Students will be able to determine the theme of various texts and compare and contrast the point of view from which different stories are narrated and accounts told firsthand and secondhand. They will also be able to identify the main idea and details to support the authors particular point in the text. Students will use this information to write an opinion essay citing specific evidence from the text.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Learning Goal
Students will be able to determine main idea and explain how it is supported by key details. Determine a theme of a story, drama or poem from details in the text. RL.1.2 RI.1.2
Students will compare and contrast the point of view from which different stories are narrated and will be able to tell the difference between first- and third-person narrations. RL.2.6
Students will also be able to compare and contrast firsthand and secondhand accounts on a given historical, scientific, or technical event/procedure/idea.RI.2.6
Students will be able to explain how an author uses reasons, and evidence to support particular points in a text. RI.3.8 / Suggested Essential Questions to Choose From
- How does an author convey the theme through the structure of the text?
- How can students use the details of the text to express the theme?
- How does the point of view from which a story is told affect the reader's experience?
- What is the main idea of the story?
- How does the author use reasons and evidence to support a particular point in a text?
- What is the value of reading both firsthand and secondhand accounts of the same event?
- How does a firsthand and secondhand account influence how the event is told?
Published Product
*The purpose of the Published Product is to allow for students to go through the writing process aligned to the standard. Use Literary Tasks to scaffold learning that will prepare students for the Published Product.
After reading multiple historical, scientific, and technical texts, students will write an essay in which they explain how one event caused, affected, or contributed to another by answering the question: What was Henry Flagler’s Greatest Achievement? Students will use reasons to support and cite evidence from the text to support their position. / Focus Writing Standard
4.W.1.1 (DOK 3) Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
d. Provide a concluding statement or section related to the opinion presented.
Recursive Standards to be Embedded in Instruction
Recursive standards are non-negotiable standards. They must be taught reoccurring throughout the entire school year. Evidence of the recursive standards must be documented in your lesson plans as determined through your PLC process.
ENGLISH LANGUAGE DEVELOPMENT
ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting.
WRITING:
4.W.1.3 (DOK 3) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
4.W.2.4 (DOK 3)Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
4.W.2.5 (DOK 3) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4)
4.W.2.6 (DOK 2) With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others.
4.W.3.9 (DOK 3) Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 4 Reading standards to literature (e.g., “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].”).
b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
4.W.4.10 (DOK 3) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LANGUAGE:
4.L.3.4 (DOK 2) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
4.L.3.6 (DOK 1) Acquire and use accurately general academic and domain-specific words and phrases as found in grade level appropriate texts, including those that signal precise actions, emotions, or states of being (e.g., wildlife, conservation, and endangered when discussing animal preservation).
SPEAKING AND LISTENING:
4.SL.1.1 (DOK 3) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
a. 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.
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
d. Explain their own ideas and understanding in light of the discussion.
4.SL.1.2 (DOK 2) Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
4.SL.2.6 (DOK 1) Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
READING:
4.RL/RI.1.1 (DOK 2)Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.RL.2.4 (DOK 2) Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
•Recognize words and phrases.
•Recognize words and phrases that allude to mythical characters.
•Know significant Greek characters and defining characteristics.
•Determine the meaning of words and phrases as they are used in a text.
•Determine the meaning of words and phrases that allude to mythological characters.
3rd: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
5th: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
4.RI.2.4 (DOK 2)Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
4.RL.3.7 (DOK 2) Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
• Identify similarities and differences between a text and a visual or oral presentation
• Recall specific descriptions and directions in a text of a story or drama and its visual or oral presentation
• Compare specific descriptions and directions between written and oral or visual presentations of text
3rd: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
5th: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
4.RI.3.7 (DOK 3) 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.
• Define interpret.
• Recognize informational text features.
• Read graphs, charts, diagrams, timelines, etc.
• Recognize interactive Web elements.
• Analyze information from charts, diagrams, graphs, timelines, animations and interactive elements.
