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Virginia

Skills available for Virginia fourth-grade language arts standards

Click on the name of a skill to practice that skill.

 
 Show alignments for:
    Virginia Curriculum Framework: Reading
    Virginia Curriculum Framework: Writing
    Virginia Standards of Learning: Reading
    Virginia Standards of Learning: Writing
    Print Standards
 

Virginia Curriculum Framework: Reading

  • 4.4.4 The student will expand vocabulary when reading. a) Use context to clarify meanings of unfamiliar words. b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones. c) Use word-reference materials, including the glossary, dictionary, and thesaurus. d) Develop vocabulary by listening to and reading a variety of texts. e) Use vocabulary from other content areas.
    • 4.4.4.A use the content and structure of a sentence, paragraph, or reading selection to help determine the meaning of an unfamiliar word.
    • 4.4.4.B use a variety of strategies and word recognition skills to support comprehension.
    • 4.4.4.C know the type of information found in word reference materials such as a glossary, dictionary, and thesaurus.
    • 4.4.4.1 use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g., definitions, examples, or restatements of text).
    • 4.4.4.2 use clues in the context of a sentence, paragraph, or reading selection to predict and explain the meanings of words that have more than one definition.
    • 4.4.4.3 use their knowledge of affixes (prefixes and suffixes) to read and understand the meanings of words.
    • 4.4.4.4 use their knowledge of synonyms (words with similar meanings) and antonyms (words with opposite meanings) to understand the meanings of unfamiliar words.
    • 4.4.4.5 derive word meaning by using their knowledge of homophones (words that are pronounced the same but are spelled differently and have different meanings), such as read/red, no/know, hear/here.
    • 4.4.4.6 use context to select the applicable definition of a word from a glossary or dictionary.
    • 4.4.4.7 identify and consult the word-reference material(s), including the glossary, dictionary, and thesaurus, most likely to contain needed information to clarify word meaning.
    • 4.4.4.8 develop vocabulary by listening to and reading a variety of texts.
    • 4.4.4.9 determine the meaning of general academic and content-specific words or phrases in a text.
    • 4.4.4.10 study word meanings across content areas.
  • 4.4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry. a) Explain the author’s purpose. b) Describe how the choice of language, setting, characters, and information contributes to the author’s purpose. c) Identify the main idea. d) Summarize supporting details. e) Identify the problem and solution. f) Describe the relationship between text and previously read materials. g) Identify sensory words. h) Draw conclusions/make inferences about text. i) Make, confirm, or revise predictions. j) Identify cause and effect relationships. k) Use reading strategies throughout the reading process to monitor comprehension. l) Read with fluency and accuracy.
    • 4.4.5.A develop a variety of comprehension strategies.
    • 4.4.5.B read a variety of fictional texts, narrative nonfiction texts, and poetry.
    • 4.4.5.C explain events, procedures, ideas, or concepts in fictional texts, narrative nonfiction texts, and poetry, including what happened and why, based on specific information in the text.
    • 4.4.5.1 explain the author’s purpose (e.g., to entertain, inform, or persuade).
    • 4.4.5.2 describe how the choice of language, setting, characters, details, and other information contribute to the author’s purpose.
    • 4.4.5.3 describe in depth a character, setting, or event drawing on specific details from the text (e.g., words, actions, or a character’s thoughts).
    • 4.4.5.4 understand that narrative nonfiction is a story based on facts.
    • 4.4.5.5 identify the facts contained in a piece of narrative nonfiction.
    • 4.4.5.6 identify the main idea or theme of a text and summarize using supporting details.
    • 4.4.5.7 identify the problem (conflict) and solution.
    • 4.4.5.8 discuss the similarities and differences between text and previously read materials (e.g., similar themes and topics, patterns of events).
    • 4.4.5.9 make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
    • 4.4.5.10 identify sensory words that describe sights, sounds, smells, and tastes, and describe how they make the reader feel.
    • 4.4.5.11 refer to details and examples in a text when explaining what the text says, drawing conclusions/making inferences from text.
    • 4.4.5.12 identify cause and effect relationships.
    • 4.4.5.13 make, confirm, or revise predictions.
    • 4.4.5.14 read familiar text with fluency, accuracy, and prosody.
    • 4.4.5.15 read with sufficient accuracy and fluency to support comprehension.
  • 4.4.5.16 become aware of when they do not understand, (e.g., by reflecting upon and learning to articulate what exactly is causing difficulty).
  • 4.4.6 The student will read and demonstrate comprehension of nonfiction texts. a) Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital texts. b) Formulate questions that might be answered in the selection. c) Explain the author’s purpose. d) Identify the main idea. e) Summarize supporting details. f) Draw conclusions and make simple inferences using textual information as support. g) Distinguish between cause and effect. h) Distinguish between fact and opinion. i) Use prior knowledge and build additional background knowledge as context for new learning. j) Identify new information gained from reading. k) Use reading strategies throughout the reading process to monitor comprehension. l) Read with fluency and accuracy.
    • 4.4.6.A summarize key details of informational texts, connecting new information to prior knowledge.
    • 4.4.6.B identify and use text structures, such as headings, paragraphs, and format, to preview a text and make predictions in order to comprehend.
    • 4.4.6.C actively ask questions, visualize, make connections, and predict as they read.
    • 4.4.6.1 use text features, such as special type styles (e.g., boldfaced, italics) and color, captions under pictures and graphics, and headings of sections and chapters, to predict and categorize information in both print and digital texts.
    • 4.4.6.2 understand how written text and accompanying illustrations connect to convey meaning (e.g., charts, graphs, diagrams, timelines, animations).
    • 4.4.6.3 generate questions to guide reading of text.
    • 4.4.6.4 explain author’s purpose (e.g., to entertain, persuade, inform).
    • 4.4.6.5 identify the main idea and supporting details within a selection summarizing the text by using tools such as graphic organizers, outlining, and notes.
    • 4.4.6.6 combine information from various places in the text to draw a conclusion.
    • 4.4.6.7 make simple inferences, using information from the text.
    • 4.4.6.8 identify cause and effect relationships.
    • 4.4.6.9 distinguish between fact and opinion.
    • 4.4.6.10 apply prior knowledge to make predictions and to describe the relationship between content and previously learned concepts.
    • 4.4.6.11 identify new information learned from reading.
    • 4.4.6.12 read familiar text with fluency, accuracy, and expression.
    • 4.4.6.13 become aware of when they do not understand (e.g., by reflecting upon and articulating what exactly is causing difficulty).
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