4.F.F.1.b: Read a variety of unfamiliar grade-level texts with increasing automaticity.

4.F.F.1.c: Read a wide range of grade-level texts aloud with accurate prosody (phrasing, expression, juncture/pause, and intonation) to aid comprehension.

4.F.F.1.d: Self-correct while reading grade-level text (silently or aloud) to aid comprehension and fluency, rereading as necessary.

L.GC.1.13: Use periods, exclamation marks, and question marks at the end of sentences.

L.GC.1.21: Use coordinating conjunctions to join words, phrases, or clauses.

4.L.GC.2.a: Apply understandings of sentence structure to comprehend a wide variety of grade-level texts.

4.L.V.1.a: Acquire a range of general, academic, and specialized vocabulary words and phrases through grade-level texts and content.

4.L.V.1.b: Use grade-level general, academic, and specialized vocabulary words and phrases to enhance communication in a variety of settings.

4.L.V.2.a: Deconstruct words using knowledge of Greek and Latin roots, root words, and affixes to determine meaning.

4.L.V.3.a: Use context (e.g., definitions, examples, or restatements in text) to determine or clarify the meaning of unknown and multiple-meaning words and phrases.

4.L.V.3.b: Demonstrate understanding of words by relating them to their synonyms, antonyms, homophones, and homographs.

4.L.V.3.d: Use print and digital reference materials (e.g., dictionaries, glossaries, thesauruses) to check spelling and determine or clarify the precise meaning of words and phrases.

4.L.V.3.e: Use knowledge of word relationships and learned vocabulary words and phrases to make precise word choices when speaking and writing.

4.T.C.1.c: Create multimodal texts, using features of pre-selected modes for a specific purpose and audience.

4.T.C.2.c: Identify the ways in which the author indicates the context in which a text is written (e.g., time period, individual, situational).

4.T.SS.1.a: Compare and contrast the text features (e.g. icons, hyperlinks) and organizational structures (e.g., chronological order, rhyme pattern) of texts written in different genres/for certain purposes, on the same topic.

4.T.SS.1.b: Design texts using a variety of text structures and features, according to purpose and audience.

4.T.SS.1.d: Craft related sentences into cohesive paragraphs that follow a chosen structure using transitions.

4.T.SS.2.a: Identify and explain how figurative language, such as hyperboles and personification, shapes how ideas and information in texts are understood.

4.T.T.1.a: Analyze the use of narrative techniques to present ideas, design texts, and convey information about characters, setting, and plot.

4.T.T.1.c: Identify and describe common themes in texts (e.g., good vs. evil) that are revealed through details about characters. 

4.T.T.2.a: Discuss and evaluate techniques used to present and design expository texts, including facts and key details used to support the main idea.

4.T.T.2.d: Apply expository techniques that clearly introduce a topic, group paragraphs or sections to develop the topic with facts and other information (e.g., definitions, concrete details, quotations), use precise language, and provide a concluding statement or section.

4.T.T.4.a: Discuss and explain techniques used to present and design different types of poetry, including free verse, rhymed verse, haiku, and limerick.

4.T.T.4.b: Apply poetic techniques to produce poetry and engage audiences that use a predetermined rhyme scheme to achieve an intended effect.

4.T.RA.2.a: Refer to specific passages or quotations from a text to support an idea, answer, or opinion. 

Reading Fluency & Comprehension (4.F.F.1.b–d) 

• Family Read-Alouds: Take turns reading paragraphs; model expression and pausing at punctuation.
  
  

• Fluency Practice: Have your child read a favorite short passage 2–3 times—each time aiming for smoother reading.
  
  

• Self-Correcting Encouragement: If your child stumbles, pause and say: “Want to try that sentence again?” Praise the effort, not perfection.
  
  

• Reader’s Theater: Read plays, skits, or even turn story scenes into mini performances.

Grammar & Sentence Structure (L.GC.1.13, L.GC.1.21, 4.L.GC.2.a) 

• Punctuation Detectives: Read aloud silly sentences with missing punctuation. Ask your child to “fix” them.
  
  

• Conjunction Charades: Say two short sentences (e.g., “I like pizza. I like tacos.”) and let your child combine them with and, but, or so.
  
  

• Sentence Mix-Ups: Write words on cards and let your child build complete sentences, paying attention to structure.

Vocabulary & Word Study (4.L.V.1–3) 

• Root Word Hunt: Spot Greek/Latin roots (e.g., tele, photo, aqua). Talk about how they change meaning in words.
  
  

• Context Clue Challenge: Pause when reading a tricky word. Ask: “What clues around it help us figure it out?”
  
  

• Synonym/Antonym Game: Pick a word and brainstorm opposites or related words.
  
  

• Thesaurus Fun: Let kids swap “tired” words for stronger ones when writing.
  
  

• Word Jar: Collect new words during the week and try to use them in conversations.

Text Features & Structures (4.T.C.1.c, 4.T.C.2.c, 4.T.SS.1–2)

• Compare Texts: Read a news article and a story on the same topic. Ask: “How are they organized differently?”
  
  

• Family Projects: Make posters, slideshows, or even short videos together using text features like captions, charts, or bullet points.
  
  

• Transition Practice: Write a paragraph together and add transitions (first, next, in conclusion) for flow.

Figurative Language & Literary Elements (4.T.SS.2.a, 4.T.T.1–2)

• Figurative Language Hunt: While reading, find similes, metaphors, or personification. Make a game of collecting them.
  
  

• Theme Talks: After reading, ask: “What lesson do you think the author wants us to learn? Why?”
  
  

• Character Chats: Discuss a character’s choices—“Why did they act that way? How does that connect to the story’s message?”

Writing & Expression (4.T.T.2.d, 4.T.T.4.a–b, 4.T.RA.2.a) 

• Family Poetry Night: Write haikus or silly limericks together. Share them out loud.
  
  

• Expository Writing Practice: Have your child explain a hobby or favorite subject in writing—include definitions, details, and a conclusion.
  
  

• Evidence Collector: When giving an opinion (like which movie is better), encourage kids to back it up with a “quote” or detail, just like in reading.