Reading Standard 1: Print-Sound Code

By the end of grade four, students are expected to read aloud, accurately (in the range of 85-90%) familiar material of the quality and complexity illustrated in the sample reading list.

 

By the end of grade four, it is expected that students will:

 

á      Self correct when subsequent reading indicates an earlier miscue

á      Use a range of cueing systems, e.g. phonic and context clues, to determine pronunciation and meanings

á      Adjust reading rate based on purpose for reading and type of text

á      Read with a rhythm, flow, and meter that sounds like everyday speech

 

 

 

Reading Standard 2: Getting the Meaning

E1a (reading twenty-five books), E1b (comprehension), (E1c (informational text), E1d (public documents), E1e (functional documents), E5a (literature)

Reading Standard E1a:  The student reads at least twenty-five books or book

equivalents each year.

 

Students will read at least 25 books or book equivalents each year including mandatory summer reading and classroom and independent reading as required.  Reading materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and on-line materials.  Students will produce evidence of this reading.

á      By the end of grade four, students are expected to independently read aloud unfamiliar Level S books with 90% accuracy or better.

á      Grade four students are expected

    to read aloud at a rate of 125 high

    frequency age/grade appropriate

    words per minute (See Fluency

    Rate Chart in Appendix).

á      Recognize the necessity of varying

     their reading rate with the task

     (i.e. math problems vs. pleasure

     reading)

 

 

 

 

Comprehension                      

In Fourth Grade, the expectations for comprehension are generally the same as those for independent reading and listening to text, as well as for fiction and non-fiction. 

 

Using appropriate grade level materials, Grade 4 students are expected to:

 

á      Summarize main ideas, using supporting details as appropriate.

á      Show knowledge of the use of graphic organizers, illustrations, headings and subheadings.

á      Use highlighting, mapping, and webbing strategies to indicate pertinent information

á      Locate important details about a topic, using different sources of information, including books, magazines, newspapers, and online resources.

á      Identify steps in a set of instructions or procedures for proper sequencing and completeness and revise if necessary.

á      Identify and understand an authorÕs purpose for writing, including to explain, to entertain, or to inform.

 

Text Variety:  Expository

Grade 4 focus will be biography, non-

fiction, concept books, and life-cycle

animal books.

 

 

Grade 4 students are also expected to demonstrate a familiarity with a variety of

public documents (i.e.documents that focus on school issues and beyond) and

produce written or oral work that does one or more of the following:

 

á      Uses reasoning and information from within and outside of the text to examine arguments

á      Identifies and understands an authorÕs purpose for writing, including to explain, or to inform.

á      Makes connections to related topics or information

á      Discusses the arguments put forward and the evidence offered in support of them.

 

In fourth grade it is expected that students will demonstrate a familiarity with a variety of

functional documents (i.e., documents that exist in order to get things done) and

produce written or oral work that does one or more of the following:

 

á      Classifies and categorizes  information from text

á      Paraphrases the important information from the text

á      Draws conclusions from information in maps, charts, graphs, and diagrams.

á      Follows multi-step directions

á      Describes in their own words what new information they gained and how it relates to their prior knowledge.

 

Reading Standard 3: Reading Habits, E1a,b,c (quantity of varied reading) E5a (discussion)

In the fourth grade, it is expected that students are able to read independently at grade levels O through S (Fountas and Pinnell).  It is expected the reading program will guide students to an appreciation of literature as well as an acquisition of reading skills.  Research shows students need a variety of reading materials and need to read more to become better readers.  A balanced reading program includes such components as reading and writing aloud, shared reading and writing, guided reading and writing, and independent reading and writing.

 

Independent and/or Assisted Reading

 

By the end of grade four, it is expected that students will:

á      Read aloud at a rate of 125 words per minute (See Fluency Rate Chart in Appendix)

á      Read 25 books or book equivalents Ð (a book equivalent can be defined as:

ˆ      4 selections in the basal series

ˆ      1 teacher read aloud book with discussion

ˆ      1 poetry anthology

ˆ      3 grade level magazines

á      Read and hear texts read aloud from a variety of genres.

 

We expect fourth graders to:

á      Read and comprehend at least 4      books on the same topic, or 4 books

 by a single author, or 4 books from the  same genre, and produce evidence

 of reading that:

á      Makes warranted and responsible assertions about the text

á      Supports assertions with      convincing evidence

á      Draws the text together to     compare and contrast themes,

    characters, and ideas

á      Makes perceptive and well