RL.4.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Anchor Standard/Mathematical Practice(s)
10. Read and comprehend complex literary and informational texts independently and proficiently.
Information Technology Standard
4.IN.1 Apply appropriate strategies when reading for enjoyment and for information. 4.IN.1.2 Differentiate strategies when reading various genres
Revised Bloom's Level of thinking
Remembering, Understanding, Applying, Analyze, and Evaluate
Learning Target/Task Analysis
Fourth grade students are capable of reading and understanding a variety of literature in grades 4-5 with assistance provided at the higher end. “The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-by-grade „staircase‟ of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.” “Students also acquire the habits of reading independently and closely, which are essential to their future success.” Students should encounter appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge needed for success in school and life. Effective scaffolding should allow the reader to encounter the text with minimal clarifications. It should not replace the text by translating its contents for students.
I can...
I can comprehend what I read.
Essential Vocabulary
fluency, proficiently, complexity, reasoning
Sample Assessments
Summative Assessments Teacher Made Tests ThinkGate Examples of formative assessment Self Selected Reading Conferences Partner Reading as Teacher Monitors and Makes Anecdotal Notes of Student Reading Students read a passage and make sticky notes to indicate understanding of story
Differentiation
Intervention:
Content must be adapted to students' needs through use of graphic organizers, outlines, labeling of pictures, study guides, adapted text, and highlighted text.
Enrichment:
Whole Group Read Aloud and Discussion Small Group Read Aloud and Discussion Literature Circles
Common Core Standard
RL.4.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.Anchor Standard/Mathematical Practice(s)
10. Read and comprehend complex literary and informational texts independently and proficiently.Information Technology Standard
4.IN.1Apply appropriate strategies when reading for enjoyment and for information.
4.IN.1.2
Differentiate strategies when reading various genres
Revised Bloom's Level of thinking
Remembering, Understanding, Applying, Analyze, and EvaluateLearning Target/Task Analysis
Fourth grade students are capable of reading and understanding a variety of literature in grades 4-5 with assistance provided at the higher end.“The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read.
Standard 10 defines a grade-by-grade „staircase‟ of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.”
“Students also acquire the habits of reading independently and closely, which are essential to their future success.”
Students should encounter appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge needed for success in school and life.
Effective scaffolding should allow the reader to encounter the text with minimal clarifications. It should not replace the text by translating its contents for students.
I can...
I can comprehend what I read.Essential Vocabulary
fluency, proficiently, complexity, reasoning
Sample Assessments
Summative AssessmentsTeacher Made Tests
ThinkGate
Examples of formative assessment
Self Selected Reading Conferences
Partner Reading as Teacher Monitors and Makes Anecdotal Notes of Student Reading
Students read a passage and make sticky notes to indicate understanding of story
Differentiation
Intervention:
Content must be adapted to students' needs through use of graphic organizers, outlines, labeling of pictures, study guides, adapted text, and highlighted text.Enrichment:
Whole Group Read Aloud and DiscussionSmall Group Read Aloud and Discussion
Literature Circles
Instructional Resources
ReadWriteThinkTeachersFirst
SIOP
Classroom Library
School Library
http://lexile.com/
Anthology
Notes and Additional Information