NE State Reading/Writing Standards-4th Grade
by Michelle Tinant
October 18, 2006
Nebraska
Reading/Writing Standards
Grade 4
With Example Indicators
4.1.1 By the end of the fourth grade, students will demonstrate
the use of multiple strategies in reading unfamiliar words and
phrases.
Example indicators:
• Use phonics and word structure to read.
• Use context clues to confirm the accuracy of their reading.
4.1.2 By the end of the fourth grade, students will demonstrate
the use of multiple strategies to increase their vocabulary.
Example indicators:
• Identify and use meanings associated with common prefixes,
suffixes, and roots.
• Identify and use antonyms, synonyms, compounds, homophones, and
homographs.
• Use a dictionary to learn and confirm word meanings.
4.1.3 By the end of the fourth grade, students will identify the
main idea and supporting details in what they have read.
Example indicators:
• Identify purpose for reading, recall prior knowledge, and preview
illustrations and headings to
make predictions.
• Interpret information from diagrams, charts, and graphs.
• Answer literal, inferential/interpretive and critical
questions.
4.1.4 By the end of the fourth grade, students will identify the
resource appropriate for a specific purpose, and use the resource
to locate information.
Example indicators:
• Use general reference materials (dictionary, thesaurus,
encyclopedia, atlas, telephone book,
almanac).
• Use electronic resources (CD-ROM, software programs, online
resources).
• Use library resources (card or electronic catalog).
• Identify and use parts of a book (title page, table of contents,
glossary, index).
4.1.5 By the end of the fourth grade, students will identify and
use characteristics to classify
different types of text.
Example indicators:
• Distinguish among common forms of literature such as fiction,
nonfiction, poetry, and drama.
• Identify characteristics of different types of fiction
(folktales, fairytales, tall tales, realistic fiction,
science fiction, historical fiction).
• Identify characteristics of different types of nonfiction
(autobiography, biography, informational
text).
4.1.6 By the end of the fourth grade, students will identify and
apply knowledge of the structure, elements, and literary techniques
to analyze fiction.
Example indicators:
• Identify the structure (e.g. beginning, middle, end).
• Identify the elements (e.g. characters, plot, setting, problem,
events, solution).
• Identify the literary techniques (e.g. simile, metaphor,
onomatopoeia, alliteration, idioms,
hyperbole).
4.1.7 By the end of the fourth grade, students will identify and
apply knowledge of the text
structure and organizational elements to analyze nonfiction or
informational text.
Example indicators:
• Identify the structure of nonfiction (e.g. question/answer,
cause/effect, sequence,
comparison/contrast, problem/solution, description).
• Identify organizational elements of nonfiction texts (e.g.
headings, subheadings, italics, bold
print, captions).
• Ask how, why, and what-if questions in interpreting nonfiction
text.
• Distinguish between fact and opinion.
• Follow written directions.
4.1.8 By the end of the fourth grade, students will identify
similarities and differences between two fourth grade level reading
selections.
Example indicators:
• Compare and contrast reading selections across geographic
regions, cultures, and time periods.
• Compare and contrast reading selections to students’ present-day
lives.
4.2.1 By the end of the fourth grade, students will write using
standard English (conventions) for sentence structure, usage,
punctuation, capitalization and spelling.
Example indicators:
• Identify and use correct capitalization, punctuation, spelling,
and paragraph indentation.
• Identify and use nouns, verbs, and personal pronouns.
4.2.2 By the end of the fourth grade, students will write
paragraphs/reports with focus, related ideas, and supporting
details.
Example indicators:
• Use a variety of strategies to generate and organize ideas.
• Write several paragraphs on the same topic.
• Write compositions with a beginning, middle and end.
4.2.3 By the end of the fourth grade, students will revise and
edit narrative compositions.
Example indicators:
• Revise to improve organization, content, word choice, voice, and
sentence fluency.
• Edit using standard English conventions.
• Use legible cursive writing and/or a word processor when
publishing written work.
• Use established criteria to evaluate their own writing.
4.2.4 By the end of the fourth grade, students will demonstrate
the use of multiple forms to write for different audiences and
purposes.
Example indicators:
• Write descriptive and narrative compositions about experiences,
stories, people, objects, and
events.
• Write poems of varied forms.
• Write letters.
4.2.5 By the end of the fourth grade, students will demonstrate
the use of self-generated
questions, note taking, and summarizing while learning.
Example indicators:
• Generate questions in exploration of a topic.
• Record important ideas from information provided by others.
• Use summarization methods including outlining and webbing.
4.3.1 By the end of the fourth grade, students will participate in
group discussions by asking
questions and contributing information and ideas.
Example indicators:
• Contribute information and ask questions relevant to the topic
discussed.
• Use subject-related vocabulary in discussions.
• Provide accurate directions.
• Stay on topic or create appropriate transitions to new
topics.
• Gain the floor in appropriate ways.
4.3.2 By the end of the fourth grade, students will deliver
organized oral presentations using
complete sentences, clear enunciation, adequate volume, and eye
contact.
Example indicators:
• Give oral presentations of prose and poetry with fluency and
expression.
4.4.1 By the end of the fourth grade, students will identify
information gained and complete tasks through listening.
Example indicators:
• Listen to and follow multiple-step oral directions.
• Use active listening, showing consideration of others’
contributions to discussions.
