Oregon English Language Arts (ELA)Common Core Transition Resource
ELA Grade-level Crosswalk:
GRADE 4
Oregon Department of Education
GRADE4Crosswalk
CCSS Reading Foundational Skills Standards
(No College & Career Readiness Anchor Standards for Reading Foundational Skills) / Common Core State StandardsGrade 4 / Related Grade 4 Oregon
ELA Content Standards / Summary Analysis
of Gaps, Implications / Related resources in the
Oregon K-12 Literacy Framework
Chapter 3: Instruction
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3 / 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. / EL.04.RE.14 Use knowledge of root words to determine the meaning of unknown words within a passage (nation, national, nationality).
EL.04.RE.15 Use common roots (meter = measure) and word parts (therm = heat) derived from Greek and Latin, and use this knowledge to analyze the meaning of complex words (thermometer). /
- Oregon's cover the elements of the CCSS (some by implication) except Oregon's do not specifically address sound-letter correspondence and syllabication at this level.
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. / EL.04.RE.01 Read aloud grade-level narrative text and informational text fluently and accurately with effective pacing, intonation, and expression;
by the end of fourth grade, read aloud unpracticed grade-level text at a rate of 115-140 wcpm (words correct per minute).
EL.04.RE.02 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level.
EL.04.RE.07 Understand and draw upon a variety of comprehension strategies as needed--re-reading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources.
EL.04.RE.08 Clearly identify specific words or wordings that are causing comprehension difficulties and use strategies to correct.
EL.04.RE.11 Determine meanings of words using contextual and structural clues. /
- Oregon's cover all elements of the CCSS except CCSS specifies prose and poetry while Oregon's specifies narrative and expository text for oral reading.
CCSS Reading Literature Standards
College & Career ReadinessAnchor Standards / Common Core State Standards
Grade 4 / Related Grade 4 Oregon
ELA Content Standards / Summary Analysis
of Gaps, Implications / Related resources in the
Oregon K-12 Literacy Framework
Chapter 3: Instruction
CCR1 / Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. / 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. / EL.04.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections
EL.04.LI.05 Make and confirm predictions about text using ideas presented in the text itself.
EL.04.LI.08 Draw inferences or conclusions about a text based on explicitly stated information.
EL.04.SL.07 Ask thoughtful questions and respond orally to questions with appropriate discussion /
- Oregon's cover all elements of the CCSS.
CCR2 / Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. / 2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. / EL.04.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections.
EL.04.LI.07 Identify the main idea of a passage when it is not explicitly stated. /
- Oregon's cover all elements of the CCSS.
CCR3 / Analyze how and why individuals, events, and ideas develop and interact over the course of a text. / 3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). / EL.04.LI.04 Identify the main problem or conflict of the plot, and explain how it is resolved.
EL.04.LI.06 Use knowledge of the situation and setting and of a character's traits and motivations to determine the causes for that character's actions. /
- Oregon's cover all the elements of the CCSS.
CCR4 / Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. / 4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). / EL.04.LI.09 Recognize that certain words (buzz, clang) and rhyming patterns can be used in a selection to imitate sound (onomatopoeia). /
- CCSS specifically includes allusions to mythology, which is not included in Oregon standards at any level.
- Oregon standards include figurative language at grade 4; the CCSSs not until grade 5.
- Oregon Standards address understanding and interpreting figurative language, etc. appear in two places.
- Reading: Literary Text (code LI)
- Reading: Vocabulary (code RE)
- The CCSSs address the interpretation of words in three sections of the CCRs
- Anchor Reading Informational Text Standard 4: (Craft & Structure ... "how specific word choices shape meaning and tone")
- Anchor Reading Literature Standard 4: (Craft & Structure... "how specific word choices shape meaning and tone")
- Anchor Language Standard 5 (Vocabulary Acquisition and Use - "Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.")
CCR5 / Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. / 5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. / EL.04.LI.11 Differentiate among various imaginative forms of literature (e.g., fantasies, fables, myths, and fairy tales). /
- Oregon's includes only prose, focuses on form, and does not address structural features or differences.
CCR6 / Assess how point of view or purpose shapes the content and style of a text. / 6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. / EL.04.LI.10 Compare and contrast tales from different cultures, and tell why there are similar tales in diverse cultures. /
- Oregon's do not call for students to contrast points of view (including first- and third-person) until grade 6.
CCR7 / Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* / 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. / EL.04.SL.10 Identify and discuss the use of cadence, repetitive patterns, and onomatopoeia for intent and effect. /
- No corresponding Oregon standards.
- Instructional materials will need to include visual or oral presentations of stories or dramas.
CCR8 / Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. / (Not applicable to literature) / NA
CCR9 / Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. / 9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. / EL.04.LI.10 Compare and contrast tales from different cultures, and tell why there are similar tales in diverse cultures.
EL.04.LI.01 Listen to text and read text to make connections and respond to a wide variety of significant works of literature, including poetry, fiction, non-fiction, and drama, from a variety of cultures and time periods that enhance the study of other subjects. /
- Oregon's is general and inclusive; the CCSS focuses on the treatment of themes, topics, and patterns of events.
- Oregon standard adds analysis of why similar tales exist in diverse cultures.
- Instructional materials will need to include multiple sets of stories, myths, and traditional literature from different cultures with similar themes and topics. (Presumably, at minimum one set for instruction, one for practice, and one for assessment.)
CCR10 / Read and comprehend complex literary and informational texts independently and proficiently. / 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. / EL.04.LI.01 Listen to text and read text to make connections and respond to a wide variety of significant works of literature, including poetry, fiction, non-fiction, and drama, from a variety of cultures and time periods that enhance the study of other subjects. /
- CCSS adds complexity band.
