ELA - Fourth Grade Monday, May 11 – Friday, May 15

PURPOSE

Reading: I can determine the main idea of a text and explain how it is supported by key details. RI.4.2 Writing: I can write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.2

WATCH

Monday: Essential Question: How can I find the main idea in a nonfiction text? ● Watch this video about finding the main idea of a text.

Tuesday: Essential Question: How can I identify key details to support the main idea? ● Watch this video to determine the main idea of a text by analyzing details.

Wednesday: Essential Question: How can I identify the main idea and supporting details of a nonfiction text? ● View the Main Idea and Details poster. ● Read the nonfiction text, “Polar Bears in Peril”.

Thursday: Essential Question: How can I identify the main idea and supporting details of a nonfiction text? ● Read the nonfiction text, “Time for Change”. Use the Main Idea Graphic Organizer to determine the main idea of the text.

Friday: Demonstrate Understanding ● Work on Product.

PRACTICE

Monday: Essential Question: How can I find the main idea in a nonfiction text? ● After viewing the video, practice finding the main idea by completing this Practice Activity. Check your answers here.

Tuesday: Essential Question: How can I identify key details to support the main idea? ● After viewing the video, access this Main Idea Practice PowerPoint (PDF Version) to practice connecting key details to support main ideas.

Wednesday: Essential Question: How can I identify the main idea and supporting details of a nonfiction text? ● Now that you have read “Polar Bears in Peril”, complete the Main Idea Graphic Organizer. Use the Main Idea and Details Poster to help guide your thinking as the topic and the main idea are given on the poster.

Thursday: Essential Question: How can I identify the main idea and supporting details of a nonfiction text? ● After determining the main idea of the nonfiction article, answer the multiple choice questions and text-dependent questions from “Time for Change”.

Friday: Demonstrate Understanding ● Work on Product.

DISCUSS

Monday: Discuss the main idea of an informational text you have read. Share something interesting about the topic of the text.

Tuesday: Have you watched a video or movie that provides information about a specific topic, such as a documentary on animals? If so, what did you learn from that video or movie?

Wednesday: Explain to someone how to find the main idea in a nonfiction text. Explain how to identify key details to support the main idea. What is the difference between a topic and a main idea?

Thursday: Look at the picture below. Think about the picture and what is happening in it. What is the main idea of the picture? What details support your idea? Discuss your ideas with a family member or friend.

PRODUCT

Friday: Demonstrate Understanding: Informative Writing Task ● Read the passage, “Sharks at Sea” and answer the comprehension questions. Then, write an essay in which you explain the importance of sharks in the ocean ecosystem. Use the passage and the outline provided.

Check out the Screen-Free Activities for more main idea practice.

Monday: Practice Activity

The TOPIC of a text is a word or phrase that tells what the text is about.

The MAIN IDEA of a text is a sentence that tells the most important thought about the topic.

The MAIN IDEA is what the text is mostly about. It should not be too general or too specific.

------Directions: Determine the main idea of the texts by following these steps: ● What is the topic? Who/What is the text mostly about? ● Identify the topic of the text by underlining the word/phrase that is repeating in the text. ● What about the topic? Think about what is being said about the topic. ● What is the main idea? Write a sentence that tells what the text is mostly about.

● Identify the topic of the text by underlining the word/phrase that is repeating in the text. Topic: ______

● Think about what is being said about the topic. ● Write the main idea sentence. Main idea: ______

● Identify the topic of the text by underlining the word/phrase that is repeating in the text.

Topic: ______

● Think about what is being said about the topic. ● Write the main idea sentence.

Main idea: ______

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● Identify the topic of the text by underlining the word/phrase that is repeating in the text.

Topic: ______

● Think about what is being said about the topic. ● Write the main idea sentence.

Main idea: ______

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● Identify the topic of the text by underlining the word/phrase that is repeating in the text.

Topic: ______

● Think about what is being said about the topic. ● Write the main idea sentence.

Main idea: ______

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● Identify the topic of the text by underlining the word/phrase that is repeating in the text.

Topic: ______

● Think about what is being said about the topic. ● Write the main idea sentence.

Main idea: ______

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Practice Activity Answer Key 1. Topic: Potato Chips Main Idea: possible answer - The potato chip was invented accidentally. 2. Topic: rhinoceros or rhino Main Idea: possible answer - The rhinoceros is an unusual animal. 3. Topic: Dr. Seuss (Theodore Geisel) Main Idea: possible answer - Dr. Suess’ life was interesting. 4. Topic: habitats Main Idea: possible answer - A habitat is an animal’s home that meets their needs. 5. Topic: rocks Main Idea: possible answer - Rocks are named according to how they were created.

Wednesday

Main Idea and Details Poster

Wednesday

Thursday

Time for Change Past presidents will appear on $1 coin from Readworks

In time for Presidents' Day on February 19, 2007, the U.S. Mint released new $1 coins honoring former U.S. presidents. Starting on February 15, 2007, the mint will circulate the first coin, which depicts George Washington-and that's only the start.

The series honors four different presidents per year in the order in which they served in office. On the reverse side of the coin is the Statue of Liberty. The next three coins released feature John Adams, Thomas Jefferson, and James Madison.

