The Grade 4 materials include high-quality, full-length appropriately complex anchor texts as well as routines, monitoring support, and a recommended list of texts for independent reading that work together to move students toward mastery of grade-level reading expectations.
Text-centered questions and tasks, including evidence-based writing, speaking, and listening, engage students in meaningful literacy experiences. Students engage in writing opportunities spread across all text types and genres called for in the standards, including daily, on-demand writing. Process writing is found primarily in end-of-unit tasks.The materials include explicit grammar instruction of all grammar standards and consistent application of the grammar standards in context. The materials include robust and regular routines for the introduction of vocabulary in the context of instruction; however, the vocabulary may not always be reinforced in writing or speaking and may not be applied across multiple texts.
Within the program, students receive limited instruction and opportunities to practice grade-level phonics, word analysis, and word recognition that follows a research-based progression. There is an included structural analysis routine designed to help teachers support students with multisyllabic words, but the materials lack daily lesson plans in this area with targeted words for teachers to use for instruction. Students receive instruction and practice opportunities for oral and silent reading fluency; however, support for reading of prose and poetry with attention to rate, accuracy, and expression, as well as direction for students to apply reading skills when productive struggle is necessary is minimal. There is no evidence of assessments for phonics and word recognition beyond the opportunities provided to inform instructional adjustments. Materials do include multiple assessments in fluency.