Section 2 Table Of Contents Grade 4 Reading Activities In .
Section 1 Table of ContentsGrade 4 Reading Activities in Section 1 (Cont.)Lesson9ResourceTools for InstructionUse Context to FindWord MeaningTools for InstructionUse Context to Find Word MeaningUsing context to determine a word’s intended meaning is an essential reading strategy. Although students areoften told to “use the context” to figure out the meaning of an unfamiliar word, they may need more specificguidance. To help students use context effectively, introduce specific types of context clues that they can look forin sentences and paragraphs.Three Ways to TeachIdentify Sentence-Based Context Clues20–30 minutesConnect to Writing Explicitly teach students about the different types of context clues that can be used todetermine meanings for unknown words. Then have students develop their own sentences with clues that helpclassmates guess above-level missing words. Display the following chart. Name the first type of clue, and read aloud the example sentence. Help studentsfigure out a meaning for the italicized word and identify the (highlighted) context clues in the sentence,which give a definition for the word. Then guide students to tell how they can recognize definition clues inother sentences. Record a simple explanation in the “What It Does” column.InstructionsParent/Guardian: Readthe instructions and guidethe child through theexercise. When the activityrequires a text, choose oneof the texts the studentsread in previous lessons.Answer KeyPage(s)28–29N/A Repeat the process to introduce the remaining types of clues. Each time, note signal words that emphasizethe clue, including is, or, and other, and but.Type of ClueExample SentenceWhat It DoesDefinitionAn asteroid is a rocky body that orbitsthe Sun.Tells the meaning of the unfamiliar wordexplicitlyAppositiveAn animal that is a carnivore, or meat eater,may hunt for its food.Tells the meaning of the unfamiliar wordbeside it, marked off by commas or dashesExamplesThe streets were filled with buses, taxis,and other vehicles.Describes the unfamiliar word by namingtypes of itContrastLush, green forests receive steady rains,but deserts are bare and arid.Tells the meaning of an unfamiliar word bydescribing its opposite For independent practice, give each student two words likely to have known meanings, such as skyscraper,meal, author, and study. Tell students to write a sentence with their word, leaving a blank in its place. Challenge them to writea sentence with such strong context that listeners will easily guess the word. As students read aloud their sentences (saying “blank” for the word), talk about the context clues that helpedlisteners figure out the missing word. Repeat the activity, challenging students to write a sentence that usesa different type of context clue for their second word.Vocabulary I Grades 4–5 I Use Context to Find Word Meaning I Page 1 of 2i-Ready.com Curriculum Associates, LLC Copying is permitted for classroom use.Section 2 Table of ContentsGrade 4 Reading Activities in Section 2Lesson1ResourceGrade 4 ReadyLanguage Handbook,Lesson 18Lesson #18InstructionsAnswer KeyPage(s) Read the Word LearningRoutine together. Keepit handy—you’ll need itlater!Guided Practice:Answers provided inIntroduction section30–31 Read the Introduction.Think:Unknown Word:LocateX.#.#:Using aTitleLessonDictionary orGlossaryIntroduction There are many places you can look to find information about words.A dictionary and a glossary are two kinds of references you can use. A dictionary lists words in alphabetical order. Each entryhas an entry word, the pronunciation, the part of speech,and the meanings of the word.break (brāk) v. 1. to smash 2. to disobey 3. to do betterthan: Ina broke the record for the high jump. n. 4. timeoff 5. luck break into 1. to disturb 2. to start to dosuddenly 3. to start a new job: He broke into acting. A glossary is a kind of dictionary often found at theback of a book. It lists important words from the bookin alphabetical order. It gives the meaning of each wordas it is used in that book.Independent Practice:1. C, 2. C, 3. D, 4. AThe pronunciation usesspecial symbols