"I believe this program is a great opportunity for educating both children and adults about the history of our country,” says lawmaker Michael Castle from Delaware. He helped pass the new coin legislation or law.

With the exception of Grover Cleveland, each president appears on only one coin. Cleveland was the only president to serve two terms that weren't consecutive, or back-to-back. To be depicted on a coin, a president must have been dead for at least two years. Past presidents aren't the first people to be depicted on $1 coins. Female leaders Susan B. Anthony and Sacagawea have appeared on the coins. Anthony dedicated her life to fighting for women's rights in the 1800s. Native American guide Sacagawea led explorers Meriwether Lewis and William Clark on their westward journey to find a route to the Pacific Ocean.

The idea of rotating coin designs comes from the 50 State Quarters Program. Those quarters began circulating in 1999. The State Quarters Program has been very popular, introducing millions of people to coin collecting. The U.S. Mint hopes the presidential coins will be as successful.

Main Idea Questions for “Time for Change”

Name: ______Date: ______

1. The main idea of this passage is:

A. Four new coins will be introduced this year. B. The U.S. mint has started making presidential one-dollar coins.

C. Lawmakers are hoping that the presidential coins will educate children and adults.

D. Most presidents will appear once on a one-dollar coin.

2. Which detail does not support the main idea?

A. Michael Castle helped to pass the new coin law.

B. Coins will honor four presidents per year.

C. Only Cleveland did not serve consecutive terms.

D. Presidents are not the only historical people to be depicted on coins.

3. The author quotes Michael Castle because

A. he is a coin expert.

B. he helped to pass the law.

C. he is from Delaware.

D. he is a past president.

4. People that will soon be on the presidential coins are

A. James Madison, Jimmy Carter, Benjamin Franklin.

B. George Bush, Grover Cleveland, Theodore Roosevelt.

C. John Adams, Calvin Coolidge, Bill Clinton.

D. John Adams, Thomas Jefferson, James Madison.

5. List a detail from the passage that supports the main idea and explain how it supports it.

Time for Change - Main Idea Questions Answer Key 1. B 2. C 3. B 4. D 5. Answers will vary.

Thursday

Name: ______

Main Idea Graphic Organizer

Topic

Main Idea

Supporting Supporting Supporting Detail Detail Detail

SHARKS AND THE SEA Directions: Read the article and answer the questions. Then, complete the writing prompt.

The Largest Predators in the Ocean Sharks are the largest and most important predators in the sea. They are apex predators at the top of the food chain and have no natural predators. Being the highest predator in the food chain is no small job. Sharks have a lot of responsibility to keep the marine ecosystem1 balanced.

A World Without Sharks In a world without sharks, our ocean ecosystem1 would fall apart. Without the largest apex predator, the medium-size ocean creatures that sharks prey upon would overpopulate. There would be too many. With such a large population of mid-level creatures, they would eat the smallest level of prey to extinction2. Without the smallest level of prey, several species would die of starvation. Eventually, they would become extinct2.

Save the Sharks Sharks are essential to a healthy marine ecosystem1. Sadly, sharks are hunted in some parts of the world. This results in a decrease in the shark population. Several sharks are considered vulnerable3. This means they are close to becoming endangered. Some are already at risk of extinction2 due to overfishing. Another major threat to sharks is trash in the ocean. They mistake trash for food. You can help sharks by learning about them. You can also recycle and spread the word that we need sharks for a healthy world.

1 ecosystem: all of the living and nonliving things in an area including all of the plants, animals, and other living things that make up the communities of life in an area 2 extinct/extinction: when there are no more of a particular animal or plant species alive anywhere; the species has died out. 3 vulnerable: able to be easily hurt or injured Reading Comprehension Questions: Sharks and the Sea 1. What is the topic of the passage? a. extinction b. predators c. sharks d. the ocean

2. Why are sharks important to our ocean ecosystem? a. They keep the marine ecosystem balanced. b. They are the largest marine animal. c. They are hunted in some parts of the world. d. They mistake trash for food.

3. How does the author support the point that sharks keep the ocean ecosystem balanced? a. by giving examples of the type of food sharks eat b. by explaining how it would affect the food chain c. by comparing the food chain to other marine animals d. by describing a problem and offering a solution 3. What do you think the author wanted us to know about sharks? a. Sharks need to eat. b. Sharks are huge. c. Sharks are the largest predators in the sea. d. Sharks are important to our ocean ecosystem.

4. What is the main idea of the passage?

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5. Explain how the following 2 details support the main idea: Sharks are the How does this key detail support the main idea of the passage? largest predators in the ______sea. ______

Sharks prevent How does this key detail support the main idea of the passage? overpopulation and extinction ______of other species. ______

Writing Prompt: Sharks and the Sea Directions: Write an essay in which you explain the importance of sharks in the ocean ecosystem.

(Main Idea Statement): ______

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(Key Detail #1): ______

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(Explain how this detail supports the main idea.): ______

______

(Key Detail #2): ______

______

(Explain how this detail supports the main idea.): ______

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(Conclusion: Restate the main idea in a different way.): ______

______

______(How can we help to keep sharks safe?): ______

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