The reading curriculum in fourth grade includes a balanced literacy program (reading, writing, listening, speaking, creating and viewing).  In this setting, fourth grade students are challenged to move into a new stage of learning. They “read to learn” rather than “learn to read.” Differentiated instruction meets the needs of all learners (shared, guided and independent). Text becomes increasingly complex, exposing students to multiple genres.

Students read assigned text (narrative and expository), as well as read for enjoyment. They read, respond to, and show a deeper level of comprehension. Lessons also include: vocabulary development, word analysis/phonics, multifaceted fluency (using multiple skills simultaneously), and response to literature (extension/enrichment activities).

Students read assigned text (narrative and expository), as well as read for enjoyment. They read, respond to, and show a deeper level of comprehension. Lessons also include vocabulary development, word analysis/phonics, multifaceted fluency (using multiple skills simultaneously), and response to literature (extension/enrichment activities). As students mature as readers, they also mature as writers. Students are guided through the writing process, and write in a variety of styles (descriptive, narrative, informative, explanatory, procedural, opinion, friendly letter, poetic, thank-you note and journaling). Students move towards developing correct spelling, grammar conventions, punctuation, deliberate use of vocabulary, complex sentence structure, paragraphs, self-editing, and cursive handwriting. Since the paragraph is the building block to good writing, students start to focus on writing well-formed paragraphs.