4th Grade
Reading
GRADE LEVEL STANDARDS/DOK
ESSENTIAL QUESTIONS/
CONTENT/TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
FORMING A FOUNDATION FOR READING
Requires readers to develop and apply basic reading skills and strategies across genres to read and understand texts at the appropriate grade level. This involves reading at the
word, sentence, and connected text levels across content areas that include multicultural texts.
Explain which technique(s) can be used to
Kentucky Learns Links
1.2.3.4
RD-04-1.0.1
interpret the meaning of specialized
(Word Part Exercises)
Students will apply word recognition strategies
vocabulary.
(Unknown Words)
(e.g., phonetic principles, context clues,
structural analysis) to determine pronunciations
Context Clues, Phonetic Principles, Structural
or meanings of words in passages.
Analysis, Sequencing
DOK 2
Kentucky Learns Links
1,2,3,4
Explain how synonyms, antonyms, and
RD-04-1.0.2
(Synonym Exercises)
compound words can help with
Students will apply knowledge of synonyms,
comprehension.
(Synonym Review)
antonyms, or compound words for
(Antonym Exercises)
comprehension.
(Antonym Page)
Synonyms, Antonyms, Compound Words
DOK 2
Brainpop – Antonyms, Synonyms, and Homonyms
RD-04-1.0.3
Students will know that some words have
multiple meanings and identify the correct
meaning as the word is used.
DOK 2
RD-04-1.0.4
Students will apply the meanings of common
prefixes or suffixes to comprehend unfamiliar
words.
DOK 2
RD-04-1.0.5
Students will identify the purpose of
capitalization, punctuation, boldface type, italics,
or indentations to make meaning of the text.
DOK 1
Describe why is it important to the reader to
understand that some words have multiple
meanings.
1,2,3,4
Explain which technique(s) could be used to
determine the correct meaning for a multiple
meaning word.
Multiple Meanings
Explain how prefixes and suffixes can change
the meaning of words.
Kentucky Learns Links
(Greek and Latin Root Words)
Suffixes, Roots, Affixes, Prefixes
Brainpop – roots, prefixes, suffixes
Explain how the use of capitalization,
punctuation, bold, italics, and indentations can
help interpret the text.
Bet You Can’t
Message in a Bottle
1,2,3,4
1,2,3,4
Kentucky Learns Links
(Punctuation, Capitalization, Formatting)
Capitalization, Punctuation, Bold Face Type,
Italics, Indentations
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
1
updated 2/12/08
4th Grade
Reading
GRADE LEVEL STANDARDS/DOK
ESSENTIAL QUESTIONS/
CONTENT/TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
RD-04-1.0.6
Students will formulate questions to guide reading.
Describe how formulating questions can guide
reading.
Sign of the Beaver
(Power Point)
1,2,3,4
Sign of the Beaver
(Power Point)
1,2,3,4
RD-04-1.0.7
Students will scan to find key information.
Question Formulation, Predict, Summarize,
Draw a conclusion
When do you scan a passage?
Scan, Passage
RD-04-1.0.8
Students will skim to get the general meaning of a
passage.
Explain when skimming a passage would be
appropriate.
1,2,3,4
Skim, Passage
DEVELOPING AN INITIAL UNDERSTANDING
Requires readers to consider the text as a whole or in a broader perspective to develop an initial understanding
Kentucky Learns Links
List specific literary devices and explain how
RD-04-2.0.1
(Literature Resources)
poets use these devices to create a specific
Students will identify and describe the
feeling or elicit an emotion.
characteristics of fiction, nonfiction, poetry, or
plays.
Explain why it is important to include
DOK 2
characteristics specific to the genre.
1,2,3,4
Contrast how fiction and nonfiction differ.
RD-04-2.0.2
Students will describe characters, plot, setting, or
problem/solution of a passage.
DOK 3
Fiction, Nonfiction, Poetry, Plays (Script)
Genre, Sensory Details, Alliteration,
Personification, Idioms, Metaphor, Simile,
Onomatopoeia
Describe how elements of a short story help
the reader develop a better understanding of
the text. Create a short story that includes all
story elements.
Kentucky Learns Links
(Elements of Fiction and Non-Fiction)
1,2,3,4
Conflict/Problem, Resolution/Solution,
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
2
updated 2/12/08
4th Grade
Reading
GRADE LEVEL STANDARDS/DOK
RD-04-2.0.3
Students will locate key ideas or information in a
passage.
