| In fourth grade unit 3 Informational Reading, students read expository, narrative, and hybrid informational text. In the first concept, Readers determine importance and synthesize when reading informational text; readers learn strategies that help them read for main idea and supporting details and fit all the text together as they become experts on the text topics. As they read, readers will see the importance in previewing the text before reading, using text features to predict how information in organized, and think about subtitles as they study pages of expository text. Readers are expected to use a “boxes and bullets” note taking strategy to organize the information they’ve read and use their notes to talk with partners about their topics. Readers will learn to respond to text based on prior knowledge and life experiences and generate possible central messages based on all that they have read and know. In the second concept, Readers determine text structures and synthesize when reading informational text; readers use their knowledge of the way informational text is organized to notice descriptive, chronological, comparison, cause and effect and problem and solution structures within and across sections of text. Readers learn ways to take notes in service of understanding not only the text structure but also the content of what has been read. Readers acquire organizational strategies for explaining the content of their topics to their partners. In the third concept, Readers problem solve when they encounter topic specific words; readers learn strategies for overcoming the challenges of solving unknown words and their meanings. Readers will look for parts they know, use synonyms and think about the context of the text in the midst of reading, in order to teach others about their topics. In the fourth concept, Readers read narrative informational and hybrid informational texts; readers will learn ways to differentiate between narrative informational, hybrid informational and expository text; however, they will see that similar strategic work is required for understanding all types. Readers shift their focus from expository text to narrative informational and hybrid informational text. Readers will use what they know about text structures, expository text and narratives to read hybrid informational text. Readers will use what they know about reading narrative text to read and understand narrative informational text, including biographies and true action adventure stories. Readers will see that knowing how to study character brings strength in reading and understanding narrative informational text. Readers will study people, as they did characters, by noticing and thinking beyond the person’s actions, motivations, challenges and success. Readers will ultimately think about the big ideas the text is teaching and learn to retell their information interjecting their own inferences and thinking to synthesize all the information. The building of these concepts and the students’ proficiency of strategy use depends on teaching in read aloud with accountable talk, mini-lesson, guided reading and strategy groups, one on one conferences, and partner conferences. |
| MI: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5 Reading: Informational Text Key Ideas and Details
1. 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. 2. Determine central ideas or 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. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 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. Craft and Structure
4. 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. 5. 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, problem/solution) of events, ideas, concepts, or information in a text or part of a text. Integration of Knowledge and Ideas
7. 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, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently. RI.4.10. By the end of year, read and comprehend informational texts, 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. Reading: Foundational Skills Fluency
RF.4.4. Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. SL.4.1a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL.4.1b. Follow agreed-upon rules for discussions and carry out assigned roles. SL.4.1c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. SL.4.1d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | What is Universal Design for Learning (UDL)? UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners. Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE) © CAST, 2013 |
| Concept I: Readers determine importance and synthesize when reading informational text Session 1 Readers preview the text before reading by paying attention to text features to tap prior knowledge Session 2 Readers preview by carefully studying each page to put ideas together in order to make predictions Session 3 Readers look for the structure of the text to determine how the information is organized Session 4 Readers think about the whole text or the central message Session 5 Readers notice new information about the idea that was introduced and fit it into their thinking Session 6 Readers gather as much information as possible and fit it all together by stopping to think Session 7 Readers can become experts on a topic and teach others Session 8 Readers use a repertoire of strategies to read and understand informational text Session 9 Readers create responses to text that show revised thinking and share these claims with others Concept II Readers determine text structures and synthesize when reading informational text Session 10 Readers recognize descriptive structures and use them to organize thinking. Session 11 Readers recognize chronological structures and use them to organize thinking Session 12 Readers recognize comparison structures and use them to organize thinking Session 13 Readers recognize cause and effect structures and use them to organize thinking Session 14 Readers recognize problem and solution structures and use them to organize thinking Concept III Readers problem solve when they encounter topic specific words Session 15 Readers determine the meaning of unfamiliar vocabulary words and phrases Session 16 Readers use topic specific vocabulary words to teach others Concept IV Readers read narrative informational and hybrid informational texts Session 17 Readers distinguish between narrative informational, hybrid informational and informational text Session 18 Readers use what they know about characters to study real people Session 19 Readers use stories and information to uncover the important ideas narrative/hybrid informational text teaches Session 20 Readers can move from retelling to inferential retelling | Calkins, L. (2001). The Art of Teaching Reading. Boston: Allyn and Bacon. Goldberg, G. & Serravallo, J. (2007). Conferring with Readers: Supporting Each Student’s Growth & Independence. Portsmouth, NH: Heinemann. Serravallo, J. (2010). Teaching Reading in Small Groups: Differentiated Instruction for Building Strategic, Independent Readers. Portsmouth, NH: Heinemann. Calkins, L. & Tolan K. (2010). Units of Study for Teaching Reading: A Curriculum for the Reading Workshop, Grades 3-5, Book 1: Building a Reading Life. Portsmouth, NH: Heinemann. Calkins, L. (2011). A Curricular Plan for the Reading Workshop, Grade 4. Portsmouth, NH: Heinemann. |
