4th+grade+Comprehension+Strategies


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**Grades 3–4** //(Continue to address earlier standards as needed and as they apply to more difficult texts.)// //**For imaginative/literary texts:**// 8.11: Identify and show the relevance of foreshadowing clues. 8.12: Identify sensory details and figurative language. For example, students read The Cricket in Times Square, by George Selden, noticing passages that contain figurative language and sensory details, such as: “And the air was full of the roar of traffic and the hum of human beings. It was as if Times Square were a kind of shell, with colors and noises breaking in great waves inside it.” Then students discuss the effect of the images and draw an illustration that captures their interpretation of one image. 8.13: Identify the speaker of a poem or story. 8.14: Make judgments about setting, characters, and events and support them with evidence from the text. //**For informational/expository texts:**// 8.15: Locate facts that answer the reader’s questions. 8.16: Distinguish cause from effect. 8.17: Distinguish fact from opinion or fiction. 8.18: Summarize main ideas and supporting details. For example, students read Christopher Columbus, by Stephen Krensky. In pairs they summarize important facts about Columbus’s voyage, arrival, search for gold, failure to understand the treasures on the islands, and return to Spain. Then students revise, edit, rewrite, and illustrate their reports and display them in the classroom or library.