(What is the strategy or genre/literary element for this unit?) / Unit 6:
Nonfiction: Women’s Voting Rights in America
Standards Addressed / RI 4.1 Refer to details and examples in a text whenexplaining what the text says explicitly and when
RI 4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the 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.
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.
RI 4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
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.
RI 4.8 Explain how an author uses reasons and evidenceto support particular points in a text.
RI 4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
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.
I Can Statements
Benchmark/
Assessments / I Can Statements -Priority
1. I can Compare and contrast a firsthand andsecondhand account of the same event or topic; describe the differences in focus and the information provided. (RI.4.6)
2.I can explain how charts, graphs, diagrams, time lines, animations, or web pages are helpful in learning about a topic. [RI.4.7]
3.I can identify and read charts, graphs, diagrams, time lines, animations, or web pages to learn about a topic. [RI.4.7]
4.I can interpret information that is presented orally. I can explain how information presented orally contributes to my understanding of a text. (RI.4.7)
5.I can combine information from two texts on the same topic to write or speak about the subject.[RI.4.9] / I Can Statements – Supporting
1.I can use details to explain answers explicitly found in text (right there answers). [RI.4.1]
2.I can draw inferences in a text using what the author tells me and my schema. [RI.4.1]
3.I can provide evidence to support the inferences. [RI.4.1]
4.I can draw inferences from a text and refer to details and examples in the text when explaining my inferences. [RI.4.1]
5.I can determine the main idea of a text. (RI.4.2)
6.I can identify key details in the text and explain how they support the main idea.[RL.4.2]
7.I can explain what happened (events, concepts, procedure, & ideas) in a scientific, historical, or technical text. (RI.4.3)
8.I can explain the why (connection between events/cause & effect) in a scientific, historical, or technical text. (RI. 4.3)
9.I can describe events of a moment in history after reading about it. (RI.4.3)
10.I can explain events, ideas, or procedures from an informational text and use the text to support my explanation. (RI.4.3)
11.I can understand general academic words or phrases as they are used in a text . [RI.4.4]
12.I can understand domain specific words or phrases (content words, e.g., sedimentary, igneous, metamorphic) in a text. [RI.4.4]
13.I can use various strategies (e.g., context clues, root words, affixes) to determine the meaning of general academic and domain specific words and phrases in a text. [RI.4.4]
14.I can use various strategies (e.g., context clues, root words, affixes) to determine the meaning of general academic and domain specific words and phrases in a text. [RI.4.4]
15.I can explain how an author uses reasons and evidence to support his/her points.[RI.4.8]
16.I can read and comprehend informational text appropriate for fourth grade.[RI.4.10]
Mentor Texts / Texts:
- Voting Rights Timeline
- On Women’s Right to the Suffrage by Susan B. Anthony
- The Vote
- Order in the Court
- New York Times Article: Susan B. Anthony Fined…..
- (All Mentor Texts are on the Shared Folder)
- Healthy Kids (
- Internet Safety (
Question Stems, Comprehension Strategies, and
Formative Assessments / Question Stems
- What does the author want the reader to understand about this text?
- What is the author emphasizing mostly in the firsthand account?
- What is the author emphasizing in the secondhand account?
- Who is providing the information?
- Where they there at the time that this happened?
- Compare the account these two people are giving. What are the differences in how they tell the events? Why do you think the information is different?
- Do you think that the people are looking at the event in the same way? Why might their focus be different?
- Why do you think the authors describe the events or experiences differently?
- How does the diagram/image help you understand what you are reading?
- When did this event happen on the time line?
- What is the same about the points presented in these texts? What is different?
- Look at these two texts about the same topic. Can you find the important information from both texts to add to your notes?
- Can you tell me about the important ideas you found in each text?
- What are the important ideas in this text? Show where you found them in the text.
- Can you provide specific examples from the text that support your thinking?
- What is the main idea of this text? How do you know?
- Summarize the text from the beginning to the end in a few sentences.
- Think about these historical events. Tell how they are connected.
- Can you explain what is happening in this text?
- Why is this event occurring?
- What do you do when you come to words you don’t know?
- What tools can you use to help you find the meaning of a word?
- What does the word ______mean in this sentence?
- Can you read the sentences around the word to help you determine it’s meaning?
- Are there any parts of the word that you know?
- Can you find the reasons the author gives for his/her thinking?
- Identify at least two points the author is trying to make in this text.
- Have you tried reading this book about….?
- The school library has a book about…..
- Another book about this topic is…….
Formative Assessments
- Mid-Unit Assessment
- End of Unit Assessment
- Performance Task
- Why Evergreen Trees Never Lose Their Leaves
- Solve Words
- Search for and Use Information
- Synthesize
- Make Connections
- Analyze
Vocabulary Acquisition and Use / L.4.4c-Using Reference Materials: 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.
L.4.5a- Similes and Metaphors: Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
- I can explain the meaning of simple similes and metaphors when they appear in a sentence or paragraph.
- I can recognize and explain the meaning of common idioms, adages, and proverbs.
- I can demonstrate my understanding of words by relating them to their synonyms and antonyms.
- I can learn vocabulary terms specific to a topic I’m learning.
- I can learn and use vocabulary words that describe precise actions.
- I can learn and use vocabulary words that describe precise emotions.
- I can learn and use vocabulary words that describe precise states of being.