I-CANyons Parent Toolkit for Fourth Grade Language Arts (ELA)
Reading Literature and Informational Texts: I can...
Standard
Ask and answer questions to demonstrate understanding referring to the text and drawing inferences.
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Core Standard
RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. SL. 4.3 Identify the reasons and evidence a speaker provides to support particular points. |
In Other WordsStudents ask and answer questions such as who, what, when, where, why and how regarding a story such as "Because of Winn Dixie" to show understanding of the text. Students can draw conclusions on the characters and plot based on clues from the text.
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If Mastered
Student will be able to use different texts while teaching a parent or sibling how to ask and answer questions to better understand the characters and plot of a story.
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If Not Yet Mastered
Together read a text that interests the child. As you read the book, use the suggestions listed in the following link to guide your questioning.
Click here. |
Standard
Identify and summarize the main idea and key details.
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Core Standard
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RI. 4.2 Determine the main idea of a text and explain how it is supported by key details, summarize the text. SL. 4.2 Paraphrase portions of a text read aloud or information presented in diverse media, and formats, including visually, quantitatively, and orally. |
In Other Words
Student can explain to parent or sibling the main idea from a grade level text and summarize the major events and characters in the text.
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If Mastered
After reading a text student can teach parent or sibling how to find the main idea in a text by filling out a graphic organizer. Go here and refer to pages 6,7, or 8.
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If Not Yet Mastered
Parent and child read a grade level text together. Parent models how to fill out graphic organizers to aid in summarizing the text. Use graphic organizers on page 7 or 9. Click here.
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Standard
Recognize the structure (e.g., sequence, dialogue, charts).
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Core Standard
RL. 4.3 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. 4.5 Explain major 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. RL. 4.7 Make connections between the text of a story or drama and a visual or oral presenation of the text, indentifying where each versino reflects specific descriptions and directions in the text. RI. 4.3 Explain events, procedures, ideas or concepts in a historical, scientific, or technical text, including what happened and why, based on why, based on specific information in the text. RI. 4.5 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. RI. 4.7 Interpret information presented viually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. |
In Other Words
Student is able to identify characters, specific events and the setting (where the story takes place) of a text.
Student is able to list sequenced events, similarities and differences, problem and solution, and cause and effect after reading a non-fiction text. |
If Mastered
Student identifies the characters, setting, and events of the text they are independently reading and records this information on a graphic organizer. Example found here. Parent follows up with student by asking them questions about how they know the information they recorded to be correct--what is their evidence?
After reading a non-fiction text student can teach parent or sibling how to list sequenced events, similarities and differences, problem and solution, and cause and effect in a text. |
If Not Yet Mastered
Parent and student work together to identify the characters, setting and events of a story/book. Students retells the major events with support from the parent. Repeat with another text letting the student identify these characteristics of text on their own.
Parent and child can read a non-fiction text together and the parent will model how to list sequenced events, similarities and differences, problem and solution, and cause and effect in a text by filling out a graphic organizer. Go here and refer to pages 2,3, & 9. |
Standard
Compare and contrast the point of view.
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Core Standard
RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narration.
RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. |
In Other Words
Student compares the similarities and differences between texts based on the narrator's point of view. A first person narrator makes frequent use of the pronoun "I," because, you know, they're talking about themselves, or at the very least what's going on around them.This style of narration gives us insight into a character's thoughts and feelings. A third person narration is where a detached person (someone who isn't directly involved in the action) tells you everything that goes on.
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If Mastered
Student compares two texts and identifies the similarities and differences within a text based on the narrator's point of view. Student can use one of the graphic organizers from the Florida Center for Reading Research.
Click here. |
If Not Yet Mastered
Parent reviews first person and third person narration with student. Together, they complete the practice page.
Click here. |
