Common Core: 4th Grade English Language Arts : Reading
Study concepts, example questions & explanations for Common Core: 4th Grade English Language Arts
All Common Core: 4th Grade English Language Arts Resources
Example Questions
Example Question #53 : Integration Of Knowledge And Ideas
Image adapted from The Aesop for children / with pictures by Milo Winter, 1919. Aesop's fable of Belling the Cat. Image retrieved from the Library of Congress, <http://read.gov/aesop/003.html>.
Adapted from Aesop’s Belling the Cat (620-560 BCE)
The Mice once called a meeting to decide on a plan to free themselves of their enemy, the Cat. At least they wished to find some way of knowing when she was coming, so they might have time to run away. Indeed, something had to be done, for they lived in such constant fear of her claws that they hardly dared stir from their dens by night or day.
Many plans were discussed, but none of them was thought good enough. At last, a very young Mouse got up and said: "I have a plan that seems very simple, but I know it will be successful.
All we have to do is to hang a bell about the Cat's neck. When we hear the bell ringing we will know immediately that our enemy is coming."
All the Mice were much surprised that they had not thought of such a plan before. But in the midst of the rejoicing over their good fortune, an old Mouse arose and said:
"I will say that the plan of young Mouse is very good. But let me ask one question: Who will bell the Cat?"
What media form would be the least effective for telling this story?
Graphic novel
Timeline
Audiobook
Video
Timeline
Seeing this story put in a video form, a graphic novel, or hearing it read as an audiobook will give readers a clearer picture of the details as well as the characters, tone, and settings. This is a fiction text and not in sequential order so a timeline would be unnecessary and ill-fitting for this type of passage.
Example Question #54 : Integration Of Knowledge And Ideas
Image adapted from The Aesop for children / with pictures by Milo Winter, 1919. Aesop's fable of The Crow and the Pitcher. Image retrieved from the Library of Congress, <https://lccn.loc.gov/19014083>.
Adapted from Aesop’s The Crow and the Pitcher (620-560 BCE)
In a spell of dry weather, when the Birds could find very little to drink, a thirsty Crow found a pitcher with a little water in it. But the pitcher was high and had a narrow neck, and no matter how he tried, the Crow could not reach the water. The poor thing felt as if he must die of thirst.
Then an idea came to him. Picking up some small pebbles, he dropped them into the pitcher one by one. With each pebble, the water rose a little higher until at last, it was near enough so he could drink.
What is a realistic prediction that can be made about this text based on the illustration?
This text is about a bird, a jar, and rocks. The bird is looking into or dropping rocks into the jar.
This text is about a dangerous storm that has damaged the tree a bird lived in and he is making a new nest of jars and rocks.
This is a text about a bird who laid a giant egg and is protecting it.
This text is about a bird who steals rocks from jars.
This text is about a bird, a jar, and rocks. The bird is looking into or dropping rocks into the jar.
The bird is looking into or dropping rocks into the jar. Using details from the illustration a prediction can be made regarding what might be written in the text. Things that are known for sure is that there is a bird, a jar, and rocks. It can also be seen that the bird is near the jar and might be utilizing it in some way. It is possible that the bird is dropping the rock in the jar or looking into it based on the body language presenting.
Example Question #55 : Integration Of Knowledge And Ideas
Image adapted from The Aesop for children / with pictures by Milo Winter, 1919. Aesop's fable of The Crow and the Pitcher. Image retrieved from the Library of Congress, <https://lccn.loc.gov/19014083>.
Adapted from Aesop’s The Crow and the Pitcher (620-560 BCE)
In a spell of dry weather, when the Birds could find very little to drink, a thirsty Crow found a pitcher with a little water in it. But the pitcher was high and had a narrow neck, and no matter how he tried, the Crow could not reach the water. The poor thing felt as if he must die of thirst.
Then an idea came to him. Picking up some small pebbles, he dropped them into the pitcher one by one. With each pebble, the water rose a little higher until at last, it was near enough so he could drink.
What media form could this story be told in to help you understand the text better?
A media form would not help readers understand better
Video
Graphs and data tables
Poem
Video
Seeing this story put in a video form will give readers a clearer picture of the details as well as the characters and settings. A video would help understand the nuances that can be difficult to picture in a text-based setting. In a video media form, music and sound effects can also be added to set the mood and tone of the story.
Example Question #56 : Integration Of Knowledge And Ideas
Image adapted from The Aesop for children / with pictures by Milo Winter, 1919. Aesop's fable of The Crow and the Pitcher. Image retrieved from the Library of Congress, <https://lccn.loc.gov/19014083>.
Adapted from Aesop’s The Crow and the Pitcher (620-560 BCE)
In a spell of dry weather, when the Birds could find very little to drink, a thirsty Crow found a pitcher with a little water in it. But the pitcher was high and had a narrow neck, and no matter how he tried, the Crow could not reach the water. The poor thing felt as if he must die of thirst.
