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4th Grade Student Proficiency Levels: Standard 3 Critical Reading

Page history last edited by Danielle Calvin 5 years, 5 months ago

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4th Grade Proficiency Levels

Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

 

READING: Students will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives.

 

 

 

Understanding 

Objectives 
 

Approaching 

4.3.R.1

Students can determine the author’s purpose and infer the difference between the stated and implied purpose.

 


 

 

4.3.R.1

Students will determine the author’s purpose (i.e., entertain, inform, persuade) and infer the difference between the stated and implied purpose.

   

Developing 

4.3.R.1

Students can determine the author’s stated and implied purpose and infer the difference between the stated and implied purpose with guidance. 

4.3.R.1

Students can identify the author’s stated and implied purpose of a text when presented with options. 

4.3.R.2

Students can identify indicators of first and third person point of view in a text.

 

 

 

4.3.R.2

Students can infer whether a story is narrated in first or third person point of view with guidance.

 

4.3.R.2

Students can infer whether a story is narrated in first or third person point of view.

 

 

4.3.R.2

Students will infer whether a story is narrated in first or third person point of view in grade-level literary and/or informational text.

 

4.3.R.3

Students can identify key literary elements with guidance:

  • Setting

  • Plot

  • Characters (i.e., protagonist, antagonist)

  • characterization

  • theme

 

 

4.3.R.3

Students can describe key literary elements with guidance:

  • Setting

  • Plot

  • Characters (i.e., protagonist, antagonist)

  • characterization

  • theme

 

 

4.3.R.3

Students can describe key literary elements:

  • setting

  • plot

  • characters (i.e., protagonist, antagonist)

  • characterization

  • theme

 

4.3.R.3

Students will describe key literary elements:

  • setting

  • plot

  • characters (i.e., protagonist, antagonist)

  • characterization

  • theme

   

4.3.R.4

Students can find examples of literary devices with guidance:

  • simile

  • metaphor

  • personification

  • onomatopoeia

  • hyperbole

  • imagery

  • idiom*

  • alliteration*

**These are not included in the objective but should be taught.

Students can define:

  • symbolism

  • tone

4.3.R.4

Students can find examples of literary devices:

  • simile

  • metaphor

  • personification

  • onomatopoeia

  • hyperbole

  • Imagery

  • idiom**

  • alliteration**

**These are not included in the objective but should be taught.

Students can find textual evidence with guidance.

  • symbolism

  • tone

4.3.R.4

Students can find examples of literary devices:

  • simile

  • metaphor

  • personification

  • onomatopoeia

  • hyperbole

  • Imagery

  • idiom**

  • alliteration**

**These are not included in the objective but should be taught.

Students can find textual evidence when provided with examples:

  • symbolism

  • tone

 

4.3.R.4

Students will find examples of literary devices:

  • simile

  • metaphor

  • personification

  • onomatopoeia

  • hyperbole

  • imagery

  • symbolism*

  • tone*

*Students will find textual evidence when provided with examples.

 

4.3.R.5

Students can distinguish fact from opinion in a text.

 

4.3.R.5

Students can distinguish fact from opinion in a text and investigate facts for accuracy with guidance. 

4.3.R.5

Students can distinguish fact from opinion in a text and investigate facts for accuracy.

 

4.3.R.5

Students will distinguish fact from opinion in a text and investigate facts for accuracy.

 

4.3.R.6

Students can recognize characteristics of common text structures (e.g., description, compare/contrast, sequential, problem/solution, cause/effect).

4.3.R.6

Students can identify the structure of a text (e.g., description, compare/contrast, sequential, problem/solution, cause/effect).

 

4.3.R.6

Students can describe the structure of a text (e.g., description, compare/contrast, sequential, problem/solution, cause/effect).

 

4.3.R.6

Students will describe the structure of a text (e.g., description, compare/contrast, sequential, problem/solution, cause/effect).

4.3.R.7

Students can recognize the difference between questions answered directly, and questions that need to be answered by using hints or clue from the text.

 

4.3.R.7

Students can ask and answer inferential questions about the text.

4.3.R.7

Students can ask and answer inferential questions using the text to support answers with guidance.

4.3.R.7

Students will ask and answer inferential questions using the text to support answers.

 
    *Once the student demonstrates an understanding of an objective, consider a deeper acquisition of those skills. 

 

 Instructional Guidance 
Developing 

Explain the term “protagonist” (a leading character in a story) and identify protagonists from familiar stories previously read aloud.  Chart typical characteristics of a protagonist (leadership, bravery, kindness, etc.).  Explain the term “antagonist” (person opposed to or who competes with a protagonist) and identify antagonists from the same familiar stories.  Chart typical characteristics of antagonists (unkind, dishonest, greedy, etc.). Read Works: Character

Place three to four items (e.g., heart, trophy, and band-aid) on a table. Explain that symbolism is the use of symbols to express ideas or qualities.  Now ask students what ideas or qualities the objects on the table could symbolize.  Point out examples of symbolism used within a text.

Explore various texts and collaboratively create an anchor chart of the unique characteristics of various text structures. Author’s Text Structure
Approaching 

During reading, discuss the protagonist and antagonist in a story.  Chart out characteristics of each of those characters.  Students will work in groups to identify and describe the protagonist and antagonist in a given story.

During reading, lead a discussion about various examples of symbolism.  Then, students will participate in group discussions to identify examples of given symbolism within a reading passage. A Lesson in Symbolism

Before reading, model how to skim a text for titles, subtitles, headings, and keywords. After scanning the text, during reading, point out various characteristics unique to the structure of the text.  Repeat this process with various text structures.  Provide various texts for students to independently identify text structures. Author’s Text Structure 
Understanding 

Students identify and describe the antagonist and protagonist in a grade level text.

Students will find textual evidence of symbolism within a grade level text.

Model how to describe the structure of a text using characteristics outlined in a previously created anchor chart.  Provide opportunities for students to describe the text structure of various texts. Author’s Text Structure

Deeper

Acquisition 

Students analyze how the protagonist and antagonist affect the plot of a story.Relationship Between the Protagonist and Antagonist

Students analyze how the use of symbolism in a passage conveys a certain meaning and provide textual evidence.

Students analyze a text to describe how the author uses text structure to convey his/her purpose.  Analyze Text Structure

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4th Grade Proficiency Levels

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