Sample Activities



Grade 4

English Language Arts

Unit 6: Reading and Writing Nonfiction

Time Frame: Approximately three weeks

Unit Description

The goal of this unit is to teach students strategies for reading and writing informational texts. Present instruction as an inquiry into an issue or a problem worth investigating, allowing students to make real-life connections. Through explicit modeling, coaching, and application of instructional techniques, comprehension is developed at the literal, interpretative, and evaluative levels of questioning.

Student Understandings

Students examine a variety of informational texts to study the structure and organizational features used to present nonfiction information. They pose investigative questions on a topic of interest and respond both orally and in writing to selected texts. Student-constructed rubrics are used both to establish clear expectations for reading and as tools for reflection.

Guiding Questions

1. Can students identify informational texts?

2. Can students determine the purposes for reading informational texts?

3. Can students determine how informational text is organized?

4. Can students pose literal, interpretive, and evaluative questions about the content of informational text?

5. Can students identify and use graphic aids, print features, and organizational aids in informational texts?

6. Can students identify the main idea or point of an informational text and identify supporting details, evidence, and justifications that support the main idea?

7. Can students articulate their interests and pursue answers to their content questions by reading informational texts?

8. Can students write their own informational articles that include components studied in this unit?

Unit 6 Grade-Level Expectations (GLEs)

|Grade-Level Expectations |

|GLE # |GLE Text and Benchmarks |

|01. |Use understanding of base words, roots, prefixes, and suffixes to decode more complex words (ELA-E1) |

|02. |Determine the meaning of unfamiliar words using knowledge of word origins and inflections (ELA-1-E1) |

|03. |Determine word meanings, word choices, and pronunciations using a broad variety of reference aids such as dictionaries, |

| |thesauruses, synonym finders, and reference software (ELA-1-E1) |

|07. |Answer literal and inferential questions about ideas and information in grade-appropriate texts in oral and written |

| |responses (ELA-1-E5) |

|14e. |Demonstrate understanding of information in grade-appropriate texts by comparing and contrasting story elements or |

| |information within and across texts (ELA-7-E1) |

|16. |Distinguish an author’s purpose for writing, including entertaining, expressing an opinion, defending an argument, or |

| |conveying information (ELA-7-E3) |

|18. |Explain how an author’s purpose influences organization of a text, word choice, and sentence structure (ELA-7-E3) |

|19b. |Demonstrate understanding of information in grade-appropriate texts by skimming and scanning texts for various purposes |

| |(e.g., locating information, verifying facts) (ELA-7-E4) |

|19c. |Demonstrate understanding of information in grade-appropriate texts by identifying cause-effect relationships in texts and |

| |real-life situations (ELA-7-E4) |

|19d. |Demonstrate understanding of information in grade-appropriate texts by generating questions to guide examination of topics |

| |in texts and real-life situations (ELA-7-E4) |

|19e. |Demonstrate understanding of information in grade-appropriate texts by explaining connection between information from texts|

| |and real-life experiences (ELA-7-E4) |

|20a. |Write compositions of at least three paragraphs organized with a clearly stated central idea (ELA-2-E1) |

|20b. |Write compositions of at least three paragraphs organized with an introduction and a conclusion (ELA-2-E1) |

|20c. |Write compositions of at least three paragraphs organized with a middle developed with supporting details (ELA-2-E1) |

|20d. |Write compositions of at least three paragraphs organized with a logical, sequential order (ELA-2-E1) |

|22. |Identify an audience for a specific writing assignment and select appropriate vocabulary, details, and information to |

| |create a tone or set the mood and to affect or manipulate the intended audience (ELA-2-E2) |

|23a. |Develop grade-appropriate compositions by identifying and applying writing processes, including selecting topic and form |

| |(ELA-2-E3) |

|23b. |Develop grade-appropriate compositions by identifying and applying writing processes, including prewriting (e.g., |

| |brainstorming, researching, raising questions, generating graphic organizers) (ELA-2-E3) |

|23c. |Develop grade-appropriate compositions by identifying and applying writing processes, including drafting (ELA-2-E3) |

|GLE # |GLE Text and Benchmarks |

|23d. |Develop grade-appropriate compositions by identifying and applying writing processes, including conferencing with peers and|

| |teachers (ELA-2-E3) |

|23e. |Develop grade-appropriate compositions by identifying and applying writing processes, including revising based on feedback |

| |and use of various tools (e.g., LEAP21 Writer’s Checklist) (ELA-2-E3) |

|23f. |Develop grade-appropriate compositions by identifying and applying writing processes, including proofreading/editing |

| |(ELA-2-E3) |

|23g. |Develop grade-appropriate compositions by identifying and applying writing processes, including publishing using available |

| |technology (ELA-2-E3) |

|24. |Develop paragraphs and compositions of at least three paragraphs using the various modes (i.e., description, narration, |

