Students will know Vocabulary: inference details main idea

Transcription

1 Fourth Grade Reading Standards for Informational Text: Key Ideas and Details 1. Why do readers read? 2. How do readers construct meaning? Essential inference, details, main idea, summarize, key details College and Career Readiness Anchor Standard 1 for Reading: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. use a text to support their thinking. identify details from the text. inference details main idea that by using the details from the text they can compose the main idea. that the details relevant to the main idea will provide focus and help them make inferences. that their ideas and understandings should be clarified by using the text as support. that an inference can only be made through utilizing supported background knowledge and clues from the text. draw an inference. find and use details and examples from the text to support their inference.

2 College and Career Readiness Anchor Standard 2 for Reading: Determine central ideas of themes of a text and analyze their development; summarize the key supporting details and ideas. RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text. determine the main idea and key details. decide which details are important to the topic. support their answers by referring to the text. main idea summarize key details that the main idea of a text can be found by utilizing the key details. that details from the text can be used to summarize the text. that a summary is composed of the main idea and relevant details in a concise statement. that every piece of text has a main idea. determine the main idea of the text. create a summary statement using the main ideas and relevant details from the text. College and Career Readiness Anchor Standard 3 for Reading: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. (IEFA) RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Include texts by and about Montana American Indians. describe the relationship between non-fiction texts using time sequence and cause/effect. that texts provide information that can be used to tell what happened and why. that the reader must identify specific information from the text to support their explanation of events, procedures, ideas, and concepts. use text, including by and about Montana American Indians, to support their answer/opinions. think about historical events and tell how and why they are connected.

3 Fourth Grade Reading Standards for Informational Text: Craft and Structure 1. How does word choice impact the overall meaning of the text? 2. How does the author s use of structure affect the meaning of the text? 3. How does the author s point of view and purpose shape and direct the text? Essential relevant, comparison, structure, chronology, text features, appendix, preface, firsthand account, secondhand account, focus College and Career Readiness Anchor Standard 4 for Reading: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. ask and answer questions to determine the meaning of words or phrases in a text. find the meaning of 3 rd grade topic or subject area vocabulary words. relevant that to make meaning of a text, they must understand the vocabulary. that a reader can use multiple strategies to find the meanings of unknown words. utilize strategies to help them find the meaning of vocabulary words to comprehend text.

4 College and Career Readiness Anchor Standard 5 for Reading: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole. RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts or information in a text or part of a text. understand the use of text features such as: cover, back cover, title page, headings, table of contents, glossaries, keywords, sidebars, hyperlinks, electronic menus, and icons. comparison structure chronology text features appendix preface that non-fiction text can be structured in multiple ways: chronological, comparison, cause/effect, problem/solution. that the author of text is purposeful in the selection of text structure to convey meaning. that features in the text help the reader understand. analyze the structure the author used in the text. identify structures used to describe events, ideas, and concepts in a text or part of a text. utilize text features to support their reading. College and Career Readiness Anchor Standard 6 for Reading: Assess how point of view or purpose shapes the content and style of a text. (IEFA)RI.4.6: Compare and contrast a firsthand and secondhand account of the same event of topic including those of American Indians; describe the differences in focus and the information provided. distinguish their own point of view from that of the author. firsthand account secondhand account focus that text is often told from different points of view. that the point of view the text is told from affects its message. that they can compare and contrast various points of view (including those of American Indians), and their own to make meaning of text. distinguish between a firsthand account (primary source) and secondhand account (secondary source). tell how the point of view affects the message in the text. analyze multiple perspectives (focus) and the information provided.

5 Fourth Grade Reading Standards for Informational Text: Integration of Knowledge and Ideas 1. How does analyzing diverse media help us to build our own knowledge? 2. How does the use of evidence impact the author s claim? 3. How does analyzing more than one text help us to interpret the author s intent and build our knowledge? Essential charts, graphs, diagrams, timelines, animations, interactive elements on a webpage, evidence, support College and Career Readiness Anchor Standard 7 for Reading: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on webpages) and explain how the information contributes to an understanding of the text in which it appears. identify images in diverse mediums (written and multimedia). use illustrations to answer questions (such as where, when, why, and how key events occur). charts graphs diagrams timelines animations interactive elements on a webpage that ALL parts of the text need to be examined and interpreted to make meaning. explain how text features contribute to the meaning of the text. interpret information that is presented visually, orally, or quantitatively. College and Career Readiness Anchor Standard 8 for Reading: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text. identify the reasons an author gives to support points in a text. evidence support that the author uses specific information in his/her writing to make a point. find the reasons the author gives for his/her thinking. explain how the author uses evidence to support particular points.

6 College and Career Readiness Anchor Standard 9 for Reading: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. that information should be combine information from compare and contrast the main idea in two different gathered from multiple sources, including texts, to formulate knowledge. two texts on the same topic and write or speak about the subject knowledgeably. texts. find similarities and differences, as well as important ideas, in texts about the same topic.

7 Fourth Grade Reading Standards for Informational Text: Range of Reading and Level of Text Complexity 1. How does reading add meaning to your life? 2. How do readers adapt when text becomes more complex? Essential proficient College and Career Readiness Anchor Standard 10 for Reading: Read and comprehend complex literary and informational texts independently and proficiently. RI.4.10: By the end of the year, read and comprehend informational text, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. read and comprehend informational text at grade level with scaffolding as needed. proficient that reading a wide-range of informational text will increase knowledge, comprehension, and fluency. read independently and closely an informational text leveled at a 4/5 level with scaffolding as needed at the high end of the range.