Fourth Grade - English Language Arts

Fourth-grade students in SFUSD engage in 115 minutes of daily literacy instruction. Fourth-grade students engage in a variety of instructional contexts to engage in complex text with evidence-based discussion and writing that are aligned to the grade level common core standards. Fourth graders respond to grade-level complex text through discussion and writing that supports knowledge building and develops students’ agency in order to support their identities as readers and writers. 

During the literacy instruction time, students are engaged in 15 minutes of language that includes phonics, applying those skills in reading and writing, and differentiated instruction. There is a 50-minute reading block that includes direct, whole group, differentiated instruction, and interactive read-alouds. Additionally, there is a 50-minute writing block that includes mini-lessons linked to CCSS skills, projects, and differentiated instruction.  

During reading and writing blocks, students engage in reading and writing independently and in partnerships linked to the common core standards.  Through regular opportunities to think, talk, and write about rich texts around specific topics, students’ vocabulary and knowledge about that topic grow exponentially.   

• 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.
• Read with sufficient accuracy and fluency to support comprehension.

• Cite specific text evidence when explaining what the text says explicitly and when drawing inferences from the text
• Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

• Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
• Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

• Determine the main idea of a text and explain how it is supported by key details; summarize the text.
• By the end of the year, read and comprehend literature and informational texts in the grades 4-5 text complexity band (740 - 1010 lexile levels) proficiently, with scaffolding as needed at the high end of the range.

• Write different text types including opinion, narrative, and informative/explanatory aligned with grade-level-specific expectations as defined in the Common Core Standards
• Produce clear and coherent writing in which the development and organization are appropriate to the task, purpose, and audience.
• With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by planning, revising, and editing.

• Conduct short research projects that build knowledge about a topic.
• Respond to texts in writing in order to deepen comprehension
• Demonstrate command of grade-level writing conventions

• Participate in daily collaborative, small-group, or partner discussions about anchor texts to process and extend their learning.
• Engage in productive talk through peer partnerships
• Reflect on each other’s thinking using evidence, as well as consider and challenge each others’ perspectives.

This block includes phonics and word study  instruction, as well as grammar and vocabulary development. Foundational skill and language instruction is delivered to ensure all students have access to become independent readers and writers.  The methodology includes systematic and explicit instruction, physical hands-on application, and collaborative partnerships and discussion for students to engage in productive struggle and carry the cognitive load. 

Small group instruction is a strategic and targeted component that is planned based on the analysis of student data (both formal and informal) to meet the specific, differentiated needs of students. These lessons happen in reading, writing, or foundational skills instruction. During independent reading, the teacher gathers 2-4 students with similar strengths and needs and leads them in instruction on a skill or strategy. During the lesson, as students actively practice the skill or strategy, the teacher monitors understanding and provides feedback directly to students.

Class communities gather daily to build knowledge in content-rich, grade-level complex texts. Teachers engage students in vocabulary development to build knowledge including academic and domain-specific words and phrases. Teachers guide students using text-dependent questions and facilitate engaging conversations and written responses that promote evidence-based deeper thinking. 

This block may include a variety of instructional contexts, including minilessons, interactive read-aloud, close/shared reading, academic conversations, independent reading practice, and shared writing about text.

Students have opportunities to apply comprehension skills, knowledge building, and strategies independently, in partnerships, or in small groups. During independent reading, students have a choice of text that is ideally connected to the knowledge-building reading block. There are opportunities to respond to text through student discussion and written responses. Teachers confer or teach in small groups during independent reading.

During the writing block, students are engaged in creating writing pieces from the Common Core State Standards that follow the writing process. This writing block includes lessons that provide direct, explicit instruction and guided practice in skills and strategies connected to the genre. Afterward, students apply their learning to writing in partnerships and individually. There are multiple opportunities for students to share their writing in addition to providing and receiving feedback.

Fourth-grade classroom libraries provide student access to a range of text types including informational and literature. Libraries should also include culturally relevant texts that represent diverse language and cultures.

Informational and literature texts provide students access to familiar and/or high-interest books that have been read aloud to students, are connected to content area instruction, and/or just fun to read. The classroom library should be an inviting space with labeled bins organized by interest, theme, or content.  The organization of the library should support student engagement and interest along with ease of choice and maintenance.