| |exposition, and persuasion), emphasizing narration and description |

|26a. |Write for various purposes, including formal and informal letters that follow a specific letter format, include relevant |

| |information, and use and appropriate closure (ELA-2-E6) |

|26b. |Write for various purposes, including informational reports that include facts and examples and that present important |

| |details in a logical order (ELA-2-E6) |

|26c. |Write for various purposes, including book reports that include an opinion and/or a persuasive viewpoint (ELA-2-E6) |

|29. |Capitalize greetings, titles of respect, and titles of books, articles, chapters, movies, and songs (ELA-3-E2) |

|30a. |Write using standard English structure and usage, including using active and passive voices of verbs (ELA-3-E3) |

|31a. |Apply knowledge of parts of speech in writing, including selecting and using common interjections (ELA-3-E4) |

|31b. |Apply knowledge of parts of speech in writing, including identifying and using transitive and intransitive verbs correctly |

| |(ELA-3-E4) |

|31c. |Apply knowledge of parts of speech in writing, including identifying and using verb tenses correctly, including present |

| |perfect, past perfect, and future perfect (ELA-3-E4) |

|31d. |Apply knowledge of parts of speech in writing, including using grade-appropriate irregular verb tenses correctly (ELA-3-E4)|

|32. |Use knowledge of root words, affixes, and syllable constructions to spell words |

| |(ELA-3-E5) |

|34. |Adjust pacing to suit purpose, audience, and setting when speaking (ELA-4-E1) |

|36a. |Deliver presentations that include information drawn from several sources and |

| |identification of the sources (ELA-4-E4) |

|36b. |Deliver presentations that include effective introductions and conclusions (ELA-4 |

| |E4) |

|36c. |Deliver presentations that include details, examples, anecdotes, or statistics that |

| |explain or clarify (ELA-4-E4) |

|38. |Adjust speaking content according to the needs of the audience (ELA-4-E5) |

|50. |Read and interpret timelines, charts, graphs, schedules, tables, diagrams, and maps |

| |generated from grade appropriate materials (ELA-5-E6) |

|ELA CCSS |

|CCSS # |Common Core State Standard Text |

|Reading Standards for Literature |

|RL.4.10 |By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text |

| |complexity band proficiently, with scaffolding as needed at the high end of the range. |

|Reading Standards for Informational Text |

|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.4.8 |Explain how an author uses reasons and evidence to support particular points in a text. |

|RI.4.10 |By the end of the 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. |

|Reading Standards: Foundational Skills |

|RF.4.3a |Know and apply grade-level phonics and word analysis skills in decoding words. |

| |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.4.4a |Read with sufficient accuracy and fluency to support comprehension. |

| |Read on-level text with purpose and understanding. |

|RF.4.4c |Read with sufficient accuracy and fluency to support comprehension. |

| |Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |

|Writing Standards |

|W.4.2a |Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |

| |Introduce a topic clearly and group related information in paragraphs |

| |and sections; include formatting (e.g., headings), illustrations, and |

| |multimedia when useful to aiding comprehension. |

|W.4.2b |Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |

| |Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the |

| |topic. |

|W.4.2d |Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |

| |Use precise language and domain-specific vocabulary to inform about or explain the topic. |

|W.4.2e |Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |

| |Provide a concluding statement or section related to the information or explanation presented. |

|W.4.7 |Conduct short research projects that build knowledge through investigation of different aspects of a topic. |

|CCSS # |Common Core State Standard Text |

|Writing Standards |

|W.4.10 |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 Standards |

|L.4.4a |Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and context, |

| |choosing flexibly from a range of strategies. |

| |Use context (e.g., definitions, examples, or restatements in text) as a |

| |clue to the meaning of a word or phrase. |

|Speaking and Listening Standards |

|SL.4.3 |Identify the reasons and evidence a speaker provides to support particular points. |

|SL.4.5 |Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or |

| |themes. |

Sample Activities

Activities 1-7 are ongoing throughout the curriculum.

Activity 1: Silent Sustained Reading and Guided Reading (Ongoing throughout curriculum) (CCSS: RL.4.10, RI.4.10, RF.4.3a, RF.4.4a, RF.4.4c)

Materials List: a wide variety of trade books, non-fiction, classroom sets, and chapter books at various reading levels, student library books

Reserve a specific amount of time every day for Silent Sustained Reading. This reading time should supplement the standard reading program by encouraging students to read independently. This time also provides an opportunity for students to read according to a variety of student interests and abilities. This daily reading time should not take the place of regular guided reading instruction.

