Fort Dodge Community School District

Fourth Grade Reading Overview

The Reading/Language Arts curriculum for fourth grade follows a balanced literacy approach which provides experiences for students in reading, writing, listening and speaking. Balanced literacy is a research based approach which has shown to increase student achievement. Within the balanced literacy approach, students participate in whole group instruction with grade level text as well as small group instruction in which a student works with text at his/her instructional level. Small group instruction consists of a student-teacher ratio of no more than 6 students per teacher. Students are instructed in the research based components of reading which include phonics, fluency, comprehension and vocabulary.

Parent Reading Handbook : For information about ways that you can assist your child in learning to read and enjoy reading.

By the end of fourth grade, students will be proficient in the following Iowa Core Standards:  

Foundational Skills

  • Know and apply grade-level phonics and word analysis skills in decoding words
  • Read with sufficient accuracy and fluency to support comprehension

Reading Literature (Fiction)

  • 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)
  • Employ the full range of reserach-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension
  • 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
  • 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
  • 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

  • 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
  • Employ the full range of research based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing and monitoring for comprehension
  • Determine the meaning of general academic and domain-specific words and 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
  • 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
  • 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

Writing

  • Write opinion pieces on topics or texts, supporting a point of view with reasons and information
  • Write informative/explanatory texts to examine a topic and convey ideas and information clearly
  • Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience
  • With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing
  • With some guidance and support from adults, use technology, including the Internet to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting
  • Conduct short research projects that build knowledge through investigation of different aspects of a topic
  • Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources
  • Draw evidence from literary or informational texts to support analysis, reflection, and research
  • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

Speaking and Listening

  • 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
  • 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
  • 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 sitations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

 

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