Writing an Informational Text Using Multiple Sources 4th Grade
[Pages:60]Writing an Informational Text Using Multiple Sources
4th Grade
Created for the Reading Writing Project 2016-17 by Tara Greene, Alicia Kurtz, and Becky Hamilton Appoquinimink School District
Unit Overview
This fourth grade unit teaches ELA skills through a science texts. Students first learn to make inferences and support them with text evidence. Next, they categorize information from a science text as either "what" happened or "why" it happened. Students then read a second text and compare its information to the first. Finally, they learn specific formatting and organizational strategies and write an informational article using information from both texts. Following the instructional portion of the unit, students independently read two texts and view an informational video about hurricane technology and use the three sources to write an informational text about improvements in hurricane technology.
1 Delaware Department of Education Reading/Writing Project 2016 Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
Table of Contents
Planning Chart 1, standards, questions, and depth of knowledge for Performance Task.................................3 Planning Chart 2, standards, learning targets, learning progressions, and formative assessments ................. 5 Performance Task...............................................................................................................................................9 Performance Task Directions for students.......................................................................................................11 Performance Task Article Template ................................................................................................................. 13 Performance Task Exemplar - High .................................................................................................................. 14 Performance Task Exemplar ? Mid-Level.........................................................................................................16 Performance Task Exemplar ? Mid-Level.........................................................................................................17 Performance Task Exemplar ? Special Education ............................................................................................ 18 Performance Task Exemplar ? Low .................................................................................................................. 19 Scope and Sequence ........................................................................................................................................ 20 Lesson 1, Supporting Inferences with Two Lies and a Truth............................................................................22 Lesson 2, What and Why? ................................................................................................................................ 26 Lesson 3, Fossils: Across Two Texts..................................................................................................................28 Appendix A, Frayer Model graphic organizer .......................................................................................... 30 Appendix B, Phineas and Ferb inference task cards................................................................................. 32 Appendix C, "Uncovering Clues to the Past" text .................................................................................... 37 Appendix D, Making Inferences graphic organizer .................................................................................. 42 Appendix E, Notetaking sheet................................................................................................................ 43 Appendix F, What and Why task cards ................................................................................................... 44 Appendix G, Exit ticket for Lesson 2 ....................................................................................................... 47 Appendix H, "Face to Fossil" text ........................................................................................................... 48 Appendix I, Inquiry Chart ...................................................................................................................... 56 Appendix J, Article Template for student writing .................................................................................... 57 Text Complexity Analysis, "Uncovering Clues to the Past" ....................................................................... 58 Text Complexity Analysis, "Face to Fossil" .............................................................................................. 59
2 Delaware Department of Education Reading/Writing Project 2016 Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
PLANNING CHART #1
School: Silver Lake Elementary School
Questions
Standard
Question 1:
RI.4.9
The technology explained in source 1 and source 2 is used to predict different aspects of a hurricane. Using information from both sources, explain how the purposes of these types of technology are different.
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
W.4.7
Conduct short research projects that build knowledge through investigations of different aspects of a topic.
W.4.8
Know [Which
concepts/skills will
Do [What is the
DoK students need to know question/full write asking
in order to complete the
students to do?]
questions/full write?]
Choosing relevant Incorporate evidence
text evidence
from two sources
Making inferences Infer purposes of
based on text
technology
Identify relevant
Compare purposes of
information
technology
Take notes
Support responses
How to refer to
with evidence
sources
Categorize
Focus research
information
around a topic that Take Notes
is provided.
List sources
3
Gather a variety of
information about a
research topic.
Recall relevant
information from
experiences or gather
relevant information from
print and digital sources;
take notes and categorize
information, and provide
a list of sources.
Question 2:
RI.4.3
Choosing relevant Draw conclusion
text evidence
based on evidence
Using evidence from all Explain events,
Drawing conclusions Evaluate evidence to
three sources, why is procedures, ideas, or
based on evidence
determine
the information
concepts in a historical,
Identify relevant
gathered from the
scientific, or technical
information
advanced technology text, including what
Take notes
important to the public? happened and why, based
How to refer to
on specific information in the text.
3
sources
Focus research
importance Explain an idea based
on specific textual information Categorize information
W.4.7
around a topic that Take Notes
is provided.
List sources
Conduct short research projects that build knowledge through
Gather a variety of information about a research topic.
investigations of different
aspects of a topic.
3 Delaware Department of Education Reading/Writing Project 2016 Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
W.4.8
Recall relevant
information from
experiences or gather
relevant information from
print and digital sources;
take notes and categorize
information, and provide
a list of sources.