Teachers will discuss with students that reading skills are improved and fluency goals best met when the students choose texts that are not too easy and not too difficult. Usually students can tell immediately if the text is too easy or too difficult. The five-finger rule is helpful in teaching students to check if the reading level is right for them. Have students open to any page in the book and read the page (aloud if possible). Students should put one finger up for every word that cannot be pronounced. If a student puts up five fingers while reading one page, the book is too difficult.

Guided reading instruction should take place daily. Provide instant feedback to students to confirm and self-correct word recognition and understanding of unfamiliar multisyllabic words in context. Have students re-read passages until both recognition and understanding are achieved. Continually probe and question students throughout the process to address new strategies and skills as well as individual deficits, and have students respond to those probes and questions orally and in short written responses while providing teacher scaffolding. Each student should meet in guided reading groups weekly. However, provide struggling students with more time in guided reading intervention groups. A variety of texts should be provided including nonfiction and technical texts.

Activity 2: Vocabulary Activities (Ongoing throughout curriculum) (GLEs: 02, 03)

Materials List: 3 x 5 or 5 x 7 index cards, pictures or video clips, index cards, colored pencils/markers/crayons, Vocabulary Self-Awareness Chart BLM, dictionaries, thesauruses, glossaries

Use a variety of vocabulary-building activities throughout the year to help students gain meaning of words from unfamiliar texts through application of context clues and determination of base word meanings. These strategies will be repeated, built upon, and ongoing. Assess student understanding of vocabulary either formally (written tests) or informally (writing stories, poems, or sentences using the vocabulary words, etc.). Choose from these activities to reinforce weekly vocabulary comprehension. Students may use dictionaries, thesauruses, and/or glossaries to assist with the activities. It is not necessary to use every activity.

Vocabulary Cards Activity

Have students create vocabulary cards (view literacy strategy descriptions) related to words in the stories they are reading. Give each student an index card and a word from the story. Have students write the word (or a sentence using the word) on the front and the definition on the back (Have these ready before class to save time). Give each student one vocabulary card. Say, “Stand up, hands up, and pair up.” Students will walk around the room and find a partner. Students will hold up their cards, and the partner they are paired with will state the definition. If the partner does not know it, the student may give hints or use the word in a sentence. After two chances the student should show the definition to the partner, who turns to hold up his/her vocabulary card and asks for the definition. When the two students are finished, they trade cards. Then, say,” Stand up, hands up, and pair up” again, and have students find a new partner and repeat the process.

Illustrate the Word Activity

Show pictures or video clips that demonstrate the meaning of a word. Give students a list of the vocabulary and instruct them to draw and label a picture illustrating the meaning of the words from the story. This activity is not limited to concrete nouns—for example, a grim expression. The labels explain how the word and drawing fit. Drawing skills are not important; stick figures with accurate labels can succinctly express an idea as much as a well-drawn picture. The student should not replace an abstract idea with a concrete example of it. The vocabulary cards above can also be used to illustrate the definition of the words. After learning the word meanings, students can also play a Pictionary or charades style game to practice and reinforce vocabulary meanings.

Vocabulary Self-Awareness Activity

Before reading a story, give students a list of vocabulary words and direct them to complete a vocabulary self-awareness chart (view literacy strategy descriptions) to determine their knowledge of the words. Do not give students definitions or examples at this stage. Prompt them to rate their understanding of each word with either a “+” (understand well), a “?” (limited understanding or unsure), or a “—”(don’t know) and add definitions and sentences as best they can at this stage. After reading the story and exposing the students to context clues and other information, have them return to the chart to make revisions and add new information to it. The goal is to replace all check marks and minus signs with plus signs. Give the students many opportunities to revisit their vocabulary charts to revise their entries.

Vocabulary Self-Awareness Chart

|Word |+ |? |-- |Definition |Sentence/Example |

|Author |+ | | |The writer of a book, article, or other |Who is the author of that book? |

| | | | |text. | |

|Paraphrase |+ | | |A restatement of a text or passage in |Please paraphrase the article. |

| | | | |another form or other words, often to | |

| | | | |clarify meaning. | |

2013-2014

Activity 3: Vocabulary Activities (Ongoing throughout curriculum) (CCSS: L.4.4a)

Materials List: 3 x 5 or 5 x 7 index cards, pictures or video clips, index cards, colored pencils/markers/crayons, Vocabulary Self-Awareness Chart BLM

Activity 3 is an extension of Activity 2. In 2013-2014, add the following extensions to address the added transitional material:

Vocabulary Cards Activity

Students create vocabulary cards (view literacy strategy descriptions) related to words in the stories they are reading. Demonstrate how to create the vocabulary cards first. The cards should include the word on one side of the card. On the other side, the word should be repeated in the middle. Place the definition on the upper left hand corner, the part of speech on the upper right hand corner, a sentence using the word on the lower left hand corner, and an illustration on the lower right hand corner. For words with multiple meanings, have the students complete the vocabulary card activity on both sides of the card representing one meaning on one side and the other meaning on the other side.

