Our Reading Goals as related to the 4th grade Common Core Standards:
We are learning to read closely to determine what the text says explicitly and to make logical inferences from it. We can cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
We are learning to find out the central ideas or themes of a text and analyze their development. We are learning to summarize the key supporting details and ideas of a text.
We are learning to analyze how and why individuals, events, and ideas develop and interact over the course of a text.
We are learning to interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
We are learning to analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (for example, a section, chapter, scene, or stanza) relate to each other and the whole.
We are learning to assess how point of view or purpose shapes the content and style of a text.
We are learning to integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
We are learning to find and evaluate the argument and claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
We are learning to analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
We are learning to read and comprehend complex literary and informational texts independently and proficiently.
We are learning to refer to details and examples in a text when explaining what the text says and when drawing inferences from the text.
We are learning to find the theme of a story, drama, or poem from details in the text. We are learning to summarize the text.
We are learning to describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (for example, a character’s thoughts, words, or actions).
We are learning to find out 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).
We are learning about and can explain major differences between poems, drama, and prose.
We are learning about and can refer to the structural elements of poems (for example, verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
We are learning to compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
We are learning to 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.
We are learning to 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.
We are learning to read and comprehend literature, including stories, dramas, and poetry skillfully. By the end of the year we can read in the grades 4–5 text complexity band with support as needed at the high end of the range.
We are learning to refer to details and examples in a text when explaining what the text says. We are learning to refer to details and examples in a text when drawing inferences from the text.
We are learning to find out the main idea of a text and explain how it is supported by key details. We are learning to summarize the text.
We are learning to 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.
We are learning to find out the meaning of words or phrases in text relevant to grade 4 topic or subject area.
We are learning to describe the overall structure (for example, chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
We are learning to compare and contrast a firsthand and secondhand account of the same event or topic. We can describe the differences in focus and the information provided between a firsthand and secondhand account.
We are learning to interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations). We can explain how the information contributes to our understanding of the text in which it appears.
We are learning to explain how an author uses reasons and evidence to support particular points in a text.
We are learning to integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
We are learning to read and comprehend informational texts, including history/social studies, science,and technical texts. By the end of the year we can read texts at the in the grades 4–5 text complexity band, with support as needed at the high end of the range.
We are learning to use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi syllabic words.
We are learning to read on-level text with purpose and understanding.
We are learning to read prose and poetry orally with accuracy, suitable rate, and expression on successive readings.
We are learning to use context to confirm or self-correct word recognition and understanding. We are learning to reread as necessary to help us confirm or self-correct word recognition and understanding.
We are learning to read closely to determine what the text says explicitly and to make logical inferences from it. We can cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
We are learning to find out the central ideas or themes of a text and analyze their development. We are learning to summarize the key supporting details and ideas of a text.
We are learning to analyze how and why individuals, events, and ideas develop and interact over the course of a text.
We are learning to interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
We are learning to analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (for example, a section, chapter, scene, or stanza) relate to each other and the whole.
We are learning to assess how point of view or purpose shapes the content and style of a text.
We are learning to integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
We are learning to find and evaluate the argument and claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
We are learning to analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
We are learning to read and comprehend complex literary and informational texts independently and proficiently.
We are learning to refer to details and examples in a text when explaining what the text says and when drawing inferences from the text.
We are learning to find the theme of a story, drama, or poem from details in the text. We are learning to summarize the text.
We are learning to describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (for example, a character’s thoughts, words, or actions).
We are learning to find out 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).
We are learning about and can explain major differences between poems, drama, and prose.
We are learning about and can refer to the structural elements of poems (for example, verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
We are learning to compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
We are learning to 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.
We are learning to 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.
We are learning to read and comprehend literature, including stories, dramas, and poetry skillfully. By the end of the year we can read in the grades 4–5 text complexity band with support as needed at the high end of the range.
We are learning to refer to details and examples in a text when explaining what the text says. We are learning to refer to details and examples in a text when drawing inferences from the text.
We are learning to find out the main idea of a text and explain how it is supported by key details. We are learning to summarize the text.
We are learning to 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.
We are learning to find out the meaning of words or phrases in text relevant to grade 4 topic or subject area.
We are learning to describe the overall structure (for example, chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
We are learning to compare and contrast a firsthand and secondhand account of the same event or topic. We can describe the differences in focus and the information provided between a firsthand and secondhand account.
We are learning to interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations). We can explain how the information contributes to our understanding of the text in which it appears.
We are learning to explain how an author uses reasons and evidence to support particular points in a text.
We are learning to integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
We are learning to read and comprehend informational texts, including history/social studies, science,and technical texts. By the end of the year we can read texts at the in the grades 4–5 text complexity band, with support as needed at the high end of the range.
We are learning to use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi syllabic words.
We are learning to read on-level text with purpose and understanding.
We are learning to read prose and poetry orally with accuracy, suitable rate, and expression on successive readings.
We are learning to use context to confirm or self-correct word recognition and understanding. We are learning to reread as necessary to help us confirm or self-correct word recognition and understanding.