RL.4.3 - Describe in Depth a Character, Setting, Or Event in a Story Or Drama, Drawing

4th/Reading 2nd Nine Weeks Wk Standard Learning Targets Student Friendly Statements Essential Question Essential Additional Assessments . Vocabulary Resources 10 RL.4.1 - Refer to details and examples in Students must know the I know details and examples Why do readers explicit/ Coyote a text when explaining what the text details and examples from the from text should be used as use details from explicitly School says explicitly and when drawing text can be used as evidence to evidence to support inferences the text to support News inferences from the text. support inferences drawn I make when reading the text. their evidence SPI 0401.5.5 Make inferences and draw from the text. understanding of appropriate conclusions from text. I can use my the text? implicit/ Students must know an own experiences and details imply RI.4.7 - Interpret information presented inference is a logical from the text to make an Can you visually, orally, or quantitatively (e.g., in assumption based on details inference. demonstrate an inference/ charts, graphs, diagrams, time lines, from the text and their own understanding of infer animations, or interactive elements on text by supporting prior knowledge and I know text contains explicit Web pages) and explain how the conclusions with experiences. and implicit information. reference/ information contributes to an textual evidence? refer understanding of the text in which it appears. Students must know text I know explicit information is How does the contains explicit and implicit stated directly in the text and animations and RL 4.10: RI 4.4; RF 4.3; RF 4.4 (a, c) information. can be used to help me find an other text features SPI 0401.6.1; SPI 0401.8.4 Students must know explicit answer. help understand the story? information is stated directly in the text. I know implicit information is Students must know implicit not stated in the text, but information is drawn from draws upon my own clues in the text and is not experiences and clues from the explicitly stated in the text. text that will help me draw a conclusion. 4th/Reading 2nd Nine Weeks 11 RL.4.3 - Describe in depth a character, Students must know a drama I know that a drama is a story How do specific drama Grace and setting, or event in a story or is a story that is portrayed by that is portrayed by details in a story the Time drama, drawing on specific details characters through action and characters through action and or drama develop event Machine in the text (e.g., a character’s dialogue. dialogue. the narrative thoughts, words, or actions). elements? interaction Students must know a I know a character can be RL.4.5 - Explain major differences character can be described described based on his/her between poems, drama, and prose, How do these physical based on his/her thoughts, thoughts, words, actions, and refer to the structural details enhance attribute words, actions, decisions, decisions, physical attributes, elements of poems (e.g., verse, physical attributes, and and interactions with others. the overall story rhythm, meter) and drama (e.g., setting interactions with others. or drama? casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. Understanding the characters, RI.4.5 - Describe the overall structure setting, and events in a story or (e.g., chronology, comparison, drama help the readers to see cause/effect, problem/solution) of relationships between the events, ideas, concepts, or story elements. Good readers information in a text or part of a understand that details in a text. story or drama fit together to develop the overall text.

RL 4.10: RI 4.4; RF 4.3; RF 4.4 (a, c) SPI 0401.6.1; SPI 0401.8.4 4th/Reading 2nd Nine Weeks 12 RI.4.5 - Describe the overall structure Students must determine the I can determine the overall text How can a fact be Marven and (e.g., chronology, comparison, overall text structure by using structure by using signal or proven? the Great cause/effect, problem/solution) of signal or sequence words and sequence words and Northern events, ideas, concepts, or information What Woods determining how events or determining how events or in a text or part of a text. characteristics ideas relate to one another. ideas relate to one another. does an opinion SPI 0401.5.3 Distinguish between have? fact/opinion and reality/fantasy. Students must evaluate how the text structure connects the I can evaluate how the text events, ideas, concepts and structure connects the events, RL 4.10: RI 4.4; RF 4.3; RF 4.4 (a, c) information presented in the ideas, concepts and SPI 0401.6.1; SPI 0401.8.4 text. information presented in the text. Students must determine why an author chose a text I can determine why an author structure. chose a text structure.