Example of a vocabulary card:

Games can be played with these vocabulary cards for reinforcement. For example, say, “Stand up, hands up, and pair up.” Students will walk around the room and find a partner. Students will announce their word to a partner who will state the definition. If the partner does not know it, the student may give hints or use the word in a sentence. After two chances, the student should show the definition. Then the partner turns to hold up his/her vocabulary card and asks for the definition. When the two students are finished, they trade cards. After allowing a reasonable amount of time for partners to identify definitions, say, “Stand up, hands up, and pair up” again, and students will find new partners.

A modified version of this activity can be conducted with multiple-meaning words. However, instead of stating one meaning, the students would be expected to give both meanings of the word.

Illustrate the Word Activity

Show pictures or video clips that demonstrate the meaning of a word. Give students a list of the vocabulary they will use to draw and label pictures illustrating the meaning of the words from the story. This activity is not limited to concrete nouns—for example, a grim expression. The labels should explain how the word and drawing relate. Drawing skills are not important; stick figures with accurate labels can succinctly express an idea as much as a well-drawn picture. The student should not replace an abstract idea with a concrete example of it. The vocabulary cards above can also be used to illustrate the definition of the words. Multiple-meaning words can be illustrated multiple times. After learning the word meanings, students can also play a Pictionary or charades-style game to reinforce vocabulary meanings.

Vocabulary Self-Awareness Activity

This will be the same as in Activity 2.

Activity 4: Spelling Activities (Ongoing throughout curriculum) (GLE: 32; CCSS: RF.4.3a)

Materials List: weekly spelling lists that include appropriate grade-level words, 20 Ways to Practice Spelling BLM

Provide students with ample opportunities to practice spellings and basic recognition of grade-appropriate words with common syllabication patterns, phonetic patterns, and roots and affixes. This ongoing study should encourage and develop grade-level phonetic and word decoding skills.

Students can practice spelling patterns in a variety of ways through the use of the 20 Ways to Practice Spelling BLM. Particular activities may be assigned each week, or students may be given the freedom to choose one activity from each level. However, emphasize the importance of choosing activities that require students to practice syllabication, spelling patterns, and phonetic awareness. Allow students to have some freedom to choose activities that are more fun but perhaps require one specific activity that is more skill based each week. At times, it may be necessary to choose the activity from the skill-based or word-meaning sections based on class needs.

When practicing a specific spelling skill, add or manipulate activities to match the content. For example, when studying words with silent letters, have students write the words and circle the letters that are not pronounced.

Activity 5: Daily Language (Ongoing throughout curriculum) (GLEs: 31a, 31b, 31c, 31d)

Materials List: daily sentences that are to be edited, printed copies for each student, transparency copy for use as a class

The Everyday Edits can be used in many ways. Here is one possible procedure:

• Copy the daily edit passage onto a transparency. As students return from recess or lunch, hand them a copy of the passage and instruct them to settle into finding the ten errors of capitalization, punctuation, or grammar included in that passage.

• Give students 5 minutes or so to find and mark ten errors in the passage.

• Divide the class into two or more teams. The teams established in this way will be “permanent teams” (for at least a month). Start with one team and ask a student on that team to identify an error in the passage. When a student correctly identifies one of the ten errors in that day's passage, award a point to the team. Then give the other team(s) a chance to identify an error. Go back and forth until all ten errors have been found in that day's passage. (Students might even find additional errors in a daily passage. Also, give credit if a team offers an idea that would improve the passage.)

• Keep score over the course of a month and award a special treat (an ice pop, a homework-free-night coupon, or something else that students will value) to members of the team that has the highest score at the end of the month. The makeup of the teams may be changed for the following month.

Be sure to include sentences that have errors with interjections, transitive and intransitive verbs, irregular verb tenses, and present, past, future, and perfect verb tenses.

Activity 6: Daily Writing Activities (Ongoing throughout curriculum) (GLEs: 22, 23a, 23b, 23c, 24, 26a, 26b, 26c)

Materials List: journal, pencil

Have students keep a daily journal. Writing in the journal can include any or all of the writing processes that are addressed in unit 2 including pre-writing, drafting, revising, editing, and/or publishing. Give students some autonomy with daily journal writing, and allow them to identify their own audience and determine their own tone and mood. This should be more of an exploratory activity rather than a structured, modeled writing lesson. Daily writing activities should cover a broad range of writing styles which include but are not limited to the following list:

Narratives: daily journal prompts, picture prompts (use pictures to create a story), word wall or spelling activities, story starters, Round Robin Writing (Students create and add to stories as they are passed around.)

