging
Collaborative
o 1. Exchanging information/ideas: Contribute to conversations and express
ideas by asking and answering yes-no and wh- questions and responding
using short phrases.
o 2. Interacting via written English: Collaborate with peers on joint writing
projects of short informational and literary texts, using technology where
appropriate for publishing, graphics, and the like.
Interpretive
o 5. Listening actively: Demonstrate active listening of readalouds and oral
presentations by asking and answering basic questions, with prompting and
substantial support.
o 6. Reading/viewing closely: a. Describe ideas, phenomena (e.g., volcanic
eruptions), and text elements (main idea, characters, events, and the like)
based on close reading of a select set of grade-level texts, with substantial
support
Productive
o 10. Writing a. Write short literary and informational texts (e.g., a description of
a flashlight) collaboratively (e.g., joint construction of texts with an adult or
with peers) and sometimes independently.
o
o Expanding
Collaborative
o 1. Exchanging information/ideas: Contribute to class, group, and partner
discussions, including sustained dialogue, by following turn-taking rules,
asking relevant questions, affirming others, and adding relevant information.
o 2. Interacting via written English: Collaborate with peers on joint writing
projects of longer informational and literary texts, using technology where
appropriate for publishing, graphics, and the like.
Interpretive
o 5. Listening Actively: Demonstrate active listening of read-alouds and oral
presentations by asking and answering detailed questions, with occasional
prompting and moderate support.
o 6. Reading/viewing closely: a. Describe ideas, phenomena (e.g., animal
migration), and text elements (main idea, central message, and the like) in
greater detail based on close reading of a variety of grade-level texts, with
moderate support
Productive
o 10. Writing: a. Write longer literary and informational texts (e.g., an
explanatory text on how flashlights work) collaboratively (e.g., joint
 construction of texts with an adult or with peers) and with increasing
independence using appropriate text organization.
o Bridging
Collaborative
o 1. Exchanging information/ideas: Contribute to class, group, and partner
discussions, including sustained dialogue, by following turn-taking rules,
asking relevant questions, affirming others, adding relevant information,
building on responses, and providing useful feedback.
o 2. Interacting via written English: Collaborate with peers on joint writing
projects of a variety of longer informational and literary texts, using
technology where appropriate for publishing, graphics, and the like.
Interpretive
o 5. Listening actively: Demonstrate active listening of read-alouds and oral
presentations by asking and answering detailed questions, with minimal
prompting and light support.
o 6. Reading/viewing closely: a. Describe ideas, phenomena (e.g., pollination),
and text elements (main idea, character traits, event sequence, and the like)
in detail based on close reading of a variety of grade-level texts, with light
support.
Productive
o 10. Writing: a. Write longer and more detailed literary and informational texts
(e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint
construction of texts with an adult or with peers) and independently using
appropriate text organization and growing understanding of register.