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
4.2. NATIVE AMERICAN GROUPS AND THE ENVIRONMENT: Native American groups, chiefly the Haudenosaunee (Iroquois) and Algonquian-speaking groups, inhabited the region that became New York State. These people interacted with the environment and developed unique cultures. (Standards: 1, 3, 5; Themes: ID, MOV, GEO, GOV)
4.2c. Each Native American group developed a unique way of life with a shared set of customs, beliefs, and values.
4.2c.1. Students will examine Native American traditions; work specialization and the roles of men, women, and children in their society; transportation systems; and technology.