Expository: descriptions, how-to papers

Informational: biographies, autobiographies, brief reports on a topic

Response to Fiction: story summaries, character analyses, story responses

(respond to reading story or trade book)

Response to Nonfiction: responses to news articles, current event summaries, summaries of nonfiction texts, responses to non-fiction articles, books, or digital sources

Letters: pen pals (write to another class), business letters, letters to the principal

Express an Opinion: argumentative responses to a topic, letters to the editor

Other: daily news (write about things that happened at school that day), poetry, comic strips (fill in what the characters are saying), greeting cards, want ads, advertisements, directions

A website for writing prompts is located at .

2013-2014

Activity 7: Daily Writing Activities (Ongoing throughout curriculum) (CCSS: W.4.10)

Materials List: My Writing Inventory BLM

Activity 7 is an extension of Activity 6. In 2013-2014, add the following extensions to address the added transitional material:

Have students keep track of their writing progress on the My Writing Inventory BLM. Students should include all of their daily writing activities from Activity 6 as well as all of their significant writing assignments derived from the remaining activities. Students should determine whether their writing is a “short time frame piece” or an “extended time frame piece.” Facilitate a discussion to determine the difference between these two terms. Students should also identify their purpose for writing on the BLM. Purposes for writing may include, but are not limited to narration, (entertainment), description, information, explanation, persuasion, expressing an opinion, reflection, or analysis. Students should also use the BLM to identify the stages of the writing process that were completed.

Over the course of the year, impress upon students that it is not necessary that each writing piece go through all stages of the writing process. For example, explain to students that reflection may only require drafting. Not every piece of writing is intended for publishing.

Activity 8 is ongoing throughout the unit with various nonfiction texts.

Activity 8: Let’s Journal (GLEs: 19d, 19e, 23c; CCSS: RI.4.10, RF.4.3a)

Materials list: reading learning log, selected nonfiction books or textbooks

Using the directed learning-thinking activity or DL-TA (view literacy strategy descriptions), model how to write daily entries about informative topics in a reading learning log (view literacy strategy descriptions). A learning log is a bound collection of a student’s ideas, questions, reactions, reflections, summaries, and responses. This reading learning log will be used for recording information during guided and independent reading activities.

The DL-TA will assist the students in becoming independent in the process of making and self-correcting predictions when reading various texts.

First, direct students to read the selection title (and perhaps a bit of the selection), make predictions about the content, and write their prediction(s) in their learning log. Next, have students read to the first predetermined stopping place in the text and confirm, refine, or reject their initial prediction(s) and justify this by referencing details from the text. Direct students to make and record any new prediction(s) about what will follow. Have students read the next section and follow the same procedures until they have read the entire text. Facilitate, but do not direct thinking by asking questions. For example, while reading a nonfiction text about Rosa Parks, ask questions such as these:

• What do you think happened to Rosa when she refused to give up her seat?

• Why do you think she refused to give up her seat?

• What evidence is there that her decision was hard for her and her family?

• What evidence is there that Rosa helped to change segregation and unfair treatment of African Americans in the south?

• Why do you or do you not think so?

• What evidence is there that Rosa’s actions helped change society?

Occasionally summarize points students make during the discussion, but try not to dominate the discussion or influence student thought. The goal is to foster thoughtful student participation.

Another approach is to instruct students to choose a topic or subject they are curious about, formulate questions about the topic, and select at least two informational texts to read on the subject. Have students write daily entries based on the information in the nonfiction texts they are reading. Then direct students to relate the information in the text to real-life experiences, while applying definitions, examples, and restatements in context and their knowledge of root words, suffixes, and prefixes to unfamiliar vocabulary.

Direct students to record summaries or responses to daily nonfiction reading in their learning logs. Read the entries periodically and write comments or suggestions.

Additionally, instruct students to bookmark interesting passages from their nonfiction reading, and read them aloud to the class or in daily guided reading groups. Use this activity to generate interest in nonfiction reading and to monitor students’ progress in mastering new vocabulary and improving read-aloud fluency.

Activity 9: Introducing Nonfiction (GLEs: 18; CCSS: RI.4.10)

Materials list: science and/or social studies textbooks, other nonfiction books, poster or chart paper

Discuss what nonfiction is with students. Point out examples that are all around them, for example, books about their favorite animals, lunch menus, maps, classroom magazines, etc. (Be sure to define nonfiction as writing that gives information, explains, informs, or persuades.)

Give small groups of 3 to 5 students various nonfiction samples to browse through and study; then conduct a Round Robin discussion (view literacy strategy descriptions). This simple dialog will allow students to better process and remember key points about nonfiction.

Pose the following question: What are some ways nonfiction looks and sounds different from fiction? Give groups five to ten minutes to think about this question, make observations using the sample texts, and record their ideas on a piece of paper. Then direct each student in the group to take turns quickly sharing his or her answers to the question.