• Analyze information visually, orally, and quantitatively.
• Evaluate how information presented visually, orally, and quantitatively aids in understanding.
3rd: Use information gained from illustrations and the words in a text to demonstrate understanding of the text (where, when, why, and how key events occur)
5th: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently
4.RL/RI.4.10 (DOK 2) By the end of the year, read and comprehend literature, including stories, dramas,
poetry, 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.
RF.3.3 (DOK 1) Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
RF.4.4 (DOK 2) Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Reading Standards
4.RL.1.2 (DOK 3) Determine a theme of a story, drama, or poem from details in the text; Summarize the text
•Apply textual details to determine the theme
•Define “theme” of a story, drama, or poem
•Summarize key ideas and details
3rd:Recount stories, including fables, folktales, and myths from diverse cultures; Determine the central message, lesson, or moral and explain how it is conveyed though key details in the text
5th:Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; Summarize the text
4.RI.1.2 (DOK 2) Determine the main idea of a text and explain how it is supported by key details; Summarize the text.
• Identify the main ideas and themes.
• Explain how details are needed to support the main idea.
• Summarize text with key supporting details.
3rd: Determine the main ideas of a text; Recount the key details and explain how they support the main idea
5th: Determine two or more main ideas of a text and explain how they are supported by key details; Summarize the text
4.RI.2.6 (DOK 3) Compare and contrast a firsthand and secondhand account of the same event or topic; Describe the differences in focus and the information provided
• Define vocabulary- compare, contrast, firsthand, secondhand
• Describe events or main ideas
• Compare accounts of the event or topic
• Contrast accounts of the event or topic
• Generalize the difference in focus and information
3rd: Distinguish their own point of view from that of the author of a text.
5th: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
4.RL.2.6 (DOK 3) Compare and contrast the point of view from which different stories are narrated, including the difference between first-and- third-person narrations
• Define vocabulary, compare/contrast, and point of view
• Recognize first and third narrations
• Define first and third narrations
• Identify point of view (including first and third narrations)
• Compare the points of view (including first and third narrations)
• Contrast the points of view (including first and third narrations)
3rd: Distinguish their own point of view from that of the narrator or those of the characters.
5th: Describe how a narrator’s or speaker’s point of view influences how events are described.
4.RI.3.8 (DOK 3) Explain how an author uses reasons and evidence to support particular points in a text
• Recognize the differences between fact and opinion
• Define evidence and reason
• Identify the author’s reasons and evidence
• Evaluate how to use reasons to support points
• Evaluate how to use evidence to support points
3rd: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
5th: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
Speaking and Listening Standards
4.SL.1.3 (DOK 3) Identify the reasons and evidence a speaker provides to support particular points. / Language Standards
4.L.2.3 (DOK 3) Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases to convey ideas precisely.
b. Choose punctuation for effect.
c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
Suggested Paired Texts
*Depending on readability of text, Interactive Read-Alouds may be utilized (refer to Higher Order Questions to ensure deeper comprehension)
- DBQ Henry Flagler
- Flight(570L) Narrative Nonfiction
- A Picture Book of Amelia Earhart(880L)Narrative Nonfiction David Adler
- Hurricane Katrina One Year Later (850L)
- Katrina Stories from Gulf Coast ChildrenFirsthand Accounts
- Sunken City (840L)
- Interview with Amelia EarhartVideo, School Tube
- The Wonders of Flight (920L) Read Works
Published Product
(This time can also be used for remediation of skills and completion of extended resources and optional texts)
Art or Vandalism?(750L) Newsela.com
Street Artist Banksy Plays In, And With, New York City(770L) Newsela.com
Santa Monica Home Covered in Graffiti
Audio/Multimedia Presentations to Address RI.3.7 and SL.1.2
All video clips are located on Safari Montage. Your login is the same as your district login.
Flight EyeWitness Video
The Day The Big Easy Drowned(video clip, 12 min. 45 sec.)