13 RI.4.8 - Explain how an author uses Students must explain how an I can explain how an author Why is it essential evidence So You reasons and evidence to support author uses specific reasons uses specific reasons and for authors to Want to be particular points in a text. and evidence to support evidence to support particular support their particular President ideas? particular points in a text. points within a text. points RI.4.9 - Integrate information from two How do reasons Students must evaluate I can evaluate whether or not texts on the same topic in order to write and evidence whether or not the reasons the reasons and evidence given or speak about the subject support an reasons and evidence given support support the particular points knowledgeably. author's particular support the particular points posed by posed by the author. points in a text? the author. I can identify key and RI.4.2 - Determine the main idea of a Why should more relevant details on a single themes text and explain how it is supported by than one text be Students must identify key and topic between two texts. key details; summarize the text. used when relevant details on a single validity gathering topic between two texts. I know I can use details from information on a the informational text to integrate RL 4.10: RI 4.4; RF 4.3; RF 4.4 (a, c) single topic? Students must know key determine the main idea. SPI 0401.6.1; SPI 0401.8.4 details in an informational text synthesize help determine the main idea. 4th/Reading 2nd Nine Weeks 14 RI.4.5 - Describe the overall structure Students must evaluate how I know texts organized in a How can the The (e.g., chronology, comparison, the text structure connects the cause effect structure describe cause/ effect be Stanger cause/effect, problem/solution) of events, ideas, concepts and why one or more events determined? events, ideas, concepts, or information Chris Van information presented in the occurred. in a text or part of a text. What events led to Allsburg text. certain effects? author SPI 0401.5.2 Recognize cause/effect I know a cause is an action or study relationships within context. Students must describe the event which has one or more How does the cause and explain why it led to outcomes. author use cause a specific effect. and effect in their RL 4.6 RL 4.10: RI 4.4; RF 4.3; RF 4.4 (a, I know an effect is an action or text? Explain. c) Students must know texts event which occurs as a result SPI 0401.6.1; SPI 0401.8.4 organized in a cause effect of another event (the structure describe why one or more events occurred.

15 Cumulative Review of Reading strategies and skills 2 day week

16 RL.4.9 - Compare and contrast the Students must compare and I can compare and contrast How can a reader culture Myths/Myt treatment of similar themes and topics contrast themes and topics in themes and topics in stories, identify patterns hology and (e.g., opposition of good and evil) and stories, myths and traditional myths and traditional of similar themes literary work Traditional patterns of events (e.g., the quest) in throughout Literture literature from different literature from different stories, myths, and traditional literature various literary from different cultures. cultures. cultures. works? How can patterns of understanding the events 4.6 RL 4.10: RI 4.4; RF 4.3; RF 4.4 (a, c) Students must compare and I can compare and contrast literature of other SPI 0401.6.1; SPI 0401.8.4 contrast patterns of events in among patterns of events in cultures deepen theme stories, myths and traditional stories, myths, and traditional the understanding topics literature from different literature from different of one's own culture and its cultures. cultures. literature? Students must explain how 4th/Reading 2nd Nine Weeks themes and topics are revealed I can explain how themes and by characters, settings and topics are revealed by events in stories. characters, settings, and events in stories. Students must explain how stories, myths, and traditional I can explain how stories, literature reflect the values myths, and traditional and beliefs of the culture from literature reflect the values which they come. and beliefs of the culture from which they come.

17 SPI 0401.6.7 Arrange instructions in Students will arrange I can arrange instructions What would Recipes sequential order sequential instructions in sequentially. happen if recipes, Building order. directions, directions instructions, how How to’s to’s were not in order?

18- RI.4.2 - Determine the main idea of a Students must identify details I can identify key details from account Eye of the 19 text and explain how it is supported by from the informational text the text. Why is Storm text key details; summarize the text. that support the main idea. I can explain how they support determining the firsthand main idea of the Students must explain how the main idea RI.4.6 - Compare and contrast a text important for details from the text support focus firsthand and secondhand account of I can identify the focus of both the reader? How the same event or topic; describe the the main idea. do readers use firsthand and differences in focus and the information details from the perspective provided. Students must know a secondhand accounts of text to help RL 4.6 RL 4.10: RI 4.4; RF 4.3; RF 4.4 (a, firsthand account (primary an event or topic. determine the point of view I can contrast the details and c) source) is told from the main idea? SPI 0401.6.1; SPI 0401.8.4 information provided in perspective of a participant in primary source different accounts of the same How does the an event. 4th/Reading 2nd Nine Weeks Students must know a event or topic. author's secondhand account participation in an (secondary source) is told event shape the focus and from the perspective of information someone who did not secondary presented in an source *Story and Skill continued to next 2-day participate in the event. account? What is week. the value of Students must know the point reading both secondhand of view (firsthand or firsthand and secondhand) of an account secondhand affects the focus and accounts of the information provided in the same event? account.