Quickly flip through student responses to find connections that have been made, and call on groups or individual students to read their responses to the class. As individuals report their findings, record them on a large poster or sheet of chart paper. Then point out examples of the identified characteristics found also in the nonfiction books gathered from the library or a social studies or science textbook.

Prompt student discussion to include the following:

• Chapter titles and section headers preview information.

• Each page has words in a variety of fonts and type sizes.

• Bold or italic fonts may be used to signal important words or phrases.

• Diacritical marks may be used to guide pronunciation.

• Maps, charts, diagrams, photographs are usually included to illustrate or summarize information.

• Captions or labels are included and give relevant information.

• There may be words that are unfamiliar.

Explain to the students how these characteristics are “clues” to use to help them understand what they're reading.

Have students share experiences they've had with nonfiction using these prompts:

• What books about real people, places, and events have you read?

• Do you enjoy reading these types of books? Why or why not?

• When you look at an article or a biography, do you look at the illustrations and read the captions?

• What websites do you visit?

• When have you had to read directions in everyday life? (Possible responses: playing a board game, following a recipe in a cookbook)

Activity 10: Elements of Nonfiction (CCSS: RI.4.8)

Materials list: nonfiction materials such as books, textbooks, magazines, etc., reading learning logs

Introduce explicit models of nonfiction for students, demonstrating how to analyze elements of nonfiction texts to determine the text’s main idea and how the author used sufficient reasons or evidence to support that main idea. Ask students guiding questions to determine the most basic information about the text using the 5 Ws (Who is involved? What is it about? What did the person/people do, and/or what happened? When did this happen? Where did this happen? Why did this happen, and/or why is this important?) Model using these questions to identify a sentence that states the main idea of the text. Then, draw out the most important details the author includes to support and prove the main idea. Explain how these details support the main idea of the text.

Next, place students in small groups, and direct them to examine additional texts in the same manner—using the 5 Ws to guide their reading. Have students use professor know-it-all (view literacy strategy descriptions) to continue the lesson. By putting students in the role of experts, they must understand content by studying it in depth within a small group. As know-it-alls, they can in turn assist their classmates in understanding the content.

Assign each small group a short book, a chapter from a textbook, a magazine article, etc., based on a particular subject being covered in class, and provide time to read the text. Then direct students to review the material to determine the text’s main idea and identify text evidence or details that support the main idea. Also, ask groups to generate 3-5 questions they might anticipate someone asking about the content.

For example, if the students were presenting on the Underground Railroad, questions that may arise after the presentation could include the following:

• Did slaves actually travel underground? Explain your answer.

• Why was the system called the “Underground Railroad?”

• How did slaves know where to go?

• How did communication take place to guide the slaves to freedom without the use of

telephones or any modern technologies?

• Why were slaves trying to get to the North? How was it different there?

Call on the groups of students to come to the front of the room to present their questions and answers as professor know-it-alls. One student should state the main idea. The remaining students should provide the supporting details or evidence that the author provided to support the main idea. Then, the group should provide answers to questions from their peers about the content. Call one group at a time to answer questions. The students asking questions can either accept or challenge answers. After five to ten minutes, call a new group of professor know-it-alls to present their work to the class and discuss.

During the presentations, correct misconceptions and guide students’ understanding of determining main ideas. After completing this activity, students should be able to identify main ideas of texts and identify supporting details on their own. Using individual brief texts, have students find the main idea and supporting details on their own for assessment purposes and record this information in their reading learning logs (view literacy strategy descriptions).

Activity 11: Structures of Nonfiction Texts (GLEs: 14e, 19b, 19c, 50)

Materials list: several copies of nonfiction texts, Text Feature Scavenger Hunt BLM

Use a variety of instructional strategies to review the structures of nonfiction texts introduced in Unit 3, Activity 13. As texts are read aloud, point out the various ways authors present nonfiction information. Instruct students to practice skimming, scanning, and searching for key words that are characteristic of various structures such as the following:

• Description—adjectives that help readers visualize concepts (e.g., descriptive words that help the reader to create a picture in his or her head)

• Temporal sequence—words that indicate the order of events (e.g., first, then, next, etc.)

• Compare/contrast—words that tell how things are alike/unlike (e.g., similarly, also, likewise, on the other hand, however, unlike, etc.)

• Cause/effect—information about why things happen (e.g., as a result of, subsequently, consequently, because, due to, etc.)

• Problem/solution—explanations about situations or problems and possible remedies

Facilitate lessons requiring students to skim and scan texts to identify, and explain the functions of various print features, including italics, boldface print, headings/subheadings, and captions.

Then, plan activities that give students hands-on practice in using the title page, table of contents, index, glossary, and appendix in nonfiction books. Students should also gain experience in interpreting timelines, charts/tables, graphs, diagrams, and maps with legends in the context of nonfiction reading. Although students should be familiar with these features, show students various examples of each from nonfiction texts as a review. Prompt students to discuss the purpose of each.