Tools and Resources for Finding Optional Texts
Science Texts: When applicable
Social Studies Texts: When applicable
Document-Based Questions (DBQs)
This link will direct you to login to Moodle to access all DBQ documents
login/password is your district login/password
NEWSELA
NEWSELA is an innovative way to build reading comprehension with nonfiction that's always relevant: daily news.
ebscohost
Under this link, Searchasaurus is the recommended search to use
login/password is lakecounty
lexile.com
lexile.com serves as a tool to assist teachers with verifying reading sources for curriculum support.
Tools to measure text complexity (Vetting a text)
*Students should interact with the suggested/optional texts multiple times to master the three focus reading standards within this unit. PLC’s should collaborate to determine the order of instruction and strategies that support the learning goal. / Literary Tasks
LDC 4-5 Template Tasks
4.RL.1.2After reading a teacher selected text, students will participate in a collaborative discussion to identify key details and determine the theme of the text. Students will orally refer to dialogue/quotes/sections of the text that support the theme when presenting their responses.
4.RL.1.2After reading a teacher selected fictional text, students will use a graphic organizer to record key details from the story to determine the theme. Using evidence from the text, students will write a summary of the story.
4.RI.1.2 After reading a teacher selected text, analyze the important details in the text to determine the main idea of the passage/story. Cite evidence from the text to support your response.
4.RL.2.6After reading two teacher selected texts, compare and contrast the points of view used in each text. Identify whether the stories were written in first person or third person narrative. Share with a partner the text evidence that supports their thoughts.
4.RI.2.6 After viewing teacher selected resources on a topic, compare and contrast the authors’ accounts of the main event in each source. Use specific evidence and reasons from the information.
4.RI.2.6After reading teacher selected resources of firsthand and secondhand accounts, have a collaborative discussion analyzing the differences in focus and information provided in the sources.
4.RI.3.8 After reading a teacher selected text, evaluate how the author uses reasons and evidence to support his/her point.
*The tasks provided are a sampling therefore additional tasks would be required to ensure adequate practice and deepening of knowledge to ensure mastery of the focus standards.
Higher Order Questions
Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit.
RL.1.2 (DOK 3)
- Which dialogue/quotes/sections help in determining the author’s message to the readers?
- How might you summarize this text?
- What key ideas/details would be included in a summarization?
- What is the theme of (text title)? Use details from the text to support your analysis.
- How does the author use ____ to describe the family?
- What does the passage suggest about ____?
- Which detail gives support for your answer?
- Which statement correctly summarizes the passage?
- What quotes/sections help in determining the author’s main idea and theme?
- What is the author trying to convey about this topic?
- How might you summarize this text?
- What key ideas/details would be included in a summarization?
- What is the point of view of the text? What evidence from the text helps you identify the point of view?
- How do the points of view compare/contrast to one another?
- How do the points of view impact the meaning of the text?
- Why does the author tell the story in the third-person point of view instead of the first-person point of view?
- How would the story be different if it had been told from a different point of view?
- Compare and contrast the point of view from which (text title) and (text title) are narrated. Use examples from both texts in your comparison.
- Is this text a firsthand or secondhand account? How do you know?
- How do the accounts of the events compare to one another? How do they contrast?
- What is the difference in focus/ information between the texts?
- Which of the following is information that we learn both through the secondhand account of Article A and the firsthand account of Article B?
- What additional information would the reader gain if Article A were written as a firsthand account like article B?
- How does the author support the points __ using reasons and evidence?
- How does the author use facts, reasons, and evidence to craft their argument?
- How well does the author explain and support the idea __?
- What evidence does the author use to support the idea that _____?
Additional Resources & Links
Marzano Proficiency Scales Bank
Writing Rubric – Informative/Explanatory
Writing Rubric - Opinion
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications 4th Grade ELA Test Item Specifications 5th Grade ELA Test Item Specifications
Revised 10-7-15