Reading
Common Core Standards
4th Grade
The research-based instructional trainings that Graves County teachers have participated in have proven to be of great value. Strategies
learned should continue to be utilized when teaching students the new Kentucky Core Academic Standards. When creating lesson plans,
teachers should keep in mind the following best practices:
 Learning Targets – “I can…”, “Today I will…”
 Rutherford’s Principles of Learning
 Congruency – Activity matches the learning target
 Overt Responses – All, Abundant, During
 Performance Feedback – Abundant, immediate,
 Locale Memory – Learning in 3D spatial area
specific
 Conscious Attention – Gaining, keeping, & applying
 Personal Relevance – Linking to student survival or
attention
well-being
 Mental Models – 3 Levels; Level 1- Pictures + Words; Level 2 – Sensory representations + written/verbal label;
Level 3 – Right + Left Hemisphere
 21st Century Skills
 Communication
 Collaboration
 Creativity & Innovation
 Critical Thinking and Problem Solving
 Silver and Strong/Thoughtful Ed Vocabulary Strategies
 Formative Assessments – Assessment FOR Learning
 Differentiation – Tiered Activities for ALL learners
GREAT RESOURCES :
1
Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
4th Grade
Common Core Standards
Literature (RL)
Common Core
Learning Targets
Standard
Key Ideas and Details
4.RL.1
Identify and explain
Refer to details
how details and
and examples in
examples from the
a text when
text support making
explaining what
inferences
the text says
explicitly and
when drawing
inferences from
the text.
4.RL.2
Apply and summarize
Determine a
key ideas and details
theme of a story, for the theme of a:
drama, or poem
 story
from details in
 drama
the text;
 poem
summarize the
text.
Textual Evidence
According to the
passage….
4.RL.3
Describe in depth
a character,
setting, or event
in a story or
drama, drawing
on specific details
in the text (e.g., a
Identify and describe:
 a character’s
actions
 a character’s
thoughts
 the setting
 events
based on evidence in
Vocabulary
Resources
http://www.fcrr.org/studentactivities/literature_45.htm
http://www.quia.com/ba/41785.html
http://www.studyzone.org/testprep/ela4/o/makinginferencel.cfm
http://www.philtulga.com/Riddles.html
www.swcs.us/.../4th%20grade%20resource%20book/inferences/4th%2
0i...
o
Inferences
Quote
Details
Explicitly means…
*“According to the text…”
*“The author states” and
write exactly what author
says.
Quotation marks
o
o
o
o
Theme
Drama
Poem
Summarize
http://www.readworks.org/lessons/grade4/theme
http://www.education.com/study-help/article/theme_answer/
http://www.ereadingworksheets.com/free-reading-worksheets/themeworksheets/
http://www.youtube.com/watch?v=p4qME64SkxM&feature=player_embedde
d
o
o
o
Setting
Drama
Describe
http://www.proteacher.com/redirect.php?goto=2015
http://www.aasd.k12.wi.us/staff/boldtkatherine/ReadingFun36/ReadingFun_ReadingSkills.htm#Character_Analysis
http://www.scholastic.com/teachers/top-teaching/2012/11/teachingcharacter-traits-readers-workshop
o
o
o
o
2
Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
character’s
thoughts, words,
or actions).
Character traitsUse thoughts,
words or actions
as support to
describe a
character
Compare/Contras
t- 2 or more
characters
Perspective
Craft and Structure
4.RL.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).
Repitition, StanzaBased on the
context clues.
Literal/non-literal
(alliteration)
Metaphors/simile
s (meanings)mood (tone)
4.RL.5
Explain major
Common Core Standards
4th Grade
the text
o
o
o
Recognize and
determine the
meaning of words
and phrases:
 as they are
used in a text
 that allude to
significant
characters
found in
mythology as
they are
used in a text
Explain major
differences between:
o
o
Figurative Language
Metaphors
Similes
Poems
Meter
3
Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
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.
Genre
4.RL.6
Compare and
contrast the point
of view from
which different
stories are
narrated,
including the
difference
between firstand third-person
narrations.
Common Core Standards
 poems
 drama
 prose
and refer to the
structural elements:
 poems (e.g.,
verse, rhyme,
 meter)
 drama (e.g.,
cast of
characters,
settings,
descriptions,
dialogue,
stage
directions)
 prose (e.g.,
characters,
settings,
descriptions,
dialogue)
when speaking or
writing about text
Identify, define and
compare/contrast
the points of view
from which different
stories are narrated,
including 1st and 3rd
narrations
o
o
o
o
o
o
o
o
o
o
o
o
o
Drama
Cast
Prose
Setting
Descriptions?
Verse
Dialogue
Rhythm
Stage & Direction
Chapter
Scenes
Stanzas
Point of View
o
o
o
o
Compare
Contrast
Point of View
First-person Narration Thirdperson Narration
4th Grade
4
Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
Integration of Knowledge and Ideas
4.RL.7
Make connections
Make
and identify specific
connections
descriptions and
between the text directions between
of a story or
text or story, drama,
drama and a
oral or visual
visual or oral
representation of the
presentation of
text
the text,
identifying where
each version
reflects specific
descriptions and
directions in the
text.