to showhow to say the word.The part of speech isabbreviated. Here it is v.for verb.When there is morethan one meaning, eachdefinition is numbered.Sometimes a samplesentence helps makethe meaning of a wordor phrase clearer.carry (kăr ē) 1. to move 2. to hold carry on 1. tocontinue 2. to act excitedlyGuided Practice4982Read the paragraph. Use the entries above to find the meanings ofthe underlined words and phrases. Write the number of the correctmeaning above each word or phrase.Hank Aaron broke into major league baseball in the 1950s.HINT To find theright meaning of aword or phrase, readall the definitionsfirst. Decide whichmeaning makes themost sense inthe sentence.A big break came for him in 1954 when he replaced an injuredplayer. Aaron’s talent helped him break Babe Ruth’s record of714 home runs. When Aaron hit his 715th home run, his fansbroke into cheers. Aaron carried on hitting home runs until heretired in 1976.Language Handbook Lesson 18 Using a Dictionary or Glossary Curriculum Associates, LLCCopying is not permitted.Grade 4, Ready ReadingLesson 17, Part 1IntroductionLesson 17Understanding Vocabularyin Literary TextsLearning TargetFiguring out the meanings of unfamiliar words andphrases in a literary text, including words about othertraditional stories, helps you understand the text.Read A story, poem, or play may include a word or phrase youdon’t know. Try using context clues to help you figure out itsmeaning. Synonyms, antonyms, and other sentences surrounding itoften suggest the meaning of an unknown word or phrase.Read the story below. What are the meanings of odysseyand locate?The SearchAs I strolled home after a day of fun, I realized I’d lost mybest baseball cap. So I went searching everywhere for it. Myodyssey took me far and wide and finally back home.Despite my long journey, I’d failed to locate it, that is, until Isat down. It had been in my back pocket all along!As I strolled after a day fun, I realized I’ had lost my best baseball cap. So I went searching everywhere for it.I even rummaged through the garbage ! My odyssey took me far and wide and finally back home. Despite my long journey,I’d failed to locate my cap, that is, until I sat down. It had been in my back pocket all along !Lesson 17 Understanding Vocabulary in Literary Texts Curriculum Associates, LLCContext:“ , I’d failed to locate it, ”Possible Meaning:FindAt times, an unknown word may allude to, or mention, a wellknown person or place from mythology. These ancient storiesdescribe human behavior or beliefs, and authors refer to them tomake a special point. To understand an author’s meaning, youmust learn about those significant, or important, characters.270 Complete Think exercise.32–33Copying is not permitted.Clues:“ , that is, until I sat down.” 2020 Curriculum Associates, LLC. All rights reserved.5
Section 2 Table of ContentsGrade 4 Reading Activities in Section 2 (Cont.)LessonResourceInstructions3Grade 4, Ready ReadingLesson 17, Part 2 Read the passage “Out toWin.” Complete Think and Talk.Modeled and Guided InstructionOuttoWinbyWendy Baryl1As the annual school track meet approached, all I could think aboutwas defeating Anna Banks. For the past three years, she’d beaten mein the 400-meter run, and always by just a step. No longer would I besatisfied with second place, however. Dissatisfied, I planned to win thisyear, and I couldn’t think about anything else. I became obsessed withbeating Anna. My thoughts focused on one goal all the time—winning.Naturally, I did more than just think. I practiced my starts daily, and Iran and ran and ran.2On the day of the race, I was eager to compete, and by the time wegathered at the starting line, I was really pumped. BAM—the startinggun fired and we were off! Anna and I quickly sprinted ahead of theother racers. When we shot across the finish line, I wasn’t even certainwho’d won at first. Then I heard the announcer—it was me!3Still breathing hard, Anna rushed over, smiling, and shook my hand.