Mr. Thompson's

Fourth Grade Classroom

Mr. Thompson's Fourth Grade Class

Ohio Reading Indicators

Phonemic Awareness, Word Recognition and Fluency

Students in the primary grades learn to recognize and decode printed words, developing the skills that are the foundations for independent reading. They discover the alphabetic principle (sound-symbol match) and learn to use it in figuring out new words. They build a stock of sight words that helps them to read quickly and accurately with comprehension. By the end of the third grade, they demonstrate fluent oral reading, varying their intonation and timing as appropriate for the text.

Benchmark A. Use letter-sound correspondence knowledge and structural analysis to decode words.
1. Identify rhyming words with the same or different spelling patterns.
3. Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.
4. Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words.
5. Segment letter, letter blends and syllable sounds in words.
6. Distinguish and identify the beginning, middle and ending sounds in words.
7. Identify words as having either short- or long-vowel sounds.
Benchmark B. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text.
2. Read regularly spelled multi-syllable words by sight.
8. Demonstrate a growing stock of sight words.
9. Read text using fluid and automatic decoding skills.
10. Read passages fluently with appropriate changes in voice, timing and expression.

Acquisition of Vocabulary

Students acquire vocabulary through exposure to language-rich situations, such as reading books and other texts and conversing with adults and peers. They use context clues, as well as direct explanations provided by others, to gain new words. They learn to apply word analysis skills to build and extend their own vocabulary. As students progress through the grades, they become more proficient in applying their knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids comprehension.

Benchmark A. Use context clues to determine the meaning of new vocabulary.
1. Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading.
Benchmark B. Read accurately high- frequency sight words.
4. Read accurately high-frequency sight words.
Benchmark C. Apply structural analysis skills to build and extend vocabulary and to determine word meaning.
6. Determine the meaning of common compound words (e.g., lunchroom, baseball) by explaining the relationship between the words contained in the compound.
7. Identify contractions and common abbreviations and connect them to whole words.
8. Determine the meaning of prefixes, including un-, re-, pre- and suffixes, including -er, -est, -ful, -less.
9. Use root words (e.g., smile) and their various inflections (e.g., smiles, smiling, smiled) to determine the meaning of words.
Benchmark D. Know the meaning of specialized vocabulary by applying knowledge of word parts, relationships and meanings.
2. Identify words that have similar meanings (synonyms) and words that have opposite meanings (antonyms).
3. Classify words into categories (e.g., colors, fruits, vegetables).
5. Read homographs aloud correctly, adjusting sounds to fit meaning, and use words in context.
10. Determine the meaning and pronunciations of unknown words using a beginner’s dictionary, glossaries and technology.
Benchmark E. Use resources to determine the meanings and pronunciations of unknown words.

Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies

Students develop and learn to apply strategies that help them to comprehend and interpret informational and literary texts. Reading and learning to read are problem solving processes that require strategies for the reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts about print (e.g., that print holds meaning) and how books work (e.g., text organization). As strategic readers, students learn to analyze and evaluate texts to demonstrate their understanding of text. Additionally, students learn to self-monitor their own comprehension by asking and answering questions about the text, self-correcting errors and assessing their own understanding. They apply these strategies effectively to assigned and self-selected texts read in and out of the classroom.

Benchmark A. Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text.
1. Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained).
5. Create and use graphic organizers, such as Venn diagrams and webs, to demonstrate comprehension.
6. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
Benchmark B. Make predictions from text clues and cite specific examples to support predictions.
2. Predict content, events and outcomes from illustrations and prior experience and support those predictions with examples from the text or background knowledge.
Benchmark C. Draw conclusions from information in text.
4. Summarize text by recalling main ideas and some supporting details.
Benchmark D. Apply reading skills and strategies to summarize and compare and contrast information in text, between text and across subject areas.
3. Compare and contrast information in texts with prior knowledge and experience.
4. Summarize text by recalling main ideas and some supporting details.
Benchmark E. Demonstrate comprehension by responding to questions (e.g., literal, informational and evaluative).
8. Monitor reading comprehension by identifying word errors and self-correcting.
Benchmark F. Apply and adjust self-monitoring strategies to assess understanding of text.
7. Monitor comprehension by recognizing when text does not make sense and look back or read on to reinforce comprehension.
8. Monitor reading comprehension by identifying word errors and self-correcting.
9. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others).
10. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).

Reading Applications: Informational, Technical and Persuasive Text

Students gain information from reading for purposes of learning about a subject, doing a job, making decisions and accomplishing a task. Students need to apply the reading process to various types of informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to attend to text features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps and displays in text as sources of additional information. Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, stereotyping and propaganda in informational text sources.

Benchmark A. Use text features and structures to organize content, draw conclusions and build text knowledge.
1. Use the table of contents, glossary, captions and illustrations to identify information and to comprehend text.
Benchmark B. Ask clarifying questions concerning essential elements of informational text.
3. List questions about essential elements from informational text (e.g., why, who, where, what, when and how) and identify answers.
Benchmark C. Identify the central ideas and supporting details of informational text.
2. Arrange events from informational text in sequential order.
4. Classify ideas from informational texts as main ideas or supporting details.
Benchmark D. Use visual aids as sources to gain additional information from text.
5. Identify information in diagrams, charts, graphs and maps.
Benchmark E. Evaluate two- and three-step directions for proper sequencing and completeness.
6. Analyze a set of directions for proper sequencing.

Reading Applications: Literary Text

Students enhance their understanding of the human story by reading literary texts that represent a variety of authors, cultures and eras. They learn to apply the reading process to the various genres of literature, including fables, folk tales, short stories, novels, poetry and drama. They demonstrate their comprehension by describing and discussing the elements of literature (e.g., setting, character and plot), analyzing the author’s use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring theme and meaning and responding to text in critical and creative ways. Strategic readers learn to explain, analyze and critique literary text to achieve deep understanding.

Benchmark A. Compare and contrast plot across literary works.
1. Compare and contrast different versions of the same story.
3. Retell the plot of a story.
Benchmark B. Use supporting details to identify and describe main ideas, characters and setting.
2. Describe characters and setting.
Benchmark C. Recognize the defining characteristics and features of different types of literary forms and genres.
4. Distinguish between stories, poems, plays, fairy tales and fables.
Benchmark D. Explain how an author’s word choice and use of methods influences the reader.
5. Identify words from texts that appeal to the senses.
Benchmark E. Identify the theme of a literary text.
6. Identify the theme of a text.

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Mr. Thompson's Fourth Grade Class