Spelling test Monday/Tuesday. No new packet this week.
Please note, students should not work beyond an hour a week on their iReady Pathway for reading. Ideally, students would work for 45- 60 minutes per week and no more.
Over the course of the school year, we will be using novels, i-Ready, Reading Street, and Ready Gen to support out curriculum.
Week of 12/13
We have been working hard on reading several stories to support our Heritage Projects. We are presenting projects this week during Social Studies Class. During Reading Class we will start a holiday craft project and work on silent reading.
At all times, students should have a chapter book of their choosing for free reading opportunities. This book should be with them daily at school and also at home/day care. I have a substantial classroom library for kids to choose from. The school library will be available to them as well. At this time, students do NOT have access to their computers so they MUST have a physical book in hand.
Reading Standards
By the end of the school year, all fourth grade students should be able to do the following:
Reading Foundations:
Know and apply grade-level phonics and word analysis skills in decoding words.
Read with sufficient accuracy and fluency to support comprehension.
Reading Comprehension:
Determine the theme of a story, drama or poem from details in the text, summarize the text.
Use grade-level texts to determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a literary and informational text based on specific information in a text.
Determine the meaning of academic and domain-specific words and phrases as they are used in a text, including figurative language.
By the end of the year, read and comprehend informational and literary texts at the high end of the grade 3-5 text complexity, independently and proficiently.
Reading Interpretation:
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Compare and contrast the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more literary and informational texts.
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Explain how specific aspects of illustrations in a text contribute to what is conveyed by words in a story.
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
Integrate and compare information from several texts on the same topic, or in the same genre, in order to write or speak about the subject knowledgeably.
Language Use and Skills:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.