Grade 4 Reading Standards BIG IDEAS Planning Guide

[Pages:5]Grade 4 Reading Standards/BIG IDEAS Planning Guide

READING STANDARDS FOR LITERATURE

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 (e.g., a character's thoughts, words, or actions).

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 (e.g., Herculean).

RL.4.5 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.

RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between firstand 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.4.8 (N/A for literature)

RL.4.9 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.

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.

READING STANDARDS FOR INFORMATIONAL TEXT

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 overall structure (e.g., 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 a 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 (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.

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.

Transforming Literacy Teaching in the Era of Higher Standards, Grades 3?5 ? 2015 by Karen Biggs-Tucker and Brian Tucker, Scholastic Teaching Resources

Grade 4 Reading Standards/BIG IDEAS Planning Guide, page 2 of 5

BIG IDEAS

Ask and answer questions about key details.

Consider themes, central messages and morals.

Search for support in informational texts.

Describe characters, settings, and events to discover connections.

Understand

Notice text

vivid vocabulary. structures.

Consider purposes and points of view.

Integrate illustrations, images, and text features with text.

Search for support in an informational text.

Compare and contrast.

UNDERLYING Read closely.

CONCEPTS

(p. 100)

Predict and confirm predictions.

Explain what a text says explicitly.

Ongoing Application of Big Ideas and Underlying Concepts ? Think about and use appropriate strategies when reading for different purposes. ? Reflect on and respond to text through collaborative conversations. (p. 95) ? Reflect on and respond to text through reading responses.

Understand story elements.

Understand the interconnectedness of story elements.

Understand how characters interact with and relate to each other and how they respond to the challenges they face. (p. 112)

Understand story elements.

Understand the interconnectedness of story elements.

Describe characters, settings, and events within a story.

Identify the meanings of words and phrases used in a text, especially mythological (e.g., Herculean). (p. 117)

Identify descriptive language in mentor texts and in other students' writing.

Notice and discuss descriptive language and how it impacts meaning and tone of a text. (p. 119)

Understand that a book has chapters.

Understand that a drama has scenes.

Understand that a poem has stanzas.

Understand point of view.

Read or listen to a variety of texts including graphic novels, folktales, and myths.

Read closely. (p. 100)

Compare and contrast two stories from traditional literature with similar themes. (p. 129)

Identify point Identify the

of view in

components

mentor texts

of a visual, oral,

and in other

and multimedia

students' writing. text.

Understand the different types of points of view (e.g., first person, third person). (p. 122)

Identify visual and multimedia elements.

Identify the main point(s) or of the text.

Identify the reasons and evidence the author uses to support the main point(s). (p. 132)

Compare and contrast two stories from literature from various cultures with similar themes (p. 129)

Compare and contrast two myths with similar themes. (p. 129)

Transforming Literacy Teaching in the Era of Higher Standards, Grades 3?5 ? 2015 by Karen Biggs-Tucker and Brian Tucker, Scholastic Teaching Resources

Grade 4 Reading Standards/BIG IDEAS Planning Guide, page 3 of 5

BIG IDEAS

UNDERLYING CONCEPTS

Ask and answer questions about key details.

Draw inferences. (p. 105)

Consider themes, central messages and morals.

Search for support in informational texts.

Summarize narrative and informational texts. (p. 107)

Describe characters, settings, and events to discover connections.

Describe characters, settings, and events within a drama.

Support their thinking with evidence in collaborative conversations. (p. 95)

Identify theme and how authors reveal the theme. (p. 108)

Describe characters, settings, and events using specific details from the text.

Support thinking with evidence in reading responses.

Draw inferences to determine theme. (p. 108)

Read and comprehend a historical, scientific, and technical text.

Understand

Notice text

vivid vocabulary. structures.

Consider purposes and points of view.

Integrate illustrations, images, and text features with text.