Then an idea came to him. Picking up some small pebbles, he dropped them into the pitcher one by one. With each pebble, the water rose a little higher until at last, it was near enough so he could drink.
How do adding visuals help increase your understanding of the text?
Visuals include information not written in the passage for us to learn.
The details from the text come alive in the visual so readers can picture it in their minds.
Adding visuals to the text gives us secrets that the author can only share in illustrations.
Adding visuals does nothing to increase understanding of the text.
The details from the text come alive in the visual so readers can picture it in their minds.
When an author includes visuals readers are able to picture the story in their minds almost like a moving picture or movie to create more detail and allow us to understand it more clearly.
Example Question #57 : Integration Of Knowledge And Ideas
Image adapted from The Aesop for children / with pictures by Milo Winter, 1919. Aesop's fable of The Crow and the Pitcher. Image retrieved from the Library of Congress, <https://lccn.loc.gov/19014083>.
Adapted from Aesop’s The Crow and the Pitcher (620-560 BCE)
In a spell of dry weather, when the Birds could find very little to drink, a thirsty Crow found a pitcher with a little water in it. But the pitcher was high and had a narrow neck, and no matter how he tried, the Crow could not reach the water. The poor thing felt as if he must die of thirst.
Then an idea came to him. Picking up some small pebbles, he dropped them into the pitcher one by one. With each pebble, the water rose a little higher until at last, it was near enough so he could drink.
What is the author’s purpose for including this illustration with the passage?
The author added this text feature to make the story more interesting to the reader.
The author added this text feature to enhance the reader’s understanding of the details within the passage.
The author added this text feature to make the book look better.
The author did not choose to add this text feature. Illustrations must be added to stories.
The author added this text feature to enhance the reader’s understanding of the details within the passage.
When a reader can visualize what is taking place in the story it becomes more realistic and they are able to understand the details within the story on a deeper level.
Example Question #58 : Integration Of Knowledge And Ideas
Image adapted from The Aesop for children / with pictures by Milo Winter, 1919. Aesop's fable of Belling the Cat. Image retrieved from the Library of Congress, <http://read.gov/aesop/003.html>.
Adapted from Aesop’s Belling the Cat (620-560 BCE)
The Mice once called a meeting to decide on a plan to free themselves of their enemy, the Cat. At least they wished to find some way of knowing when she was coming, so they might have time to run away. Indeed, something had to be done, for they lived in such constant fear of her claws that they hardly dared stir from their dens by night or day.
Many plans were discussed, but none of them was thought good enough. At last, a very young Mouse got up and said: "I have a plan that seems very simple, but I know it will be successful.
All we have to do is to hang a bell about the Cat's neck. When we hear the bell ringing we will know immediately that our enemy is coming."
All the Mice were much surprised that they had not thought of such a plan before. But in the midst of the rejoicing over their good fortune, an old Mouse arose and said:
"I will say that the plan of young Mouse is very good. But let me ask one question: Who will bell the Cat?"
Which of the following can we learn from looking at the illustration, but not from reading the passage?
Readers can learn that the cat is listening to the secret plan
Readers can learn that this story takes place at night time
There is nothing that can be learned from the illustration and not the passage
Readers can see that the bell is very large
Readers can learn that the cat is listening to the secret plan
The passage mentions nothing about the cat secretly watching from behind the wall listening to the plan the mice have developed. The other answer choices are not listed in the passage or shown in the photo.
Example Question #171 : Reading
Image adapted from The Aesop for children / with pictures by Milo Winter, 1919. Aesop's fable of Belling the Cat. Image retrieved from the Library of Congress, <http://read.gov/aesop/003.html>.
Adapted from Aesop’s Belling the Cat (620-560 BCE)
The Mice once called a meeting to decide on a plan to free themselves of their enemy, the Cat. At least they wished to find some way of knowing when she was coming, so they might have time to run away. Indeed, something had to be done, for they lived in such constant fear of her claws that they hardly dared stir from their dens by night or day.
Many plans were discussed, but none of them was thought good enough. At last, a very young Mouse got up and said: "I have a plan that seems very simple, but I know it will be successful.
All we have to do is to hang a bell about the Cat's neck. When we hear the bell ringing we will know immediately that our enemy is coming."
All the Mice were much surprised that they had not thought of such a plan before. But in the midst of the rejoicing over their good fortune, an old Mouse arose and said:
"I will say that the plan of young Mouse is very good. But let me ask one question: Who will bell the Cat?"
What is a realistic prediction that can be made about this text based on the illustration?
This is a text about a cat who is best friends with a group of mice.
This text is about mice who hold talent shows.
This story is about mice who are government leaders.
This text is about something happening between mice and a cat.
This text is about something happening between mice and a cat.
Readers can see a mouse leading a meeting with other mice listening and a cat peeking out from behind a corner. We as readers cannot tell any of the other specifics from the wrong answer choices.
