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G.4 - Reading Foundational Skills Standards Map

This text resource illustrates the Standards Map for the Grade 4 Reading Foundational Skills domain in the Common Core State Standards.

Standards

  4. Common Core English Language Arts: G.4 > RF > A.1 > S.3

    Know and apply grade-level phonics and word analysis skills in decoding words.

    1. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
    Content Skills Learning Targets Big Ideas Essential Questions
    1 - Know (Phonics)
    4 - Apply (Word analysis)
    2 - Use (Combined knowledge [a])
    2 - Read (Unfamiliar multisyllabic words in context [a])
    2 - Read (Unfamiliar multisyllabic words out of context [a])
    1 - I know grade-level phonics in decoding words.
    4 - I can apply grade-level phonics in decoding words.
    1 - I know word analysis skills in decoding words.
    4 - I can apply word analysis skills in decoding words.
    2 - I can use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes). [a]
    2 - I can read accurately unfamiliar multisyllabic words in context. [a]
    2 - I can read accurately unfamiliar multisyllabic words out of context. [a]
    A. Readers recognize patterns in words and sounds to help them read new words in and out of context.
    A.1 How do word analysis and phonics skills help me read?
  6. Common Core English Language Arts: G.4 > RF > A.2 > S.4

    Read with sufficient accuracy and fluency to support comprehension.

    1. Read on-level text with purpose and understanding.
    2. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
    3. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
    Content Skills Learning Targets Big Ideas Essential Questions
    Orally Reading On-Level Text Successive Reading
    2 - Read (With sufficiency, accuracy)
    2 - Read (On-level text with purpose, understanding [a])
    2 - Read (Text with accuracy , rate, expression orally [b])
    2 - Use (Context [c])
    2 - I can read with sufficient accuracy to support comprehension.
    2 - I can read with sufficient accuracy to support comprehension.
    2 - I can read on-level text with purpose. [a]
    2 - I can read on-level text with understanding. [a]
    2 - I can read on-level text orally with accuracy on successive readings. [b]
    2 - I can read on-level text orally with appropriate rate on successive readings. [b]
    2 - I can read on-level text orally with expression on successive readings. [b]
    2 - I can use context to confirm or self-correct word recognition, rereading as necessary. [c]
    2 - I can use context to confirm or self-correct understanding, rereading as necessary. [c]
    A. Accuracy and fluency are determined based on understanding for a specific purpose.
    B. Fluent and accurate expression and rate of readings is reflected in the reader's understanding.
    C. Context confirms understanding of words within a domain.
    A. 1 How do I know if I am reading accurately and fluently?
    B. 1 How do I determine the accuracy or fluency of expression and rate?
    C.1 Why is context important?

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