DOK 1
ESSENTIAL QUESTIONS/
CONTENT/TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
Characters, Plot, Setting
What are some techniques used to locate
information in a passage?
Kentucky Learns Links
(Reading Comprehension Strategies)
1,2,3,4
Main Ideas, Supporting Details, Passage
#226 OR One Brave Summer
Headings, Captions, Bold Typed Word,
Underlined Words, Italicized Words
#223 OR Famous (Arlo Moore)
#224 OR Drinking Milk is Good for Birds #1
Skim, Scan
#120 OR Message from the Sea
#106 OR Feet
#469 OR America’s Best Girl
#118 OR Ben Franklin
#114 OR Peanut Patch
#122 OR Down the Rabbit Hole
RD-04-2.0.4
Students will interpret the meaning of specialized
vocabulary (words and terms specific to
understanding the content).
DOK 2
List and describe techniques that can be used
to interpret the meaning of specialized
vocabulary.
RD-04-2.0.5
Students will identify and explain why the
correct sequence of activities needed to carry out
a procedure.
DOK 2
Describe the story’s events in the correct
sequence. Explain how the outcome of the
story would have been different if the
sequence of events were out of sync.
Sign of the Beaver
(Power Point)
Kentucky Learns Links
1,2,3,4
Kentucky Learns Links
1,2,3,4
Specialized Vocabulary, Context Clues
#225 OR Drinking Milk is Good for Birds #2
Chronological, Sequential, Sequence, Problem
and Solution
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
3
updated 2/12/08
4th Grade
Reading
GRADE LEVEL STANDARDS/DOK
ESSENTIAL QUESTIONS/
CONTENT/TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
RD-04-2.0.6
Students will summarize information from a
passage.
Explain the importance of being able
summarize information from a passage.
#106 OR Feet
1,2,3,4
Kentucky Learns Links
1,2,3,4
RD-04-2.0.7
Students will make inferences or draw
conclusions based on what is read.
DOK 3
Summarize
How can inferences give the reader a broader
perspective of the author’s meaning?
#73 OR Poetry Comparison
The reader will justify his inferences based on
the authors meaning.
Inferences, Generalization, Conclusions,
Perspective
#470 OR The Guest
#226 OR One Brave Summer
#72 OR Doing Away With
#221 Cleaning Up the Ocean
#110 OR Lazy Donkeys
#5 Janet Wong (Poetry)
Interpreting Text
Requires readers to extend their initial impressions to develop a more complete understanding of what is read. This involves linking information across parts of a text as well as
focusing on specific information.
Explain how the author uses the character’s
Kentucky Learns Links
1,2,3,4
RD-04-3.0.1
(Elements of a Story)
actions to enhance the reader’s understanding
Students will explain a character’s or speaker’s
of a passage. Choose a main character and
actions based on a passage.
remove or develop a characteristic that will
#471 OR Gonzalo
DOK 3
alter the story’s outcome.
#470 OR The Guest
Context Clues
#121 OR Clam Tide
#2-Robert Frost
#45 Beverly Cleary
RD-04-3.0.2
Students will explain how a conflict in a passage
Explain how the conflict in a passage is
resolved.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Kentucky Learns Links
1,2,3,4
4
updated 2/12/08
4th Grade
Reading
GRADE LEVEL STANDARDS/DOK
is resolved.
DOK 3
RD-04-3.0.3
Students will identify an author’s purpose in a
passage.
DOK 2
RD-04-3.0.4
Students will identify main ideas and details that
support them.
DOK 3
ESSENTIAL QUESTIONS/
CONTENT/TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
Kentucky Learns Links
1,2,3,4
Kentucky Learns Links
1,2,3,4
Explain and justify different ways that the
conflict could be resolved.
Conflict, Resolution, Context Clues
Explain the different ways that an author’s
purpose varies according to the type of
passage that is written.
Perspective, Persuade, Inform, Entertain
Literary, Narrate, Context Clues
Identify the details which support the main
idea.
#106 OR Feet
Explain how each detail support the main
idea.
#44 Beverly Cleary
Main Ideas, Supporting Details, Examples
Context Clues, Captions, Illustrations
RD-04-3.0.5
Students will identify fact or opinion from a
passage.
DOK 2
RD-04-3.0.6
Students will identify information in a passage
that is supported by fact.
DOK 2
RD-04-3.0.7
Students will identify an author’s opinion about
a subject.
DOK 2
Why is it important to determine the
difference between fact and opinion?
Kentucky Learns Links
(Fact vs. opinion)
1,2,3,4
Fact, Opinion, Compare, Contrast
How is the information in a passage supported
by the facts?
Kentucky Learns Links
(Reading Comprehension Strategies)
1,2,3,4
Factual Information, Fact, Opinion, Context
Clues
Identify and explain an author’s opinion about
a subject.
#607 Johnny Appleseed
Kentucky Learns Links
(Reading Comprehension Strategies)
1,2,3,4
Opinion, Author’s Perspective
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
5
updated 2/12/08
4th Grade
Reading
GRADE LEVEL STANDARDS/DOK
RD-04-3.0.8
Studen Students will identify informative or persuasive
passages.
ESSENTIAL QUESTIONS/
CONTENT/TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
1,2,3,4
Classify passages as informative or
persuasive.
Informational Passages, Persuasive Passages
RD-04-3.0.9
Students will identify commonly used persuasive
techniques (i.e., bandwagon, emotional appeal,
testimonial, expert opinion) used in a passage.
List and Describe the characteristics of
commonly used persuasive techniques.
Persuasive Advertisement
(Unit)
1,2,3,4
Bandwagon, Emotional Appeal, Testimonial,
Expert Opinion, Advertisements
Reflecting and Responding to Text
Requires readers to connect knowledge from the text with their own background knowledge. The focus is on how the text relates to personal knowledge.
RD-04-4.0.1
Students will connect information from a passage to
students’ lives (text-to-self), real world issues (textto-world) or other texts (text-to-text - e.g., novel,
short story, song, film, website, etc.).
Explain how personal (real world) knowledge
enables the reader to reflect and respond to the
text (passage).
#55 OR Good Luck Gold
Real World, Reflect, Respond, Prior
Knowledge, Plot, Characters, Resolution,
Relate
#92 OR Exploring Myths #2
1,2,3,4
#91 OR Exploring Myths #1
#223 OR Famous (Arlo Moore)
Kentucky Learns Links
(Online Literature Resources)
Demonstrating a Critical Stance
Requires readers to consider the text objectively. It involves a range of tasks, including critical evaluation, comparing and contrasting, and understanding the impact of features
such as irony, humor, and organization.
RD-04-5.0.1
Students will evaluate what is read based on the
author’s word choice, content, or use of literary
elements.
RD-04-5.0.2
Students will identify literary devices such as
Explain how the author’s use of word choice
helps the reader evaluate the text.
#4 Laura Ingalls Wilder
1,2,3,4
Kentucky Learns Links
Word Choice, Content, Literary Elements
Plot, Theme, Characters, Setting, Irony,
Foreshadowing, Symbolism, Point of View
How can the use of literary devices help the
reader critically evaluate a passage?
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
#113 Poetry Terms
1,2,3,4
6
updated 2/12/08
4th Grade
Reading
GRADE LEVEL STANDARDS/DOK
foreshadowing, imagery, or figurative language
(i.e., similes, metaphors, and personification).
RD-04-5.0.3
Students will identify text features (e.g., pictures,
lists, charts, graphs, tables of contents, indexes,
glossaries, captions, diagrams, headings) to
answer questions about a passage.
DOK 2
RD-04-5.0.4
Students will identify the organizational pattern
used (e.g., sequence, cause and effect, or
comparison and contrast) to understand the
passage.
DOK 2
ESSENTIAL QUESTIONS/
CONTENT/TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
Kentucky Learns Links
Foreshadowing, Imagery, Figurative
Language, Similes, Metaphors,
Personification
Explain how text features can be used to
answer questions about a passage.
#225 OR Drinking Milk is Good for Birds #2
1,2,3,4
Kentucky Learns Links
Pictures, Lists, Charts, Graphs, Tables of
Contents, Indexes, Glossaries, Captions,
Diagrams, Headings, Gazetteers, Biographical
Dictionaries, Appendix
How are organizational patterns used to
support or refute predictions?
Kentucky Learns Links
1,2,3,4
Sequence, Cause and Effect, Comparison and
Contrast, Chronological Order
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
7
updated 2/12/08