RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (a character's thoughts, words or actions).
RL.4.IA employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summariizng, and monitoring for comprehension.
RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (Herculean).
RL.4.5 Explain major differences between poems, dramas, and prose and refer to the structural elements of poems (verse, rhythm, meter) and drama (casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between the first-and third-person narrations.
RL.4.7 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.
RL.4.9 Compare and contrast the treatment of similar themes and topics (opposition of good and evil) and patterns of events (the quest) in stories, myths, and traditional literature from different cultures.
RL.4.10 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.
Fountas and Pinnell Benchmarking
Reading Standards for Informational Text
Key Ideas 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.4.3 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.
RI.4.IA.1 Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing making inferences, summarizing, and monitoring for comprehension.
RI.4.5 Describe the ovearall structure (chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
RI.4.7 Interpret information presented visually, orally, or quantitatively (in charts, graphs, diagrams, time lines, animations, or interactive elements on the Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Being a Writer Country Reports--use rubric to assess final pieces
Range and Text Complexity
RI.4.10 By the end of the 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.
Fountas and Pinnell Benchmarking
Foundational Skills
Phonics and Word Recognition: 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 (roots, affixes) to read accurately unfamiliar multi-syllabic words in and out of context.
Fountas and Pinnell Benchmark Assessment System Word List pgs. 297-299
Greek and Latin Words pgs. 352-354
Fluency: 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 if necessary.
Reading Standards for Literature
Key Ideas and Details
RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (a character's thoughts, words or actions).
RL.4.IA employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summariizng, and monitoring for comprehension.
Craft and Structure
RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (Herculean).
RL.4.5 Explain major differences between poems, dramas, and prose and refer to the structural elements of poems (verse, rhythm, meter) and drama (casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between the first-and third-person narrations.
Integrate Knowledge and Ideas
RL.4.7 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.
RL.4.8 (not applicable to literature)
RL.4.9 Compare and contrast the treatment of similar themes and topics (opposition of good and evil) and patterns of events (the quest) in stories, myths, and traditional literature from different cultures.
Range and Text Complexity
RL.4.10 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.
Fountas and Pinnell Benchmarking
Reading Standards for Informational Text
Key Ideas 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.
RI.4.IA.1 Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing making inferences, summarizing, and monitoring for comprehension.
Craft and Structure
RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
RI.4.5 Describe the ovearall structure (chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
Integrate Knowledge and Ideas
RI.4.7 Interpret information presented visually, orally, or quantitatively (in charts, graphs, diagrams, time lines, animations, or interactive elements on the Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Being a Writer Country Reports--use rubric to assess final pieces
Range and Text Complexity
RI.4.10 By the end of the 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.
Fountas and Pinnell Benchmarking
Foundational Skills
Phonics and Word Recognition: 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 (roots, affixes) to read accurately unfamiliar multi-syllabic words in and out of context.
Fountas and Pinnell Benchmark Assessment System Word List pgs. 297-299
Greek and Latin Words pgs. 352-354
Fluency: 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 if necessary.
Fountas and Pinnell Benchmarking