“You were great!” she declared. “Good race!” Right then, I realized thatI’d been looking at the situation all wrong. Before, I’dClose Reader Habitsbeen thinking of Anna as if she were some powerfulenemy out to destroy me. But Anna wasn’t my nemesis1Circle unfamiliar wordsand phrases. Underlineat all; she had no urge to crush me. In fact, she hadphrases that give yougiven me an opportunity to become a better sprinterclues to the wordthan I ever would have been without her.Clues:“No longer would I besatisfied with second place,however.”meanings.nemesis: a powerful rival; from the Greek goddess who punished overconfidenceLesson 17 Understanding Vocabulary in Literary Texts Curriculum Associates, LLC34–35Possible Meaning:Displeased and frustrated1272Think: example answerUnknown word:DissatisfiedPage(s)Context:“Dissatisfied, I planned towin this year, ”Genre: Realistic FictionReadAnswer KeyCopying is not permitted.Writing:4Grade 4 ReadyLanguage Handbook,Lesson 19Lesson #19 Read the Introduction.Guided Practice: Complete Guided Practice.1. mouth/trap; Ollie wouldnot let go of the stick.2. Ollie/ clumsy ballerina;Ollie was leaping, but notgracefully.X.#.#:Lesson TitleSimilesand MetaphorsIntroductionAuthors sometimes help readers imagine what one thing is like bycomparing it to something else. Comparisons can help readers picture what is beingdescribed by showing how two things are alike in some way. A simile makes a comparison using the word like or as. Look at these similes. Thedog’s paws are compared to dinner plates. His bark is compared to thunder.SimileAlicia’s dog, Ollie, has paws as big as dinner plates.His bark sounds like thunder.36–37What It MeansOllie has very big paws.Ollie has a loud bark. A metaphor makes a comparison without using the word like or as. In this metaphor,the dog’s size is compared to a mountain.MetaphorOllie is a mountain of a dog.Guided PracticeHINT After youfind the two thingsbeing compared, askyourself, How are theythe same? Use youranswer to figure outwhat each simile ormetaphor means.3. Ollie/strong wind; Olliewas fast and strong.What It MeansOllie is a very large dog.Find the simile or metaphor in each sentence. Underline the twothings being compared. Then write the meaning of the simile ormetaphor.1 Ollie’s mouth was a trap that held a giant stick.2 Ollie leapt toward Alicia like a clumsy ballerina.4. Ollie/freight train; Olliewas unstoppable.3 Ollie raced past Alicia like a strong wind.4 Suddenly, Ollie was a freight train racing into the house.500Language Handbook Lesson 19 Similes and Metaphors Curriculum Associates, LLCCopying is not permitted.Independent Practice1. B, 2. D, 3. D, 4. C, 5. B5Grade 4, Ready ReadingLesson 17, Part 3Modeled and Guided InstructionWrite Use the space below to write your answer to the question on page 273.Out to Win3Short Response Explain the meaning of opportunity(paragraph 3). Also include the context clues that helpedyou figure out the meaning of the word.HINT Rereadparagraph 3 to find allthe clues to themeaning ofopportunity.Check Your WritingDid you read the prompt carefully?Did you put the prompt in your own words?Don’t forget tocheck your writing.Did you use the best evidence from the text to support your ideas? Reread the passage “Outto Win.” Complete the Writingactivity.Write:Example and detail:The word opportunitymeans “chance.” Inparagraph 3, the narratorexplains that competingagainst Anna Banks gaveher the “opportunity tobecome a better sprinter.”34, 38Are your ideas clearly organized?Did you write in clear and complete sentences?Did you check your spelling and punctuation?276Lesson 17 Understanding Vocabulary in Literary Texts Curriculum Associates, LLCCopying is not permitted. 2020 Curriculum Associates, LLC. All rights reserved.6