Example Question #51 : Integration Of Knowledge And Ideas
Adapted from Hans Christian Andersen’s The Princess and the Pea (1835)
Once there was a Prince who wanted to marry a Princess. Only a real one would do. So he traveled through all the world to find her, and everywhere things went wrong. There were Princesses aplenty, but how was he to know whether they were real Princesses? There was something not quite right about them all. So he came home again and was unhappy because he did so want to have a real Princess.
One evening a terrible storm blew up. It lightened and thundered and rained. It was really frightful! In the midst of it all came a knocking at the town gate. The old King went to open it.
Who should be standing outside but a Princess, and what a sight she was in all that rain and wind. Water streamed from her hair down her clothes, into her shoes, and ran out at the heels. Yet she claimed to be a real Princess.
"We'll soon find that out," the old Queen thought to herself. Without saying a word about it, she went to the bedchamber, stripped back the bedclothes, and put just one pea at the bottom of the bed. Then she took twenty mattresses and piled them on the pea. Then she took twenty eiderdown feather beds and piled them on the mattresses. Up on top of all these, the Princess was to spend the night.
In the morning, they asked her, "Did you sleep well?" " Oh!" said the Princess. "No. I scarcely slept at all. Heaven knows what's in that bed. I lay on something so hard that I'm black and blue all over. It was simply terrible."
They could see she was a real Princess and no question about it, now that she had felt one pea all the way through twenty mattresses and twenty more feather beds. Nobody but a Princess could be so delicate. So the Prince made haste to marry her because he knew he had found a real Princess.
As for the pea, they put it in the museum. There it's still to be seen unless somebody has taken it. There, that's a true story.
If, as a reader, you are only able to view the illustrations, what would you predict this story is about?
This story is about a lost crown that people are looking for in a bedroom.
The illustrations do not help readers predict what the story is about.
This story will most likely be about people who are having issues with candles.
Most likely, this story is about a queen or princess, maybe someone of royalty.
Most likely, this story is about a queen or princess, maybe someone of royalty.
One of the females seems to be wearing a crown, so it is reasonable to assume she is of some royal standing. The other answer choices make it more difficult to predict from just two simple illustrations.
Example Question #12 : Draw Connections Between Texts And Images
Adapted from Hans Christian Andersen’s The Princess and the Pea (1835)
Once there was a Prince who wanted to marry a Princess. Only a real one would do. So he traveled through all the world to find her, and everywhere things went wrong. There were Princesses aplenty, but how was he to know whether they were real Princesses? There was something not quite right about them all. So he came home again and was unhappy because he did so want to have a real Princess.
One evening a terrible storm blew up. It lightened and thundered and rained. It was really frightful! In the midst of it all came a knocking at the town gate. The old King went to open it.
Who should be standing outside but a Princess, and what a sight she was in all that rain and wind. Water streamed from her hair down her clothes into her shoes and ran out at the heels. Yet she claimed to be a real Princess.
"We'll soon find that out," the old Queen thought to herself. Without saying a word about it she went to the bedchamber, stripped back the bedclothes, and put just one pea at the bottom of the bed. Then she took twenty mattresses and piled them on the pea. Then she took twenty eiderdown feather beds and piled them on the mattresses. Up on top of all these the Princess was to spend the night.
In the morning they asked her, "Did you sleep well?" " Oh!" said the Princess. "No. I scarcely slept at all. Heaven knows what's in that bed. I lay on something so hard that I'm black and blue all over. It was simply terrible."
They could see she was a real Princess and no question about it, now that she had felt one pea all the way through twenty mattresses and twenty more feather beds. Nobody but a Princess could be so delicate. So the Prince made haste to marry her because he knew he had found a real Princess.
As for the pea, they put it in the museum. There it's still to be seen unless somebody has taken it. There, that's a true story.
How do the text features relate to the text?
The illustrations feature the Prince proposing to the Princess to show the ending of the passage.
The illustrations feature a crown and a female wearing a crown who may be the Princess mentioned in the story.
The illustrations feature all of the characters from the passage.
The illustrations show the pea being placed under the mattresses and the Princess sleeping.
The illustrations feature a crown and a female wearing a crown who may be the Princess mentioned in the story.
The text features demonstrate details from the story to help readers envision what is taking place in the story.
Example Question #13 : Draw Connections Between Texts And Images
If a class is reading a non-fiction text about the formation of Earth's layers, why might the author include a graphic like the one below?
A visual representation of the information in a data table may help readers better understand what is taking place in the text.
A visual representation will not impact the reader's experience, so it is unnecessary.
The visual will keep the reader's attention since non-fiction texts are often boring.
The visual will catch the reader's eye and encourage them to read the text about Earth's layers.
A visual representation of the information in a data table may help readers better understand what is taking place in the text.
Many authors will use illustrations, pictures, photographs, diagrams, maps, or other visual text features to help readers understand what they are seeing. If the data and facts like in the data table above are explained in the text, it may not be easy to follow or picture. If the author provides graphic representation, the reader can better understand how the layers are broken up, what they are made of, and their source more clearly. Visuals are a text feature that adds to the text.
All Common Core: 4th Grade English Language Arts Resources
