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999 West Dundee Road
Wheeling, Illinois 60090

Phone: 847-537-8270

Superintendent: Dr. Michael Connolly

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Fourth Grade

Reading Literature & Informational Text

Critical Content

Power Standards

  • Use explicit text evidence to describe and draw inferences in order to explain how both contribute to an understanding of the text. (RL & RI 4.1, 4.7 & 4.4)
  • Interpret information presented visually, orally, or qualitatively and explain how the information contributes to an understanding of the content. (RL & RI 4.5 & 4.7)

 

Power Standards Critical Content

In the language of instruction, students will…

  • Explain how a reader uses explicit text* evidence* to reach a logical conclusion/inference
  • Find answers and text evidence requiring inference
  • Make a logical inference about a text/author’s words
  • Find, refer to and explain explicit text evidence supporting an inference
  • Explain how the inference deepens understanding of content/information
  • Demonstrate understanding of a text using logical organization of inferential ideas, text evidence, and explanation (orally, written)
  • Identify and understand different structures and purposes of various text genres
    • e.g., prose, poems, drama, fables, folk tales
    • Verse, rhythm, meter
    • Casts, settings, descriptions, dialogue, and stage directions
    • Chronological, compare/contrast, cause/effect, and problem/solution
  • Identify and understand different structures of informational text
    • Chronological, compare/contrast, cause/effect, and problem/solution
  • Determine the important information of content presented in various forms of texts
  • Identify information about and increase understanding of a topic reading chars, graphs, diagrams, time lines, animations, or web pages
  • Integrate information from two texts on the same topic in order to knowledgeably write or speak about the subject

*”text” refers to any content introduced through written text, audio, visual media (charts, graphs, diagrams, pictures, video, web pages, etc.)

*”explicit evidence” includes direct quotes, graphic details, paraphrasing, summary of author’s words/ideas

 

Additional Critical Content

  • Determine a theme of a story, drama, or poem from details in the text
  • Summarize a fiction/narrative text
  • Compare/contrast similar themes in different texts
  • Determine the main idea of a text and explain how it is supported by key details
  • Summarize information from an informational text
  • Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions)
  • Provide evidence from the text to explain events, procedures, ideas, or concepts in historical, scientific, or technical texts
  • Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters/events found in mythology, history and current events
  • Determine the meaning of and use general academic and domain-specific words or phrases
  • Compare and contrast the point of view from which different stories are narrated
  • Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

 

Concept-Based Connections

Essential Understandings

  • Reading texts critically – analyzing the author’s purpose, exploring the relationship between a work’s structure and meaning, and connecting the work to ideas outside the text – improves the reader’s comprehension, thinking and writing.

 

Factual Guiding Questions

  • What is the purpose for reading?
  • What is an inference?
  • What makes a logical inference?
  • What is the difference between fiction and informational texts?
  • What are the organizational structures of various fiction genres?
  • What are the organizational structures of informational texts?
  • What is a theme?
  • What makes a summary effective?
  • What is an allusion?
  • What are the different types of narrative points-of-view? (1st, 2nd, 3rd person, omniscient…)

 

Conceptual Guiding Questions

  • How does one understand what one has read?
  • Why is inferential thinking important to understanding texts?
  • What makes evidence effective when defending ideas?
  • What happens to a reader’s ideas as he/she reads various resources?

 

Engaging/Debatable Guiding Questions

  • How much evidence is enough evidence?
  • Is it possible to have an incorrect inference?

 

Language Considerations

Language General Transfer-Students must draw upon the following…

Concepts of words, syllables, sentences and paragraphs

 

Reading as a process

  • Comprehension
  • Main idea
  • Sequence of ideas
  • Supportive details
  • Inference
  • Predicting outcomes
  • Drawing conclusions
  • Recognizing emotions
  • Seeing cause and effect
  • Distinguising fact from fiction
  • Recognizing propaganda
  • Self-monitoring

 

Non-cognitive transfer

  • Attention
  • Listening
  • Concentration
  • Persistence
  • Task Completion

 

Self-esteem transfer

  • Being literate
  • Feeling capable
  • Possessing specific competencies
  • Achieving
  • Believing in one’s ability to learn

 

Common among all languages

  • Develop oral language
  • Match speech to print
  • Contextualized literacy instruction
  • Meaningful
  • Active
  • Comparative
  • Recurrent

 

English language specific

  • Figurative language
  • Text structures
  • Cultural norms

 

Spanish language specific

  • Text structures
  • Punctuations
  • Word families
  • Cognate patterns
  • Nouns, adjectives, infinitive verbs, adverbs
  • Apócope (abbreviations) and contractions

 

English language development

  • Contextualized literacy instruction
  • Scaffold comprehension strategies
  • Multiple readings
    • Set purpose
    • Read for understanding
  • Read for accuracy/expression
  • Use non-linguistic representations
  • Metalinguistic awareness
  • Cross-linguistinc awareness

 

Russian language specific

  • Text structures
  • Rhyming patterns

 

Polish language specific

  • Text structures
  • Rhyming patterns

 

Assessments

Informal Assessments are used during the process of brainstorming, drafting, revision and editing or class discussions.

In the language of instruction students will…

  • Demonstrate comprehension by speaking and writing what they read
  • Reading response journals
  • Anecdotal notes during 1-1, small group, whole class discussions:
    • Use of text evidence to support thinking
    • Use of academic, domain-specific language
    • Make logical inferences
  • QAR – students can find answers using appropriate text evidence
  • Use sentence frame orally or in writing: “Based on what I’ve read, it’s most likely true that…”
  • Student use of text structure graphic organizers (chronological, compare/contrast, cause/effect, and problem/solution)

 

Formal Assessments are used as a measure of student achievement towards mastery of a skill and Power Standard. Often a formal assessment will result in a grade.

In the language of instruction students will…

  • Demonstrate comprehension by speaking and writing what they read
  • Independently respond orally or in writing to inferential prompts
  • Write a summary