New York State Learning Standards and Core Curriculum
NY.RI.4. Reading Standards for Informational Text
Key Ideals and Details
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.
RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.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.
Craft and Structure
RI.4.4. Determine the meanings of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
Range of Reading and Level of Text Complexity
RI.4.10. 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.
NY.4P. Grade 4: Social Studies Practices
4P.A. Gathering, Interpreting, and Using Evidence
4P.A.5. Identify inferences.
NY.4. New York State and Local History and Government
4.3. COLONIAL AND REVOLUTIONARY PERIOD IN NEW YORK: European exploration led to the colonization of the region that became New York State. Beginning in the early 1600s, colonial New York was home to people from many different countries. Colonial New York was important during the Revolutionary Period. (Standards: 1, 3, 4; Themes: MOV, TCC, GEO, SOC, GOV)
4.3a. Europeans in search of a route to Asia explored New York’s waterways. Early settlements began as trading posts or missions.
4.3a.1. Students will map the voyages of Verrazano, Hudson, and Champlain and will determine which Native American peoples encountered these explorers.