Section 2 Table of ContentsGrade 4 Reading Activities in Section 2 (Cont.)LessonResource6Grade 4, Ready ReadingLesson 17, Part 4Guided PracticeInstructionsAnswer KeyPage(s) Read the passage “TheCatfish.”Think:1: “bewail”39–40 Complete Think activity.2: A Reread “The Catfish.”Write:Because Tantalus waspunished by having foodand drink kept just out ofhis reach, a feline Tantalusmust mean a cat that can’treach its food. In the poem,the poet imagines that acatfish. Has the head of acat and the tail of a fish.39, 41 Read the passage “AGolden Vase and TwoBright Monkeys.”Think:1: B42–46 Complete the Thinkactivity.2 Part B: “worthless lump”,“It was only cheap metal”Genre: Lyric PoemReadThe Catfishby Oliver Herford, The Book of Humorous Verse1 The saddest fish that swims the briny ocean,The Catfish I bewail.I cannot even think without emotionOf his distressful tail.5 When with my pencil once I tried to draw one,(I dare not show it here)Mayhap it is because I never saw one,The picture looked so queer.I vision him half feline1 and half fishy,10 A paradox in twins,Unmixable as vitriol and vichy2—A thing of fur and fins.A feline Tantalus, forever chasingHis fishy self to rend;15 His finny self forever self-effacingIn circles without end.This tale may have a Moral running through itAs Aesop had in his;If so, dear reader, you are welcome to it,20 If you know what it is!Close Reader HabitsHow does the poetdescribe the catfish?Reread the poem.Underline words andphrases that explainhow he imagines a catfishto look.feline: catlikevitriol and vichy: an acid and an old word for mineral water; they are dangerous to mix122747Lesson 17 Understanding Vocabulary in Literary Texts Curriculum Associates, LLCCopying is not permitted.Grade 4, Ready ReadingLesson 17, Part 5Guided Practice Complete the Think andWrite activities.The CatfishUse the chart below to organize your ideas.3Contextin PoemUnknownWordPossibleMeaningCluesWrite Use the space below to write your answer to the question on page 275.4Short Response Use details from the poem and yourdiscussion to explain why the poet calls the catfish a “felineTantalus.” Curriculum Associates, LLC Copying is not permitted.8HINT Think of whatyou know about acat’s usual reaction toa fish.Lesson 17 Understanding Vocabulary in Literary Texts277Grade 4, Ready ReadingLesson 17, Part 6Independent PracticeGenre: FolktaleReadWORDS TO KNOWAs you read, lookinside, around, andbeyond these words tofigure out what theymean. genuineand Two Bright Monkeysadapted from a Tibetan folktale recent pardon1Long ago in Tibet, two friends named Dorje and Sonam hikedthrough the mountains looking to find a rare plant root used inmedicines. They searched and dug for most of the day, with no results.Suddenly a clang rang out! Dorje’s spade had hit something hard!Eagerly digging, the men unearthed a large vase.“Surely this is pure gold!” Sonam exclaimed, as he brushed offthe dirt. He held up the rare treasure, which shimmered in the brightsunlight. “We must have the touch of Midas,” Sonam joked.3“Not so fast,” Dorje said thoughtfully. Then a sly look crept acrosshis face. “Before we start living like kings, we should test the vase,” headded. “Remember, all that glitters is not gold. As it happens, I knowa man who makes gold jewelry. If he tells me the vase is genuine, I willsell it, and then you and I will share the money.”4Trusting his friend, Sonam gave Dorje the vase. The two friendsparted, agreeing to meet in two days to divide any profits from the saleof the vase.22 Part A: C3 Part A: D3 Part B: “imitated”4: “transformed”278Lesson 17 Understanding Vocabulary in Literary Texts Curriculum Associates, LLCCopying is not permitted. 2020 Curriculum Associates, LLC. All rights reserved.7
Section 2 Table of ContentsGrade 4 Reading Activities in Section 2 (Cont.)LessonResourceInstructions9Grade 4, Ready ReadingLesson 17Part 7 Reread “A Golden Vaseand Two Bright Monkeys.”Understanding Vocabulary in Literary Texts Lesson 17Write5Short Response Paragraph 19 of the passage uses the phrase ”freakaccident.” Explain what the phrase means as it is used in the passage.Support your possible meaning with context clues and details fromthe text. Complete the Writeactivity and the LearningTarget.Learning TargetIn this lesson, you learned how to use context clues to figureout the meanings of unknown words and phrases. Explain howthis will help you better understand a story or poem.Lesson 17 Understanding Vocabulary in Literary Texts Curriculum Associates, LLC Copying is not permitted.283Answer KeyWrite:In the passage thephrase “freak accident”means an accident thatis extremely strange andhard to explain. The storycontext tells that Sonamhas just fooled Dorje intothinking that his childrenhad to be turned