English Language Arts Worksheets and Study Guides Fourth Grade. Theme of Writing

The resources above correspond to the standards listed below:

Vermont Standards

VT.1.3. Reading: Reading Comprehension: Students read for meaning, demonstrating both initial understanding and personal response to what is read.
R4.10. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of key elements of literary text by:
R4.10.2. Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text.
R4.10.3. Identifying the characteristics of a variety of types of text (e.g., literary text: poetry, plays, fairy tales, fantasy, fables, realistic fiction, folktales, historical fiction).
R4.12. Grade Level Expectation: Initial Understanding of Informational Text: Demonstrate initial understanding of informational texts (expository and practical texts) by:
R4.12.2. Using information from the text to answer questions related to explicitly stated main/central ideas or key details.
R4.12.3. Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, or summarizing).
R4.13. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret elements of literary texts, citing evidence where appropriate by:
R4.13.5. Identifying author's message or theme.
R4.16. Grade Level Expectation: Analysis and Interpretation of Informational Text/Citing Evidence: Analyze and interpret informational text, citing evidence as appropriate by:
R4.16.3. Drawing inferences about text, including author's purpose (e.g., to inform, explain, entertain) or message; or drawing basic conclusions; or forming judgments/opinions about central ideas that are relevant.
VT.1.4. Reading: Reading Range of Text: Students comprehend and respond to a range of media, images, and text (e.g., poetry, narrative, information, technical) for a variety of purposes (e.g., reading for pleasure as well as reading to develop understanding and expertise).
R4.18. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading widely and in depth by:
R4.18.1. Reading from at least three different genres/kinds of text, including primary and secondary sources, and a variety of authors (e.g., literary texts: poetry, plays, fairy tales, fantasy, fables, realistic fiction, folktales, historical fiction; informational: dictionaries, glossaries, encyclopedias, children's magazines, student newspapers, content trade books, textbooks; and practical/functional texts: procedures, instructions, book orders, announcements, invitations).
VT.1.7. Writing: Responses to Literature: In written responses to literature, students show understanding of reading; connect what has been read to the broader world of ideas, concepts, and issues; and make judgments about the text.
W4.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text students make and support analytical judgments about text by:
W4.6.3. Making inferences about content, events, characters, setting, or common themes.
VT.5.11. Literature and Media: Literary Elements and Devices: Students use literary elements and devices including theme, plot, style, imagery, and metaphor to analyze, compare, interpret, and create literature.
R4.13. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret elements of literary texts, citing evidence where appropriate by:
R4.13.5. Identifying author's message or theme.
W4.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text students make and support analytical judgments about text by:
W4.6.3. Making inferences about content, events, characters, setting, or common themes.
VT.5.13. Literature and Media: Responding to Text: Students respond to literary texts and public documents using interpretive, critical, and evaluative processes.
R4.10. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of key elements of literary text by:
R4.10.2. Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text.
R4.10.3. Identifying the characteristics of a variety of types of text (e.g., literary text: poetry, plays, fairy tales, fantasy, fables, realistic fiction, folktales, historical fiction).
R4.12. Grade Level Expectation: Initial Understanding of Informational Text: Demonstrate initial understanding of informational texts (expository and practical texts) by:
R4.12.2. Using information from the text to answer questions related to explicitly stated main/central ideas or key details.
R4.12.3. Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, or summarizing).
R4.13. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret elements of literary texts, citing evidence where appropriate by:
R4.13.5. Identifying author's message or theme.
R4.16. Grade Level Expectation: Analysis and Interpretation of Informational Text/Citing Evidence: Analyze and interpret informational text, citing evidence as appropriate by:
R4.16.3. Drawing inferences about text, including author's purpose (e.g., to inform, explain, entertain) or message; or drawing basic conclusions; or forming judgments/opinions about central ideas that are relevant.
W4.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text students make and support analytical judgments about text by:
W4.6.3. Making inferences about content, events, characters, setting, or common themes.

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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