Question 3:
RI.4.1
Making inferences Identify relevant text
based on text
evidence
Using the article,
Refer to details and
evidence
Make inferences
"Drones will be put to examples in a text when
Choosing relevant
based on evidence
work this hurricane
explaining what the text
season" complete the says explicitly and when
2
chart with information drawing inferences from
from the text.
the text.
text evidence
Refer to details and examples in explanations
Full Write:
W.4.2
How are advances in technology helping to predict and warn about potentially dangerous hurricanes?
Write informative/ explanatory texts to examine a topic and convey ideas and information clearly
Format of a
Write a newsletter
newsletter
Format using text
Purpose of various
features to guide
text features
reader
Difference between Develop the topic
information and
with details,
examples
information, and
3 Structure of a
examples
concluding section Provide a concluding
Vocabulary specific
statement related to
to hurricanes and
the information
technology
presented
Use domain-specific
vocabulary to explain
the topic
4 Delaware Department of Education Reading/Writing Project 2016 Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
PLANNING CHART #2
School: Silver Lake Elementary School
Standard: RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Targets
Learning Progressions
Formative Assessment Strategies
Identify information from two texts on the same topic
Comparison table graphic organizer
Checklist/Sort where students
match information from one of the
Identify the most important points from two texts for a given purpose
texts to the source(s) that it came from.
Identify the key/supporting details from two texts for a given purpose
Lesson Link; RI.4.1, RI.4.3, RI.4.9 & W.4.2- (Resources only):
g/content/basic-archaeology-pair-
informational-text-assessment-fourth-
grade
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Integrate information by graphically representing the most important points presented by two texts on the same topic
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Standard:
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.
Targets
Learning Progressions
Formative Assessment Strategies
Identify context clues to Know the types of context clue
support determination Use text structure to identify context
of meaning
clues for targeted words
Student responses with post-its
Lesson Idea Link: g/content/supporting-inferences-twolies-and-truth
Use context clues to
determine the meaning Use context clues to determine the
of academic and
meaning of words
domain-specific words
Frayer model
5 Delaware Department of Education Reading/Writing Project 2016 Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
Standard: 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.
Targets
Learning Progressions
Formative Assessment Strategies
Explain events, ideas, or concepts in a scientific or technical text, including what happened and why
Explain how ideas, events, steps are connected
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.
Graphic organizer
Use specific evidence from the text to support explanations of events, ideas, or concepts.
Use specific information to explain what and why key events, ideas, procedures, events happened
Standard:
RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
from the text.
Targets
Learning Progressions
Formative Assessment Strategies
Refer to details and examples in a text when explaining what the text says explicitly
Use the combination of explicitly stated information, background knowledge, and connections to the text to answer questions
Use paraphrasing to appropriately reference text rather than copying verbatim
Explain what the text says by making reference to details and examples (evidence) from the text
Student responses with post-its
Lesson Idea Link: content/supportinginferences-two-lies-and-truth
Make inferences about author's decisions
and content by making reference to
Refer to details and
details and examples (evidence) from the
examples in a text when
text
drawing inferences from the Refer to details and examples in a text
text
when explaining what the text says
explicitly and when drawing inferences
from the text.
6 Delaware Department of Education Reading/Writing Project 2016 Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
Standard: W.4.2 Write informative/ explanatory texts to examine a topic and convey ideas and information clearly
Targets
Learning Progressions
Formative Assessment Strategies
Introduce a topic and group related information in paragraphs or sections; include formatting
Identify a topic List information related to the topic Organize and group related information
together Identify & demonstrate an appropriate
writing format Write a beginning statement that
introduces topic and presents information Organize sentences into paragraphs Add formatting where appropriate
(heading, bold print, italics, etc.)
Complete the "Organizing Your Essay" graphic organizer to group related information in sections.
Choose a source to research facts,
definitions and details about the topic
Identify information from the source
Develop the topic with facts, Differentiate between relevant and
definitions, concrete details,
irrelevant reasons
quotations, or other
Construct sentences from researched
information and examples
information that support the topic
related to the topic.
Quote information from the source
Develop the topic with information
gathered from sources
IAB Brief Write #4
Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Provide examples that connect to the
topic
Use linking words and phrases to connect
topic and ideas ( another, also, and, but)
Use linking words and phrases to connect topic and ideas and categorize information
Use linking/ transition words and phrases
Thumbs Up/Thumbs down (highlighting strategy using linking words chart.)
to connect ideas within categories
Link ideas within categories of information
using words and phrases (e.g. another, for
example, also, because)
Identify vocabulary specific to the topic
Use specific relevant vocabulary to inform
or explain topic
Frayer model using domain
Use vivid verbs and precise nouns to
specific vocabulary (4)
inform or explain topic
Teacher observation on
Use precise language and domain-specific
highlighting strategy using
vocabulary to inform about or explain the
domain specific vocabulary.
topic
7 Delaware Department of Education Reading/Writing Project 2016 Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
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