Grade 4 Reading Literary
Texts Assessment Targets
What content items/tasks for this target could
assess
1. KEY DETAILS: Use explicit
details and implicit information to
support answers or inferences
about texts
Standards: RL-1, RL-3
(DOK 1, DOK 2)
RL-1 Refer to details and examples in a text when explaining what What was in the basket that Little
the text says explicitly and when drawing inferences from the text.
Red took to her grandmother? (DOK
RL-3 Describe in depth a character, setting, or event in a story or 1) Which description or action from
drama, drawing on specific details in the text (e.g., a character’s
the story foreshadows that
thoughts, words, or actions).
something bad will happen? (DOK 2inference)
RL-2 Determine a theme of a story, drama, or poem from details in How would Little Red summarize the
the text; summarize the text.
wolf incident to her mother? (DOK 2RL-3 Describe in depth a character, setting, or event in a story or summary)
2. CENTRAL IDEAS: Identify or
summarize central ideas/ key
events
Standards: RL-2, RL-3
(DOK 2)
3. WORD MEANINGS:
Determine word meanings,
multiple meanings, or shades of
meaning based on word
relationships (e.g., synonyms),
word structure (e.g., common
Greek or Latin roots, affixes),
context, or use of resources (e.g.,
dictionary)
Standards: RL-4; L-4, L-5c
(DOK 1, DOK 2)
Text(s): Little Red Riding Hood
Sample questions/tasks
drama, drawing on specific details in the text (e.g., a character’s
thoughts, words, or actions).
RL-4 Determine the meaning of words and phrases as they are used What does the phrase full of good
in a text, including those that allude to significant characters found in intentions mean in this part of the
mythology (e.g., Herculean).
story? (DOK 2 – use context)
L-4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 4 reading and content,
choosing flexibly from a range of strategies.
a. Use context (e.g., definitions, examples, or restatements in text)
as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and
Latin affixes and roots as clues to the meaning of a word (e.g.,
telegraph, photograph,autograph).
c. Consult reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the
pronunciation and determine or clarify the precise meaning of key
words and phrases.
L-5c Demonstrate understanding of words by relating them to their
opposites (antonyms) and to words with similar but not identical
meanings (synonyms).
Full of good intentions, the little girl
made her way through the woods,
but she was soon to forget her
mother's wise words. "What lovely
strawberries! And so red."
Which definition of rap is used
below.
(DOK 1)
“The wolf rapped on the door.”
a. criminal charge or blame
b. discuss
c. land a sharp blow
d. knock
Are all wolves (in literature)
portrayed like the wolf in this
story? Support your response
using evidence from at least one
other text. (DOK 4)
4. REASONING & EVIDENCE:
Use supporting evidence to justify/
explain inferences (character
development/ traits, first or third
person point of view,
theme/author’s message)
Standards: RL-2, RL-3, RL-6
(DOK 3, DOK 41)
5. ANALYZE
RELATIONSHIPS: Specify or
explain relationships within or
across texts (e.g.,compare/contrast,
problem/solution, cause/effect)
Standards: RL-6, RL-7, RL-9
(DOK 2, DOK 3, DOK 4)
RL-2 Determine a theme of a story, drama, or poem from details in
6.STRUCTURES/FEATURES:
Relate knowledge of text structure
or features (visual information) to
gain, interpret, or explain
information Standards: RL-5,
RL-7 (DOK 2, DOK 3)
RL-5 Explain major differences between poems, drama, and prose, Complete the graphic organizer to
and refer to the structural elements of poems (e.g., verse, rhythm,
show several similarities and
meter) and drama (e.g., casts of characters, settings, descriptions,
differences between the two
dialogue, stage directions) when writing or speaking about a text.
RL-7 Make connections between the text of a story or drama and a versions of this text. (DOK 2visual or oral presentation of the text, identifying where each version compare-contrast)
7. LANGUAGE USE: Determine
or interpret figurative meanings of
words and phrases used in context
Standards: RL-4; L-5a, L-5b
(DOK 2, DOK 3)
RL-4 Determine the meaning of words and phrases as they are used Identify examples of
in a text, including those that allude to significant characters found in personification or similes used in
mythology (e.g., Herculean).
the story and explain how it helped
L-5a Explain the meaning of simple similes and metaphors (e.g., as
the reader to interpret the traits of
pretty as a picture) in context.
L-5b Recognize and explain the meaning of common idioms, adages, a character. (DOK 3)
the text; summarize the text.
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 character’s
thoughts, words, or actions).
RL-62 Compare and contrast the point of view from which different
stories are narrated, including the difference between first- and thirdperson narrations.
RL-6 Compare and contrast the point of view from which different Analyze two versions of this story to
stories are narrated, including the difference between first- and third- determine whether each one is told
person narrations.
from first or third person point of
RL-7 Make connections between the text of a story or drama and a
view. Provide supporting evidence
visual or oral presentation of the text, identifying where each version
to show how you know when
reflects specific descriptions and directions in the text.
RL-9 Compare and contrast the treatment of similar themes and making your comparisons. (DOK 4)
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.
reflects specific descriptions and directions in the text.
and proverbs.
1
In many cases, but NOT ALL, when students analyze deeply and draw information from multiple texts for supporting evidence, the DOK level
becomes level 4, whereas the same task with a single text would be DOK level 3.
2
CC Standards that are underlined indicate that more than one text or text format is required for assessment items.