4.RL.8 No
Common Core
Standard
4.RL.9
Identify and
Compare and
Compare/ Contrast,
contrast the
 Themes,
treatment of
 Topic,
similar themes
 Patterns of
and topics (e.g.,
events
opposition of
in stories,
good and evil)
myths, or
and patterns of
traditional
events (e.g., the
literature
quest) in stories,
from
myths, and
different
traditional
cultures
literature from
different
cultures.
Common Core Standards
o
o
o
o
4th Grade
Drama
Connections
Oral Presentation
Visual Presentation
o
o
o
o
o
o
o
Themes
Patterns of events
Genre
Opposition of good/evil
Myth
Stores
Traditional literature
5
Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
Range of Reading and Level of Text Complexity
4.RL.10
Identify and
By the end of the comprehend
year, read and
independently in
comprehend
literary text:
literature,
 key ideas and
including stories,
details
dramas, and
 craft and
poetry, in the
structure
grades 4–5 text
 integration of
complexity band
knowledge
proficiently, with
and ideas at
scaffolding as
appropriate
needed at the
complexity
high end of the
(Qualitative,
range.
Quantitative
and readers
and task) as
seen in
standards 19, with
scaffolding as
needed at
the high end
of the range
4th Grade
Common Core Standards
o
o
o
o
o
o
identify/comprehend
craft and structure
integration
appropriate complexity
qualitative/quantitative
scaffolding
Informational Text (RI)
Common Core Standard
Key Ideas and Details
4.RI.1
Refer to details and examples in a text when
explaining what the text says explicitly and
when drawing inferences from the text.
Learning Targets
Refer to details and examples
explicitly when explaining and
drawing inferences from text
Vocabulary
o
o
o
o
o
Resources
Refer to
Quote
Inferences
Use “according to the
passage”
Use “for example”
6
Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
4.RI.2
Determine the main idea of a text and explain
how it is supported by key details; summarize
the text.
4.RI.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.
Craft and Structure
4.RI.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.
4.RI.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.
4.RI.6
Compare and contrast a firsthand and
secondhand account of the same event or
topic; describe the differences in focus and the
information provided. (point of view)
Integration of Knowledge and Ideas
4.RI.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
Common Core Standards
o
o
o
o
Main Idea
Summarize
Details
Support
o Historical
o Scientific
o Technical
o Procedures
o Concepts
Refer to and describe overall
structure of events, ideas, concepts
or information in text including:
o Chronology
o Comparison
o Cause/effect
o Problem/solution
Compare/contrast and describe
differences of points of view in first
and second hand accounts of the
same event.
o
o
o
o
o
o
Structure
Chronological
Comparison
Contrast
Cause/effect
Problem/solution
o
o
o
o
o
Compare
Contrast
Firsthand perspective
Secondhand perspective
Point of view (in
informational text)
Interpret and explain how
information presented visually,
orally, or quantitatively(in charts,
graphs, diagrams, time lines,
animations, or interactive elements
o
o
o
o
o
Text features
Chart
Graph
Diagram
Time Line
Determine, explain , and
summarize main idea and key
details
Explain what and why events,
procedures, ideas, and concepts
happened based on specific text
information in:
o Historical
o Scientific
o Technical
4th Grade
7
Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
information contributes to an understanding of
the text in which it appears.
4.RI.8
Explain how an author uses reasons and
evidence to support particular points in a text.
4.RI.9
Integrate information from two texts on the
same topic in order to write or speak about the
subject knowledgeably.
Range of Reading and Level of Text Complexity
4.RI.10
By the end of 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.
4th Grade
Common Core Standards
on Web pages) contributes to an
understanding of text
o
o
Animations
Interactives (web pages)
o
o
Compare/contrast and integrate
two texts on the same topic in
order to write or speak about the
subject knowledgeably
Compare/contrast
integrate
Read and comprehend
informational texts including
history/social studies, science, and
technical texts in the grades 4-5
complexity band proficiently with
scaffolding at the high end of the
range as needed
Foundational Skills (RF)
Common Core Standard
Phonics and Word Recognition
4.RF.3 (No Common Core Standards for 4.RF.1 and 4.RF.2)
Know and apply grade-level phonics and word
analysis skills in decoding words.
a) Use combined knowledge of all lettersound correspondences, syllabication
patterns, and morphology (e.g., roots and
affixes) to read accurately unfamiliar
multisyllabic words in context and out of
context.
Fluency
4.RF.4
Read with sufficient accuracy and fluency to
support comprehension.
Learning Targets
Vocabulary
o
o
Resources
Roots
Affixes
o
o
o
Accuracy
Fluency
Purpose
8
Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
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 as necessary.
Common Core Standards
o
o
o
4th Grade
Prose
Expression
Context
9
Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards