Grade 4
Language Arts
Reading
Standard 2

READING COMPREHENSION.


 
Resources
Lesson Plans
Assessments
1.  Open Court materials:

 (a)  Framework for Effective Teaching, Grade 4 (Teacher's Guide)

 (b)  Collections for Young Scholars, Vols. 1 and 2

 (c)  Explorer's Notebook, Vol. 4 (student workbook)

 (d)  Reading/Writing Connection, Vol. 4 (student workbook)

 (e)  Response Guide

 (f)  Skills Assessment

 (g)  Reading and Writing Skills Practice, Grade 4 (workbook)

 (h)  Essay and Writing Assessment Masters

 (i)  Comprehension Assessment Masters

 (j)  Teacher Tool Cards:
  - Writer's Craft/Reading
  - Grammar, Mechanics and Usage
  - Spelling and Vocabulary
  - Study and Research
  - Classroom Supports

 (k)  Formative Assessment

 (l)  Research Assessment

 (m)  Continuous Assessment Masters

 (n)  Reproducible Masters, Parts 1 and 2

 (o)  Learning Framework Cards

2.  SRA Reading Laboratory materials

3.  San Mateo Spelling

4.  Formula-Three Reading-Spelling-Learning Program Instructor's Manual

5.  School sites have reading chain and other sets of novels, biographies, nonfiction, picture books and plays, which are in addition to Open Court materials.

6.  Animated Handwriting video by Learning Windows Publications.

See Teacher's Tool Cards, Student Tool Cards, 37-43.
Previously Published Data

1.) Literature Response Journal: Keeping a record of books read, along with written reflections, shows understanding of text. As students become adept at summarizing, questioning, clarifying, and predicting, have them write about what they read as well as their personal connections to the author's words and feelings. The format of the Response Journal can be as simple as binder paper stapled together or a Hyperstudio stack; or you can add interest by making it a shape book, multimedia response, a pop-up or flap book, or "window circle" with adjacent cut-outs. Encourage some student choice responses to allow for personal preferences.

Assignments such as these can be adapted to fit the content of your curriculum:

  • Reread page __. How do you know what the author is saying? What strategies did you use to find out the meaning?
  • Reread paragraph __ on page __. What do you think will happen next? (to a character, in the action, in use of literary technique and style) Why do you think so? Make a personal connection and tell about a time when something similar happened to you or someone you know.
  • Reread the quote at the end of chapter __. Why do you think the character acted the way she did? Was it a good idea? Why or why not? Diagram your response. How do you know?
  • Read about __ (current topic) from multiple sources. Take notes from each. Record at least one fact that you believe to be true because you read it in two or more sources. Write any conflicting facts that you find on a small chart.
  • Choose a favorite passage from your book. Write and cite a quote. Then draw what comes next. Label the cause and effect.
  • As you read keep a list of facts and opinions from the text. Tell how you know.
    • 1.  Explorer's Notebook, Vol. 4

    2.  Reading/Writing Connection, Vol. 4

    3.  Skills Assessment--use with Tool Cards.

    4.  Reading and Writing Skills Practice, Grade 4

    5.  Comprehension Checkpoint

    6.  Spelling tests

    7.  Students' writing assignments and SPJUSD rubrics

    8.  Reproducible Masters, Parts 1 and 2

    Previously Published Data

    1.) Student Product: Response Journal Performance Criteria: Does the student effectively use a variety of reading strategies and follow spoken and written directions to gain meaning from text?

    Score 1: little written evidence, incomplete responses, or off topic responses 

    Score 2: the response needs organization of ideas or details to communicate understanding 

    Score 3: most of the responses are easy to read, often retelling information, showing that the student understands the text 

    Score 4: personal connections, reflections, and questions accompany the response