Have students work in pairs to conduct a scavenger hunt using their science and social studies texts or other class sets of nonfiction texts. Using the Text Feature Scavenger Hunt BLM, have students record page numbers and descriptions of the above mentioned text features. Make it a class competition in which the pair of students who accurately identifies the most examples wins, provided it has found at least one example of each item on the scavenger hunt list.

Activity 12: Learn About the Writing Process from Authors (GLEs: 14e, 20a, 20b, 20c, 20d, 23a; CCSS: RI.4.6, RI.4.8)

Materials list: journals, LEAP 21 Writing Rubrics BLM (see Unit 1 BLMs), several books for examples of writing

Explain to students that every time an author writes, he or she has a purpose in mind. Understanding an author’s purpose will help readers interpret the information. The author’s point of view is often expressed through the purpose for writing.

Use the following chart to review with students how to identify the author’s purpose and point of view.

|Type of Writing |Author’s Purpose |Point of View and Tone |

|Nonfiction | | |

|News articles |To inform, explain, give directions, |The author’s point of view and tone are |

|Textbooks |illustrate, or present information. |often neutral and include third person. |

|Biographies | | |

|Autobiographies | |However, if the information is presented by|

|Documentaries | |a person who is directly involved, it is |

|Technical Manuals | |usually first person point of view and may |

|Charts, graphs, tables | |include a person’s experiences and view |

| | |points. |

|Persuasive Pieces | | |

|Editorials |To persuade by expressing an opinion to |The point of view clearly reflects the |

|Advertisements |convince readers to think/feel/act a |author’s attitude about a |

|Campaign speeches |certain way. |subject. Sometimes the opinion is directly |

|Bumper stickers | |stated, and other times it is implied.  The|

|Billboards | |author may try to convince readers by using|

|Commercials | |a particular tone to appeal to the reader’s|

|Some charts and graphs | |feelings and/or values. |

|Fiction | | |

|Short story |To illustrate a theme or event that conveys|The author may use characters or narrators |

|Poetry |a mood.  Usually written to entertain. |to express attitudes in the story. The tone|

|Novels | |might be light and humorous or serious and |

|Drama | |sad. |

Help students identify and discuss examples of various types of writing. Point out in each example why the author chose that style of writing (purpose) and how the author chose to write (the structure) including point of view and tone.

Have students practice the nonfiction components by writing entries in their journals, using self-selected topics focusing on a main idea and the supporting details that the author uses as evidence to support that particular point. Students should be exposed to both first-hand and second-hand accounts.

They will choose one of their entries to expand into a multiparagraph composition that states a main idea and develops it with supporting details. Students should use the writing process taught in Unit 2, including pre-writing, drafting, revising, editing, proofreading, and publishing with technology using keyboarding skills. Assess compositions with a writing rubric (see LEAP 21 Writing Rubrics BLM from Unit 1).

Activity 13: Writing Process (GLEs: 23a, 23b, 23c, 23d, 23e, 23f, 23g, 29, 30a, 31a, 31b; CCSS: W.4.2a, W.4.2b, W.4.2d, W.4.2e, W.4.7)

Materials list: journals

Prepare students to write an expository essay in their journals by reviewing the following about expository writing:

• Its purpose is to inform, clarify, explain, define, or instruct.

• It appears in, but is not limited to, letters, newsletters, definitions, instructions, guidebooks, catalogs, newspaper articles, magazine articles, manuals, pamphlets, reports, and research papers.

• Some general characteristics of expository writing include the following:

• focusing on the main topic

• logical supporting facts

• definitions, concrete details, explanations, quotations and examples

• strong organization with headings and possibly illustrations

• clarity

• unity and coherence

• precise language and vocabulary necessary to the topic

• logical order

• smooth transitions

• concluding statement

Either assign specific topics or allow students to choose their own writing topics. Following are examples of expository writing prompts:

• Write a story about a trip you are going to take and what friend you want to take with you. Explain why this friend would be the best person to go with you.

• Describe the causes and effects of pollution in the environment. Narrow your topic to one form of pollution, such as something that causes air, water or land pollution.

• Explain the process of baking a birthday cake.

• Find an example of expository writing; explain the elements that make this a good example.

Assist students in constructing a scoring rubric which should include but is not limited to posing questions, identifying research sources, and using grade-appropriate conventions. Students should pre-write and then draft a composition of three or more paragraphs that includes a writing intent (expository) with a clear purpose, an effective structure, a sense of audience, topic sentences, and appropriate transitional phrases. Provide time and guidance for students to use the entire writing process and remind students of the various writing strategies taught in Unit 2 throughout this process. When they reach the proofreading phase, direct students to focus attention on standard capitalization, use of the active voice, selecting appropriate interjections, and correct use of transitive and intransitive verbs.

