Middle Ages Alignment Chart
Educator Reference Guide Grade 4 • Unit 2 (15.2)
Indiana Standards Alignment Matrix
Mid-Unit Assessment: Empires in the Middle Ages (Activity Book 15.2)
State Framework Indiana Academic Standards (IAS) Grade 4 English Language Arts
Reading Nonfiction
8 Questions
8 Points (Q1–Q8)
Literature & Writing
6 Questions
6 Points (Q9–Q14)
Grammar Conventions
6 Questions
6 Points (Q15–Q20)
Morphology & Word Study
5 Questions
5 Points (Q21–Q25)
Part 1
Reading Informational Text • "Early Castles in England and France" (8 Points)
Questions 1–8 • Nonfiction Passage
| Item | Assessment Prompt & Task | Format | IAS Standard | Specific Skill & Cognitive Target |
|---|
| Q1 | Why William built motte and bailey castles in rebellious regions | Short Ans | 4.RN.2.1 4.RN.2.3 | Draw inferences from text evidence to explain historical cause and effect (control, military defense, suppression of rebellion). |
| Q2 | Chart Row 1: Castle building materials (wood/soil vs. stone) | Graphic Org | 4.RN.2.1 4.RN.3.1 | Locate explicit text details and contrast structural materials across two distinct castle building eras. |
| Q3 | Chart Row 2: Way into the castle (removable steps/ramp vs. drawbridge) | Graphic Org | 4.RN.2.1 4.RN.3.1 | Extract and compare key architectural mechanisms used for access and defensive isolation during sieges. |
| Q4 | Chart Row 3: Surrounding features (ditch/wooden wall vs. water moat/outer walls) | Graphic Org | 4.RN.2.1 4.RN.3.1 | Analyze external defensive perimeters described in the text; distinguish between ditch/palisade and moat/curtain walls. |
| Q5 | Chart Row 4: Why castle was built (rapid defense/shelter vs. withstand siege artillery/status) | Graphic Org | 4.RN.2.3 4.RN.3.1 | Synthesize historical purpose and explain how advancing weaponry changed castle design and function. |
| Q6 | Write a sentence comparing or contrasting one feature between the two castle types | Sentence Constr | 4.RN.3.1 4.W.3.2 • 4.W.6.1 | Synthesize comparative information using comparative signal words (e.g., unlike, while, whereas, in contrast) in a complete, grammatically accurate sentence. |
| Q7 | Why castle function changed from defense to impressive homes (artillery power) | Multiple Choice | 4.RN.2.3 4.RN.2.1 | Trace cause-and-effect relationship in historical text: cannons/gunpowder rendered defensive walls ineffective. |
| Q8 | Context vocabulary: Determine synonym for withstand (survive) | Multiple Choice | 4.RV.2.1 4.RV.2.4 | Use sentence context clues to determine meaning of domain-relevant academic vocabulary and identify correct synonym. |
Indiana Academic Standards Matrix • Section 1: Informational Text (4.RN.2.1, 4.RN.2.3, 4.RN.3.1, 4.RV.2.1)
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Part 2: Literary Text & Writing
Selection: "Harry's Life" (Narrative & Historical Context)
Questions 9–14 • 6 Points Reading Comprehension & Opinion Writing
| Item | Assessment Prompt & Task | Format | IAS Standard | Specific Skill & Cognitive Target |
|---|
| Q9 | Part A & B (EBSR): | | | |
| Part A: Meaning of "colors of rainbow light up church" | | | | |
| Part B: Text evidence (sun shining through stained glass) | 2-Part EBSR 1 pt (both req.) | 4.RL.3.1 4.RL.2.1 • 4.RV.3.1 | Interpret sensory details/figurative imagery (Part A) and substantiate interpretation by identifying explicit textual evidence (Part B). | |
| Q10 | Infer power of Lord Chancellor from father's "hushed tone" when comparing pig to him | Multiple Choice | 4.RL.2.1 4.RL.2.3 | Infer social hierarchy, power dynamics, and character fear/caution based on character actions and dialogue tags in historical fiction. |
| Q11 | Chart: Categorize work done for Lord Percy vs. chores done for the family | 2-Col Chart | 4.RL.2.1 4.RL.2.3 | Extract and classify details from literary text into distinct categories: feudal obligations (estate labor) vs. domestic self-sustenance. |
| Q12 | Explain similarities and differences between work for Lord Percy and family chores using chart | Constructed Resp | 4.RL.2.1 4.RL.2.3 • 4.W.3.2 | Synthesize categorized text details to compose a multi-sentence comparative explanation supported by evidence from the story. |
| Q13 | Interpret phrase: What Harry means by "Other families were not so fortunate" (plague deaths) | Multiple Choice | 4.RL.2.1 4.RV.2.1 | Interpret contextual meaning and understatement/idiomatic phrasing regarding severe historical adversity (Black Death mortality). |
| Q14 | Extended Writing Prompt: | | | |
| Write an opinion paragraph arguing whether Harry's life was easy or difficult, citing text evidence and feudal system knowledge | Opinion Essay Paragraph Task | 4.W.3.1 4.W.4 • 4.RL.2.1 4.W.6.1 | State a clear claim/opinion, support with logically grouped reasons and concrete text evidence from the narrative, use linking words, and provide a concluding statement. | |
Deep-Dive: Question 14 Writing Prompt Alignment Breakdown
IAS 4.W.3.1 • Opinion Writing Mastery
Claim & Stance 4.W.3.1a
Student clearly states an opinion in a topic sentence answering whether Harry's serf/peasant life was easy or difficult.
