and understanding. Lexile: 950L RF.4.4.c Use context to confirm or correct word recognition and Leveled Readers understanding, rereading as necessary. Strategy: Reread RI.4.1 Refer to details and examples in a Skill: Text Structure: Compare text when explaining what the text says and Contrast explicitly and when drawing inferences from the text. Main Selections RI.4.2 Determine the main idea of a text Genre: Informational Text: and explain how it is supported by key Expository details; summarize the text. Titles: RI.4.3 Explain events, procedures, ideas, A: Changing Landscapes or concepts in a historical, scientific, or O: Changing Landscapes technical text, including what happened E: and why, based on specific information in Changing Landscapes B: Changing Landscapes the text. RI.4.4 Determine the meaning of general Paired Selections academic and domain-specific words or Genre: Informational Text: phrases in a text relevant to a grade 4 Expository topic or subject area. Titles: RI.4.5 Describe the overall structure (e.g., A: "Students Save Wetlands" chronology, comparison, cause/effect, O: "Students Save Wetlands" problem/solution) of events, ideas, E: "Students Save Wetlands" concepts, or information in a text or part B: "Students Save Wetlands" of a text. RI.4.7 Interpret information presented Lexiles visually, orally, or quantitatively (e.g., in A: 670L charts, graphs, diagrams, time lines, O: 840L animations, or interactive elements on E: 740L Web pages) and explain how the B: 920L information contributes to an understanding of the text in which it Access Complex Text (ACT) appears. Reading/ RI.4.9 Integrate information from two Specific Writing Workshop: texts on the same topic in order to write Vocabulary; Purpose or speak about the subject knowledgeably. Literature Anthology: Purpose; RI.4.10 By the end of year, read and Genre; Connection of Ideas; comprehend informational texts, Specific Vocabulary including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with
and understanding. RF.4.4.c Use context to confirm or word recognition and understanding, rereading as necessary. 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. 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.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. 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.4.9 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 Lexile: 950L Leveled Readers Strategy: Reread Skill: Text Structure: Compare and Contrast Main Selections Genre: Informational Text: Expository Titles: A: Changing Landscapes O: Changing Landscapes E: Changing Landscapes B: Changing Landscapes Paired Selections Genre: Informational Text: Expository Titles: A: "Students Save Wetlands" O: "Students Save Wetlands" E: "Students Save Wetlands" B: "Students Save Wetlands" Lexiles A: 670L O: 840L E: 740L B: 920L Access Complex Text (ACT) Reading/ Writing Workshop: Specific Vocabulary; Purpose Literature Anthology: Purpose; Genre; Connection of Ideas; Specific Vocabulary correct
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