- CCSS does not address cultures or time periods.
- CCSSs include literary nonfiction in Informational Text; Oregon standards include it in Literature. Only stories, dramas, and poetry are specifically included in the CCR Standard 10 for Literature.
- Instructional materials will need to be keyed to the criteria of the complexity bands in the CCSS document.
"*Please see “Research to Build Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for
additional standards relevant to gathering, assessing, and applying information from print and digital sources."
CCSS Reading Informational Text Standards
College & Career ReadinessAnchor Standards / Common Core State Standards
Grade 4 / Related Grade 4 Oregon
ELA Content Standards / Summary Analysis
of Gaps, Implications / Related resources in the
Oregon K-12 Literacy Framework
Chapter 3: Instruction
CCR1 / Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. / 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. / EL.04.RE.20 Identify and/or summarize sequence of events, main ideas, facts, supporting details, and opinions in informational and practical selections.
EL.04.RE.22 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, and important words.
EL.04.RE.23 Draw inferences or conclusions about an author's meaning supported by facts and events from the text. /
- Oregon's cover all the elements of the CCSS.
CCR2 / Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. / 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. / EL.04.RE.24 Identify the main idea of a passage when it is not explicitly stated.
EL.04.RE.20 Identify and/or summarize sequence of events, main ideas, facts, supporting details, and opinions in informational and practical selections. /
- Oregon's cover all elements of the CCSS.
CCR3 / Analyze how and why individuals, events, and ideas develop and interact over the course of a text. / 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. / EL.04.RE.26 Distinguish between cause-and-effect and between fact and opinion in expository text.
EL.04.RE.04 Make connections to text, within text, and among texts across the subject areas. /
- No corresponding Oregon standards at grade 5. Only the general "make connections."
CCR4 / Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. / 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. / EL.04.RE.09 Understand, learn, and use new vocabulary that is introduced and taught directly through informational text, literary text, and instruction across the subject areas.
EL.04.RE.10 Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud across the subject areas. /
- Oregon's cover the elements of the CCSS.
- CCSSs include literary non-fiction in Informational Text. Oregon standards included it in Literary Text.
- There is overlap between CCSS Reading Standard 4 (Craft and Structure) and CCSS Language Standards 4, 5,and 6 (Vocabulary Acquisition and Use).
- The Reading Standards 4 build toward students' ability to respond to, analyze, and evaluate the author's craft;
- The Language Standards 4, 5, and 6 emphasize students' ability to acquire and use language themselves.
CCR5 / Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. / 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. / EL.04.RE.17 Locate information in titles, tables of contents, chapter headings, illustrations, captions, glossaries, indexes, graphs, charts, diagrams, and tables to aid understanding of grade-level text.
EL.04.RE.19 Use structural features found in informational text (e.g., headings and subheadings) to strengthen comprehension
EL.04.RE.28 Identify and analyze text that uses sequential or chronological order. /
- Oregon's includes some of the text structures in the CCSS.
- Some of the text structures listed in the CCSS appear in Oregon's grade 6 standards.
CCR6 / Assess how point of view or purpose shapes the content and style of a text. / 6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. / EL.04.RE.25 Determine the author's purpose, and relate it to details in the text.
EL.04.RE.29 Distinguish text that is biographical and autobiographical. /
- Oregon's do not call for a comparison or description relative to point of view.
- Texts for CCSS could include more than biography and autobiography.
- Instructional materials need to include sets of texts that present firsthand and secondhand accounts of the same event or topic.
CCR7 / Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* / 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. / EL.04.RE.17 Locate information in titles, tables of contents, chapter headings, illustrations, captions, glossaries, indexes, graphs, charts, diagrams, and tables to aid understanding of grade-level text. /
- Oregon's partially cover the CCSS, which includes information presented orally and interactive elements of Web pages.
- CCSS calls for an extended response (students explain, rather than simply locate).
- Instructional materials need to include information presented visually, orally, and quantitatively.
CCR8 / Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. / 8. Explain how an author uses reasons and evidence to support particular points in a text. / EL.04.RE.27 Recognize text that is written primarily to persuade, and distinguish between informational and persuasive text. /
- Oregon's do not address the focus of the CCSS.
- CCSS calls for an analysis and explanation. Oregon's call for identification of text type.
CCR9 / Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. / 9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. / EL.04.RE.21 Identify key facts and information after reading two passages or articles on the same topic.
EL.04.RE.04 Make connections to text, within text, and among texts across the subject areas. /
- Oregon's cover the elements of the CCSS.
- Instructional materials will need to include sets of two or more informational texts on the same topic.
- Literary non-fiction forms (e.g., biography, essay), have been included in Oregon's standards for literary text but are now included in the CCSS informational text standards.
- The range of informational text enumerated in the CCSS document for grades K-5 includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics.
CCR10 / Read and comprehend complex literary and informational texts independently and proficiently. / 10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. / EL.04.RE.02 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level.
EL.04.RE.03 Listen to, read, and understand a wide variety of informational and narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information. *Suggested grade-level target for reading ON OWN: Fourth Grade: 500,000 words annually.
EL.04.RE.16 Read textbooks, biographical sketches, letters, diaries, directions, procedures, catalogs, magazines, and informational books. /
- Oregon's cover the CCSS.
- CCSS specifies complexity band and calls specifically for subject area informational text and scaffolding strategies.
- Instructional materials will need to be keyed to the criteria of the complexity bands in the CCSS document.
CCSS Writing Standards