Text Evidence & Reasons 4.W.3.1b / 4.RL.2.1
Cites specific facts: one-room living, endless labor, plague danger vs. family warmth, play, games, food stability.
Structure & Conventions 4.W.3.1c-d / 4.W.6.1
Uses linking words (for example, because, in addition), provides closure, and maintains standard grammar conventions.
Indiana Academic Standards Matrix • Section 2: Reading Literature & Opinion Writing (4.RL.2.1, 4.RL.2.3, 4.RL.3.1, 4.W.3.1)
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Parts 3 & 4: Language, Grammar & Morphology
Conventions of Standard English & Word Study
Questions 15–25 • 11 Points Grammar (6 pts) & Morphology (5 pts)
Grammar: Parts of Speech & Sentence Structure (Q15–Q20 • 6 Points) Standards: 4.W.6.1a, 4.W.6.1b, 4.W.6.1e
| Item | Sentence Stimulus / Target Task | Format | IAS Standard | Grammatical Skill & Target |
|---|
| Q15 | "New merchants created new jobs for town residents." | Label & Arrow | 4.W.6.1a | Identify nouns (merchants, jobs, residents) and adjectives (new, town); map adjective-noun modification. |
| Q16 | "The Christian Church played an important role in the lives of many people." | Label & Arrow | 4.W.6.1a | Identify nouns (Church, role, lives, people) and adjectives (Christian, important, many); draw modifier arrows. |
| Q17 | Compose original sentence: verb: gathered • adverb: quickly | Sentence Gen | 4.W.6.1b | Construct complete sentence demonstrating adverb modifying verb to convey manner/time. |
| Q18 | Compose original sentence: verb: speak • adverb: quietly | Sentence Gen | 4.W.6.1b | Construct syntactically accurate sentence correctly using manner adverb to modify action verb. |
| Q19 | "English soldiers | faced a well-equipped Norman army." | Syntax Parsing | 4.W.6.1e |
| Q20 | "Magna Carta | stated that the king must consult..." | Syntax Parsing | 4.W.6.1e |
Morphology: Affixes, Roots & Semantic Relationships (Q21–Q25 • 5 Points) Standards: 4.RV.2.2, 4.RV.2.4, 4.W.6.1
| Item | Target Word / Morphological Task | Format | IAS Standard | Morphological Skill & Cognitive Target |
|---|
| Q21 | Prefix un- (uncommon): Part A synonym (rare), Part B antonym (usual) | 2-Part MC 1 pt total | 4.RV.2.2 | |
| 4.RV.2.4 | Apply prefix knowledge (un- = not) to identify both synonym and antonym word relationships. | | | |
| Q22 | Prefix non-: Select nonverbal signal in sentence context | Cloze Choice | 4.RV.2.2 | |
| 4.RV.2.1 | Differentiate prefix meanings (non- = without/not) within contextual sentence clues. | | | |
| Q23 | Prefix en-: Derive meaning of enlarge (made it bigger) | Multiple Choice | 4.RV.2.2 | Apply prefix knowledge (en- = cause to be / make) to determine word meaning. |
| Q24 | Generate sentence demonstrating meaning of endangered | Sentence Gen | 4.RV.2.2 | |
| 4.W.6.1 | Apply understanding of prefixed word (en- + danger + -ed) in original syntactically correct sentence. | | | |
| Q25 | Root arch: Part A meaning (main), Part B application (archenemy) | 2-Part MC 1 pt total | 4.RV.2.2 | Analyze Greek root arch (chief/ruler/main) and apply to define compound derivative word. |
Indiana Academic Standards (IAS) Master Descriptor Key Grade 4 English Language Arts
4.RN.2.1: Refer to details/examples when explaining informational text & drawing inferences.
4.RL.2.1: Refer to details/examples when explaining literary text & drawing inferences.
4.RN.2.3: Explain events, concepts, or ideas in historical text (what happened & why).
4.RL.2.3: Describe in depth a character, setting, or event drawing on specific text details.
4.RN.3.1: Describe text structure (e.g., comparison, cause/effect) of events or information.
4.RL.3.1: Explain how author uses figurative language, sensory details, and literary devices.
4.RV.2.1: Apply context clues to determine meaning of unknown words/phrases.
4.W.3.1: Write opinion pieces on topics/texts, supporting point of view with reasons.
4.RV.2.2: Use Greek/Latin roots & affixes as clues to determine word meaning.
4.W.6.1a/b/e: Grammar conventions: parts of speech, adverbs, complete subjects & predicates.
Indiana Academic Standards Matrix • Sections 3 & 4: Grammar (4.W.6.1) & Morphology (4.RV.2.2, 4.RV.2.4)
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