Grade 4 Common Core

Reading Literature Grade 4                          

Key Ideas and Details:

  • Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
  • Determine a theme of a story, drama, or poem from details in the text; summarize the text.
  • 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).

Craft and Structure:

  • 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).
  • 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.
  • Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

Integration of Knowledge and Ideas:

  • 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.
  • 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.

Range of Reading and Level of Text Complexity:

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.

Reading Informational Text Grade 4

Key Ideas and Details:

  • Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
  • Determine the main idea of a text and explain how it is supported by key details; summarize the text.
  • 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:

  • Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
  • 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.
  • Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Integration of Knowledge and Ideas:

  • 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.
  • Explain how an author uses reasons and evidence to support particular points in a text.
  • Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Range of Reading and Level of Text Complexity:

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.

Reading Foundational Skills Grade 4

Print Concepts:

  • Demonstrate understanding of the organization and basic features of print.
  • Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Phonological Awareness:

  • Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
  • Distinguish long from short vowel sounds in spoken single-syllable words.
  • Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
  • Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
  • Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Phonics and Word Recognition:

  • Know and apply grade-level phonics and word analysis skills in decoding words.
  • Know the spelling-sound correspondences for common consonant digraphs.
  • Decode regularly spelled one-syllable words.
  • Know final -e and common vowel team conventions for representing long vowel sounds.
  • Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
  • Decode two-syllable words following basic patterns by breaking the words into syllables.
  • Read words with inflectional endings.
  • Recognize and read grade-appropriate irregularly spelled words.

Fluency:

  • Read with sufficient accuracy and fluency to support comprehension.
  • Read grade-level text with purpose and understanding.
  • Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing Grade 4

Print Concepts:

  • Demonstrate understanding of the organization and basic features of print.
  • Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Phonological Awareness:

  • Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
  • Distinguish long from short vowel sounds in spoken single-syllable words.
  • Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
  • Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
  • Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Phonics and Word Recognition:

  • Know and apply grade-level phonics and word analysis skills in decoding words.
  • Know the spelling-sound correspondences for common consonant digraphs.
  • Decode regularly spelled one-syllable words.
  • Know final -e and common vowel team conventions for representing long vowel sounds.
  • Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
  • Decode two-syllable words following basic patterns by breaking the words into syllables.
  • Read words with inflectional endings.
  • Recognize and read grade-appropriate irregularly spelled words.

Fluency:

  • Read with sufficient accuracy and fluency to support comprehension.
  • Read grade-level text with purpose and understanding.
  • Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Speaking and Listening Grade 4

Comprehension and Collaboration:

  • Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
  • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
  • Follow agreed-upon rules for discussions and carry out assigned roles.
  • Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
  • Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
  • Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • Identify the reasons and evidence a speaker provides to support particular points.

Presentation of Knowledge and Ideas:

  • Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
  • Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
  • Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 here for specific expectations.)

Language Grade 4

Conventions of Standard English:

  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
  • Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
  • Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
  • Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
  • Form and use prepositional phrases.
  • Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*
  • Correctly use frequently confused words (e.g., to, too, two; there, their).*
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Use correct capitalization.
  • Use commas and quotation marks to mark direct speech and quotations from a text.
  • Use a comma before a coordinating conjunction in a compound sentence.
  • Spell grade-appropriate words correctly, consulting references as needed.

Knowledge of Language:

  • Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • Choose words and phrases to convey ideas precisely.*
  • Choose punctuation for effect.*
  • Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

Vocabulary Acquisition and Use:

  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
  • Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
  • Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
  • Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
  • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  • Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
  • Recognize and explain the meaning of common idioms, adages, and proverbs.
  • Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
  • Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

All information on this webpage was retrieved from: http://www.corestandards.org/ELA-Literacy/

 

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