NECAP Grade Level Expectations (GLEs) for Reading Grade 4
GLE Clusters: Word Identification Skills and Strategies | Vocabulary Strategies and Breadth of Vocabulary | Initial Understanding of Literary Text | Analysis and Interpretation of Literary Texts/Citing Evidence | Initial Understanding of Informational Text | Analysis and Interpretation of Informational Texts/Citing Evidence
Practice Tests for End of Grade 4 GLEs to be administered
Fall of Grade 5:
Practice
Test | Practice
Test Resource Material (with Sample Student Work)
NECAP 2005 Released Items for Grade 4 to be administered Fall
of Grade 5:
Released Items | Support
Materials
|
GLE |
Support Materials/ Student
Work
|
| R-4-1: Not assessed through large-scale assessment | |
Web-based Reading GLEsGrade 4 Clusters: |
GLE |
Support Materials/ Student Work
|
| R-4-2: Students identify the meaning of unfamiliar vocabulary by… | ||
| R-4-2.1 Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes and base words; or context clues; or other resources, such as dictionaries, glossaries; or prior knowledge) | Passage-Related
Reading Items for Informational Text: "A Brick to Cuddle Up To," Item #1 |
|
| R-4-3: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by … | ||
| R-4-3.1 Identifying synonyms, antonyms, homonyms/ homophones, or shades of meaning EXAMPLE (of shades of meaning): cold, freezing |
Stand-Alone Reading Items #1, #2, and #3 Passage-Related Reading
Items for Informational Text: |
|
| R-4-3.2 Selecting appropriate words to use in context, including content specific vocabulary, words with multiple meanings, or precise vocabulary EXAMPLE (precise vocabulary): In this passage, the bear could best be described as acting: (A) excited (B) playful (C) harmful (D) curious |
Stand-Alone Reading Items #4, and #5 | |
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Web-based Reading GLEsGrade 4 Clusters: |
GLE |
Support Materials/ Student Work
|
| R-4-4: Demonstrate initial understanding of elements of literary texts by… | ||
| R-4-4.1 Identifying or describing character(s), setting, problem/ solution, major events, or plot, as appropriate to text; or identifying any significant changes in character(s) over time | Passage-Related Reading Items for Literary Text: “The Best Summer Night Is . . ." Items #1 and #2 | |
| R-4-4.2 Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text | ||
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Web-based Reading GLEsGrade 4 Clusters: |
GLE |
Support Materials/ Student Work
|
| R-4-5: Analyze and interpret elements of literary texts, citing evidence where appropriate by… | ||
| R-4-5.1 Making logical predictions | ||
| R-4-5.2 Describing main characters' physical characteristics or personality traits; or providing examples of thoughts, words, or actions that reveal characters' personality traits | Passage-Related Reading Items for Literary Text: "Observer," Items #1, #2, and #3 | |
| R-4-5.3 Making inferences about problem, conflict, or solution EXAMPLE: What influenced the father's decision to let his son try the climb? |
||
| R-4-5.4 Identifying who is telling the story | Passage-Related Reading Items for Literary Text: "Observer," Item #4 | |
| R-4-5.5 Identifying author's message or theme EXAMPLE: What was the author trying to say about friendship in this story? (e.g., friendship begins with accepting differences) |
Student Work Sample (PDF) Passage-Related Reading Items for Literary Text: "Observer," Item #5 and#6 |
|
| R-4-6: Analyze and interpret author's craft, citing evidence where appropriate by… | ||
| R-4-6.1 Not assessed through large-scale assessment | ||
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Web-based Reading GLEsGrade 4 Clusters: |
GLE |
Support Materials/ Student Work
|
| R-4-7: Demonstrate initial understanding of informational texts (expository and practical texts) by… | ||
| R-4-7.1 Obtaining information from text features (e.g., table of contents, glossary, index, transition words/phrases, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations) | Passage-Related
Reading Items for Informational Text: "A Brick to Cuddle Up To," Items #3 and #4 |
|
| R-4-7.2 Using information from the text to answer questions related to explicitly stated main/central ideas or key details | Passage-Related
Reading Items for Informational Text: "A Brick to Cuddle Up To," Items #5, #6, #7, and #8 |
|
| R-4-7.3 Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, or summarizing) | Student Work Sample (PDF) Passage-Related Reading
Items for Informational Text: |
|
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Web-based Reading GLEsGrade 4 Clusters: |
GLE |
Support Materials/ Student Work
|
| R-4-8: Analyze and interpret informational text, citing evidence as appropriate by… | ||
| R-4-8.1 Connecting information within a text or across texts | Passage-Related
Reading Items for Informational Text: "A Brick to Cuddle Up To," Item #10 |
|
| R-4-8.2 Synthesizing information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas) | ||
| R-4-8.3 Drawing inferences about text, including author's purpose (e.g., to inform, explain, entertain) or message; or drawing basic conclusions; or forming judgments/opinions about central ideas that are relevant | Student Work Sample (PDF) |
|
| R-4-8.4 Distinguishing fact from opinion | ||
| R-4-8.5 Making inferences about causes or effects | ||