Activity 14: Presents to Others (GLEs: 34, 36a, 36b, 36c, 38; CCSS: SL.4.3)

Materials list: Presentation Rubric BLM , students’ nonfiction writing

Assist students in constructing a rubric for presentation and listening (using the Presentation Rubric BLM as an example), detailing purpose, role of the listener, appropriate introductions and conclusions, good anecdotes, appropriate delivery for the audience, and constructive responses. Have students prepare oral presentations of their nonfiction compositions from Activity 13 and present them to the class.

While students are observing presentations, have them take notes in the split-page notetaking (view literacy strategy descriptions) format. Split-page notetaking helps students organize important information gained from reading text selections. Students write a topic on one-third of the page and take notes with supporting information on the other two-thirds of the page. For example:

|Main Idea of Presentation | |

| |Supporting Details/Reasons and Evidence |

|Group 1: In Montgomery, Alabama in | 1. Rosa was arrested for breaking the law |

|1955, Rosa Parks stood up to segregation|when she refused to give her seat to a |

|and helped strengthen Civil Rights by |white man. |

|refusing to give up her seat on a public|She helped other civil rights leaders such |

|bus. |as Martin Luther King, Jr. |

| |3. She also received several honors including |

| |the Congressional Medal of Honor. |

|Group 2: In 1960, Ruby Bridges was the |Large crowds of people surrounded the school protesting Ruby’s presence there. |

|first African American child to attend |All teachers refused to teach Ruby. |

|an all-white elementary school in New |U.S. Marshals had to escort her and protect her from the angry crowd who would |

|Orleans. |threaten her, say nasty things, and throw things at her. |

| |Her family was punished for their decision to send her to the all-white school, |

| |and her father even lost his job. |

Just as in the example above, students should record the main idea or point of each presentation in the left hand column and the most important supporting details and justifications that the speaker gives for the main idea in the right hand column. This split-page notetaking will promote active listening and provide students with a self-assessment of their ability to identify main ideas and supporting details. The notes can be turned in as a graded assessment upon completion.

2013-2014

Activity 15: Presents to Others (GLEs: 34, 36a, 36b, 36c, 38; CCSS: SL.4.3, SL.4.5)

Materials list: Presentation Rubric BLM, students’ nonfiction compositions, presentation software, computers, projections system, speakers

Activity 15 is an extension of Activity 14. In 2013-2014, incorporate the following extensions to address the added transitional material:

Students should include visual and multimedia aids, such as Power Point presentations, charts, demonstrations, etc., in the presentations of the nonfiction compositions. If appropriate, students should also include audio recordings to enhance the development of the main idea. Assessment of these aids should also be included in the rubric.

Sample Assessments

Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:

General Assessments

• Students will record summaries or responses to daily nonfiction reading in the reading learning log (view literacy strategy descriptions). Read the entries periodically, and write comments or suggestions.

• Students will be asked to bookmark interesting passages and share them orally with the class. This activity is a means to generate interest in nonfiction reading and to monitor students’ abilities to master new vocabulary and improve read-aloud fluency.

• Students will demonstrate the ability to navigate nonfiction print materials. Observe students and keep anecdotal records to note their ability to use materials independently and participate in class activities.

Activity-Specific Assessments

• Activity 10: Use students’ oral responses during the professor know-it-all strategy to determine whether they understand how to read critically to evaluate and identify main ideas and supporting details of nonfiction text.

• Activity 12: Use the LEAP 21 Writer’s Checklist BLM (see Unit 1 BLMs) for self, peer, and teacher assessment. Expository compositions will be assessed with either the class-constructed rubric or by using the LEAP 21 Writer’s Checklist BLM

• Activity 14 and 15: Use the class-constructed rubric to assess oral presentations and class participation. Students will be graded on their presentations and on any visual aid that may be required.

• Activity 14: Assess students’ understanding of identifying main idea and supporting details through their accurate completion of the split-page notetaking.

Teacher Resources

Suggested Nonfiction Texts:

• Berger, Melvin. Discovering Mars: The Amazing Story of the Red Planet.

• Buckmaster, Henrietta. Underground Railroad.

• Carlisle, Madelyn Wood. Let’s Investigate Marvelously Meaningful Maps.

• Hakim, Joy. A History of US.

• Lauber, Patricia. Hurricanes: Earth’s Mightiest Storms.

• Montgomery, Sy. Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea.

• Nelson, Kadir. We are the Ship: The Story of the Negro League Baseball.

• Ruurs, Margriet. My Librarian is a Camel: How Books are Brought to Children Around the World.

• Simon, Seymour. Horses.

• Simon, Seymour. Volcanoes

Current grade-appropriate nonfiction articles can also be found at

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