Reading Common Core Standards 4th Grade
The research-based instructional trainings that Graves County teachers have participated in have proven to be of great value. Strategies learned should continue to be utilized when teaching students the new Kentucky Core Academic Standards. When creating lesson plans, teachers should keep in mind the following best practices:
v Learning Targets – “I can…”, “Today I will…”
v Rutherford’s Principles of Learning
· Congruency – Activity matches the learning target / · Overt Responses – All, Abundant, During· Performance Feedback – Abundant, immediate, specific / · Locale Memory – Learning in 3D spatial area
· Conscious Attention – Gaining, keeping, & applying attention / · Personal Relevance – Linking to student survival or well-being
· Mental Models – 3 Levels; Level 1- Pictures + Words; Level 2 – Sensory representations + written/verbal label; Level 3 – Right + Left Hemisphere
v 21st Century Skills
· Communication / · Collaboration· Creativity & Innovation / · Critical Thinking and Problem Solving
v Silver and Strong/Thoughtful Ed Vocabulary Strategies
v Formative Assessments – Assessment FOR Learning
v Differentiation – Tiered Activities for ALL learners
GREAT RESOURCES :
Literature (RL)
Common Core Standard / Learning Targets / Vocabulary / ResourcesKey Ideas and Details
4.RL.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. / Identify and explain how details and examples from the text support making inferences / o Inferences
o Quote
o Details
o Explicitly means…
*“According to the text…”
*“The author states” and write exactly what author says.
o Quotation marks / http://www.fcrr.org/studentactivities/literature_45.htm
http://www.quia.com/ba/41785.html
http://www.studyzone.org/testprep/ela4/o/makinginferencel.cfm
http://www.philtulga.com/Riddles.html
www.swcs.us/.../4th%20grade%20resource%20book/inferences/4th%20i...
4.RL.2
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Textual Evidence
According to the passage…. / Apply and summarize key ideas and details for the theme of a:
· story
· drama
· poem / o Theme
o Drama
o Poem
o Summarize / http://www.readworks.org/lessons/grade4/theme
http://www.education.com/study-help/article/theme_answer/
http://www.ereadingworksheets.com/free-reading-worksheets/theme-worksheets/
http://www.youtube.com/watch?v=p4qME64SkxM&feature=player_embedded
4.RL.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).
Character traits-Use thoughts, words or actions as support to describe a character
Compare/Contrast- 2 or more characters
Perspective / Identify and describe:
· a character’s actions
· a character’s thoughts
· the setting
· events
based on evidence in the text / o Setting
o Drama
o Describe / http://www.proteacher.com/redirect.php?goto=2015
http://www.aasd.k12.wi.us/staff/boldtkatherine/ReadingFun3-6/ReadingFun_ReadingSkills.htm#Character_Analysis
http://www.scholastic.com/teachers/top-teaching/2012/11/teaching-character-traits-readers-workshop
Craft and Structure
4.RL.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).
Repitition, Stanza- Based on the context clues.
Literal/non-literal (alliteration)
Metaphors/similes (meanings)- mood (tone) / Recognize and determine the meaning of words
and phrases:
· as they are used in a text
· that allude to significant characters found in mythology as they are used in a text / o Figurative Language
o Metaphors
o Similes
4.RL.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.
Genre / Explain major differences between:
· poems
· drama
· prose
and refer to the structural elements:
· poems (e.g., verse, rhyme,
· meter)
· drama (e.g., cast of
characters,
settings,
descriptions,
dialogue, stage
directions)
· prose (e.g., characters,
settings,
descriptions,
dialogue)
when speaking or writing about text / o Poems
o Meter
o Drama
o Cast
o Prose
o Setting
o Descriptions?
o Verse
o Dialogue
o Rhythm
o Stage & Direction
o Chapter
o Scenes
o Stanzas
o Point of View
4.RL.6
Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. / Identify, define and compare/contrast the points of view from which different stories are narrated, including 1st and 3rd narrations / o Compare
o Contrast
o Point of View
o First-person Narration Third-person Narration
Integration of Knowledge and Ideas
4.RL.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. / Make connections and identify specific descriptions and directions between text or story, drama, oral or visual representation of the text / o Drama
o Connections
o Oral Presentation
o Visual Presentation
4.RL.8 No Common Core Standard
4.RL.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. / Identify and Compare/ Contrast,
· Themes,
· Topic,
· Patterns of events
in stories, myths, or traditional
literature from different cultures / o Themes
o Patterns of events
o Genre
o Opposition of good/evil
o Myth
o Stores
o Traditional literature
Range of Reading and Level of Text Complexity
4.RL.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. / Identify and comprehend independently in
literary text:
· key ideas and details
· craft and structure
· integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and readers and task) as seen in standards 1-9, with scaffolding as needed at the high end of the range / o identify/comprehend
o craft and structure
o integration
o appropriate complexity
o qualitative/quantitative
o scaffolding
Informational Text (RI)
Common Core Standard / Learning Targets / Vocabulary / ResourcesKey Ideas and Details
4.RI.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. / Refer to details and examples explicitly when explaining and drawing inferences from text / o Refer to
o Quote
o Inferences
o Use “according to the passage”
o Use “for example”
4.RI.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text. / Determine, explain , and summarize main idea and key details / o Main Idea
o Summarize
o Details
o Support
4.RI.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. / Explain what and why events, procedures, ideas, and concepts happened based on specific text information in:
o Historical
o Scientific
o Technical / o Historical
o Scientific
o Technical
o Procedures
o Concepts
Craft and Structure
4.RI.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.RI.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. / Refer to and describe overall structure of events, ideas, concepts or information in text including:
o Chronology
o Comparison
o Cause/effect
o Problem/solution / o Structure
o Chronological
o Comparison
o Contrast
o Cause/effect
o Problem/solution
4.RI.6
Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. (point of view) / Compare/contrast and describe differences of points of view in first and second hand accounts of the same event. / o Compare
o Contrast
o Firsthand perspective
o Secondhand perspective
o Point of view (in informational text)
Integration of Knowledge and Ideas
4.RI.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. / Interpret and explain how information presented visually, orally, or quantitatively(in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) contributes to an understanding of text / o Text features
o Chart
o Graph
o Diagram
o Time Line
o Animations
o Interactives (web pages)
4.RI.8
Explain how an author uses reasons and evidence to support particular points in a text.
4.RI.9
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. / Compare/contrast and integrate two texts on the same topic in order to write or speak about the subject knowledgeably / o Compare/contrast
o integrate
Range of Reading and Level of Text Complexity
4.RI.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. / Read and comprehend informational texts including history/social studies, science, and technical texts in the grades 4-5 complexity band proficiently with scaffolding at the high end of the range as needed
Foundational Skills (RF)
Common Core Standard / Learning Targets / Vocabulary / ResourcesPhonics and Word Recognition
4.RF.3 (No Common Core Standards for 4.RF.1 and 4.RF.2)
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. / o Roots
o Affixes
Fluency
4.RF.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. / o Accuracy
o Fluency
o Purpose
o Prose
o Expression
o Context
3
Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards