GRADE 4Read Informational Text

GRADE 4Read Informational Text

• Explaining the central idea and providing sufficient and specific supporting details; developing an effective summary. (Main/Central Idea)
• Constructing a response that makes a clear inference about important information within and across texts, elaborating with specific details. (Inference)
• Clarifying multiple-meaning words using context and word relationships from complex texts. (Vocabulary/Language)
• Determining author’s purpose using text features.(Structure/Text Features)

• Determine how key details support the main idea. Digital Library example: Determining Main Idea
• Summarize information from a text. Examples: Tool for Teaching Summary; Lift the Level of Student Summaries
  of Information Texts
• Make inferences using text-based evidence. Example:
  Close Reading Strategy: Read Like a Detective
• Draw conclusions using text-based evidence. Examples: Nineteenth-Century Women: Struggle and Triumph; Citing Textual Evidence
• Demonstrate an understanding of word meanings and vocabulary.Examples:Quiz Quiz Trade Protocol to Support Learning Vocabulary;Vocabulary In Context
• Understand the purpose of text features.Example:Navigating Informational Text Features

• Identifying the central idea and how key details support
  an effective summary. (Main/Central Idea)
• Formulatingan inference about the author’s point of view or author’s purpose. (Inference)
• Determining word meaning, or determining the intended meaning of words with multiple meanings, based on context clues. (Vocabulary/Language)
• Using explicit information from the text to analyze itsstructure and its purpose. (Structure/Text Features)

• Determine how key details support the main idea. Digital Library example: Reading and Analyzing Text Using Key Details
• Summarize information from a text. Example: GIST—A Summarizing Strategy
• Make inferences using text-based evidence. Examples: Supporting Inferences with Two Lies and a Truth; Close Reading Strategy: Read Like a Detective
• Determine author’s purpose. Example: Investigating an Author’s Purpose and Perspective
• Demonstrate an understanding of word meanings and vocabulary.Examples: Finding Meaning of Unknown Words;Using Context Clues to Figure Out Unknown Academic Vocabulary

• Identifying central ideas based on specific evidence in
  a text. (Main/Central Idea)
• Making an inference based on information explicitly stated in a text. (Inference)
• Using sentence-level context as a clue to determine the meaning of a word or phrase. (Vocabulary/Language)
• Analyzing text headings to determine their purpose. (Structure/Text Features)

• Determine the author’s purpose. Digital Library example: Investigating an Author’s Purpose and Perspective
• Use context clues to determine word meanings and ideas.Examples:Vocabulary Enhancement;Using Context Clues to Figure Out Unknown Academic Vocabulary

DigitalLibraryresourcesaremeanttobeusedinconjunctionwithaneducator’scurriculumandto serveasajumping-offpoint for instruction. Educators are encouraged to consider their particular classroom context and culture when selecting resources and to adapt the resources to best fit their students’ needs.