School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 4

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Informational:

Reading/ELA:

State Curriculum Toolkit

Tools aligned to State Curriculum indicators and/or objectives.

  • Clarification of Indicator and/or Objective
    Explanation and/or examples of indicator and/or objective
  • Lesson Seeds
    Ideas/seeds for an objective-aligned activity
  • Sample Assessments
    Items and annotated student responses as appropriate
  • Public Release Items
    Actual MSA items and annotated student responses as appropriate
  • PDF for printing objective based tools

Standard 2.0 Comprehension of Informational Text

Students will read, comprehend, interpret, analyze, and evaluate informational text.

Indicator

  • 1. Develop comprehension skills by reading a variety of self-selected and assigned print and non-print informational texts, including electronic media
Objectives
  1. Read, use, and identify the characteristics of nonfiction materials such as textbooks, appropriate reference materials, personal narratives, diaries, and journals, biographies, newspapers, letters, articles, web sites and other online materials, other appropriate content-specific texts to gain information and content knowledge
    Assessment limit: Grade-appropriate informational texts
  2. Read, use, and identify the characteristics of functional documents such as sets of directions, science investigations, atlases, posters, flyers, forms, instructional manuals, menus, pamphlets, rules, invitations, recipes, advertisements, other functional documents
    Assessment limit: Grade-appropriate functional documents
  3. Select and read to gain information from personal interest materials such as brochures, books, magazines, cookbooks, catalogs, and web sites

Indicator

Objectives
  1. Use print features such as large bold print, font size/type, italics, colored print, quotation marks, underlining, and other print features encountered in informational texts
    Assessment limit: In the text or a portion of the text
  2. Use graphic aids such as illustrations and pictures, photographs, drawings, sketches, cartoons, maps (key, scale, legend, graphs, charts/tables, and diagrams, other graphic aids encountered in informational texts
    Assessment limit: In the text or a portion of the text
  3. Use informational aids such as introductions and overviews, materials lists, timelines, captions, glossed words, labels, numbered steps, bulleted lists, footnoted words, pronunciation key, transition words, boxed text
    Assessment limit: In the text or a portion of the text
  4. Use organizational aids such as titles, chapter titles, headings, subheadings, tables of contents, numbered steps, glossaries, indices, transition words
    Assessment limit: In the text or a portion of the text
  5. Use online features such as URLs, hypertext links, sidebars, drop down menus, home pages, site maps
    Assessment limit: In the text or a portion of the text
  6. Identify and explain the contributions of text features to meaning
    Assessment limit: In the text or a portion of the text

Indicator

  • 3. Develop knowledge of organizational structure of informational text to understand what is read
Objectives
  1. Identify and analyze the organizational patterns of texts such as sequential and/or chronological order, similarities/differences, main idea and supporting details, cause/effect, and problem/solution
    Assessment limit: In the text or a portion of the text
  2. Identify and use words and phrases associated with common organizational patterns such as words that show chronology (first, second, third), description (above, beneath, next to, beside), cause and effect (because, as a result), sequence (next, then, finally)
    Assessment limit: In the text or a portion of the text

Indicator

Objectives
  1. Identify and explain the author's/text's purpose and intended audience
    Assessment limit: Purpose of the author or the text or a portion of the text
  2. Identify and explain the author's opinion
    Assessment limit: In the text or a portion of the text
  3. State and support main ideas and messages
    Assessment limit: In the text or a portion of the text
  4. Summarize or paraphrase
    Assessment limit: The text or a portion of the text
  5. Identify and explain information not related to the main idea
    Assessment limit: In the text or a portion of the text
  6. Identify and explain relationships between and among ideas such as comparison/contrast, cause/effect, sequence/chronology
    Assessment limits:
    • In the text or a portion of the text
    • Relationships between and among ideas in one or more texts
  7. Draw conclusions and inferences and make generalizations and predictions from text
    Assessment limit: From one text or a portion of the text or across multiple texts
  8. Distinguish between a fact and an opinion
    Assessment limit: In one or more texts or a portion of a text
  9. Identify and explain how someone might use the text
    Assessment limit: Application of the text for personal use or content-specific use
  10. Connect the text to prior knowledge or experience
    Assessment limit: Prior knowledge that clarifies, extends, or challenges the ideas or information in the text or a portion of the text

Indicator

  • 5. Identify and explain the author's use of language
Objectives
  1. Identify and explain specific words or phrases that contribute to the meaning of a text
    Assessment limits:
    • Significant words and phrases (e.g., similes, metaphors, personification, etc.) in the text or a portion of the text
    • Connotations of grade-appropriate words in context
    • Denotations of above-grade-level words in context
  2. Identify and explain specific words and punctuation that create tone
    Assessment limit: In the text or a portion of the text
  3. Identify and explain the effect of repetition of words and phrases
    Assessment limit: In the text or a portion of the text

Indicator

Objectives
  1. Explain whether the text fulfills the reading purpose
    Assessment limit: Connections between the content of the text and the purpose for reading
  2. Identify and explain additions or changes to format or text features that would make the text easier to understand
    Assessment limit: In the text or a portion of the text
  3. Identify and explain what makes the text a reliable source of information
  4. Explain whether or not the author's opinion is presented fairly
  5. Identify and explain information not included in the text
    Assessment limit: Information that would enhance or clarify the reader's understanding of the main idea of the text or a portion of the text
  6. Identify and explain words and other techniques that affect the reader's feelings
    Assessment limit: Significant words that have an emotional appeal

Indicators/objectives that include assessment limits are assessed on MSA *New Standards identifies the need for students to process 1 million words per year to maintain academic progress.

11/15/07