Notice and discuss why an author uses descriptive language in a particular way and how to apply that to their own writing. (p. 119)

Identify text features that support the understanding of content-area vocabulary. (p. 126)

Use a glossary or other vocabularyrelated features or tools to determine the meanings of unknown words. (p. 126)

Notice and discuss how an author organizes a text and how that structure helps the reader comprehend the text. (p. 119)

Notice and discuss why an author organizes a text in a particular way and how to apply that to their own writing. (p. 119)

Identify the various structures of an informational text including descriptive, problem and solution, compare and contrast, cause and effect, chronological. (p. 120)

Compare and contrast how two different texts with varying points of view present a narrative in different ways. (p. 122).

Notice and discuss how an author uses point of view and how that viewpoint helps the reader comprehend the text. (p. 122)

Notice and discuss why an author chooses a particular point of view and how to apply that to their own writing.

Compare and contrast a story and a graphic novel.

Compare and contrast a story and a movie. (p. 140)

Analyze by answering the question, "Which do you think is better and why?"

Search for support in an informational text.

Compare and contrast.

Draw inferences to determine themes of stories. (p. 105)

Identify multiple resources (print and digital) to learn more about a single topic. (p. 128)

Create questions to guide research. (p. 140)

Transforming Literacy Teaching in the Era of Higher Standards, Grades 3?5 ? 2015 by Karen Biggs-Tucker and Brian Tucker, Scholastic Teaching Resources

Grade 4 Reading Standards/BIG IDEAS Planning Guide, page 4 of 5

BIG IDEAS

UNDERLYING CONCEPTS

Ask and answer questions about key details.

Consider themes, central messages and morals.

Search for support in informational texts.

Provide evidence with references from the text.

Identify the characteristics of a drama and how it differs from a story.

Determine themes in different types of texts (story, drama, poem).

Determine main idea of an informational text. (p. 107)

Describe characters, settings, and events to discover connections.

Understand

Notice text

vivid vocabulary. structures.

Identify the relationships between two or more individuals and or events in a historical texts (i.e., Abraham Lincoln and the Civil War or Rosa Parks and Ruby Bridges). (p. 114)

Identify the relationship or interaction between two or more ideas in a scientific text (i.e., life cycle and water cycle or chemical reaction and energy). (p. 114)

Identify the relationship or interaction between two or more concepts in a technical text (i.e., directions for putting together a robot or baking an apple pie). (p. 114)

Compare and contrast how two different text structures impact the presentation of events, ideas, concepts, or information.

Consider purposes and points of view.

Understand how and why two or more individuals can witness or write about the same event and portray something differently. (p. 122)

Integrate illustrations, images, and text features with text.

Search for support in an informational text.

Identify resources (print and digital) to answer a question or solve a problem.

Assess the quality and accuracy of resources (print and digital) and whether a resource helps to efficiently answer a question or solve a problem.

Understand the difference between reading a text wordfor-word and skimming and scanning a text to efficiently find the answer to a question or solve a problem.

Compare and contrast.

Take notes with purpose. (p. 140)

Teach others about a researched topic. (p. 130)

Transforming Literacy Teaching in the Era of Higher Standards, Grades 3?5 ? 2015 by Karen Biggs-Tucker and Brian Tucker, Scholastic Teaching Resources

Grade 4 Reading Standards/BIG IDEAS Planning Guide, page 5 of 5

BIG IDEAS

UNDERLYING CONCEPTS

Ask and answer questions about key details.

Consider themes, central messages and morals.

Search for support in informational texts.

Describe characters, settings, and events to discover connections.

Explain how the author supports the main idea of the text with key details. (p. 107)

Explain how the author uses reasons and evidence to support the main idea/points in a text. (p. 132)

Understand

Notice text

vivid vocabulary. structures.

Consider purposes and points of view.

Integrate illustrations, images, and text features with text.

Search for support in an informational text.

Compare and contrast.

Transforming Literacy Teaching in the Era of Higher Standards, Grades 3?5 ? 2015 by Karen Biggs-Tucker and Brian Tucker, Scholastic Teaching Resources

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