intomonkeys, which would beextraordinary.Page(s)42–44,47Learning target:Context clues help youfigure out the meaningof unknown words andphrases. Learning aboutallusions to myths andother stories will help youbetter understand theauthor’s meaning.10Tools for InstructionUse Context to FindWord MeaningTools for InstructionIdentify Word RootsWord analysis is fairly straightforward when words break apart into clearly recognizable base words and affixes.However, a meaningful unit is often a word root—a letter group that conveys meaning but cannot stand alone,such as rupt in disrupt. Learning how word roots contribute to word meaning will help students understand morewords as they read. These skills are especially important as students begin to read increasingly sophisticatedcontent-area texts.Step by Step30–45 minutes1 Introduce and explain word roots. Display the following words, and draw attention to the shared root tele by underlining it.televisiontelephonetelescope Explain that tele is a word root. Word roots are parts of words that have meaning but cannot stand alone ascomplete words. They are used to form other words.Parent/Guardian: Readthe instructions and guidethe child through theexercise. When the activityrequires a text, choose oneof the texts the studentsread in previous lessons.N/A48 Say, The word root tele means “at a distance.” How does the meaning of tele relate to the meaning of each ofthese words? (Sample responses: television shows things from a distance; telephones allow people to talkover distances; telescopes help people see things from a distance.)2 Model interpreting word roots and word meanings. Display a group of familiar words with a shared root, along with the Word Roots Chart (page 3).visionvisitorinvisiblevisibility Model how to use known meanings to figure out the meaning of unknown words. Say, I know vision isthe ability to see, and a visitor goes to see someone or something. If something is invisible, no one can see it.Visibility—what could that mean? The other words had something to do with seeing, so I think visibility has to dowith being able to see clearly—how easy it is to see something. Identify the word root vis and its meaning “to see.” Underline vis in each word. Then record your thinking in aword roots chart.WordvisionvisitorinvisiblevisibilityWord Meaningthe act of seeingsomeone who goes to see someone or somethingsomething that cannot be seenhow easily something can be seeni-Ready.comWord RootvisvisvisvisWord Root Meaningto seeto seeto seeto seeVocabulary I Grades 4–5 I Identify Word Roots I Page 1 of 3 Curriculum Associates, LLC Copying is permitted for classroom use. 2020 Curriculum Associates, LLC. All rights reserved.8
LESSONOVERVIEWLesson 9Determining the Theme of a StoryLSSELA FocusLearningLearningProgressionProgressionLesson ObjectivesReading Understand that the theme of a story isthe larger message or lesson about life.RL.4.2Grade 4Grade 5Building on Grade 3,students identify thethemes of more difficulttexts that require a deeperunderstanding of theconcept of theme.Grade 5 increases incomplexity by requiringstudents to determine thetheme of a literary text bymaking connections tospecific elements,including how charactersrespond to challenges.Grade 3Determine a theme of a story . . . fromdetails in the text . . . RL.4.2Students determine thecentral messages of storieswith clear morals andlessons, including fables,folktales, and myths. Determine the theme of a story byinterpreting details from the text.RL.4.2Writing Draw evidence from literary text tosupport analysis and reflection. W.4.9aSpeaking and Listening Pose and respond to specific questionsand contribute to the discussions.SL.4.1cLesson Text SelectionsModeled andGuided InstructionModeled and Guided Instruction Consult reference materials to findthe pronunciation and determine orclarify the precise meaning of keywords and phrases. L.4.4c Use academic vocabulary. L.4.6Additional Practice: RL.4.1, RL.4.3,RL.4.4, L.4.5bGuided PracticeGenre: FableReadReadTheTwo Travelersadapted from a fable by Aesop1LanguageGuided Practice2345678Two men planned a trip that would take them through wild, lonelycountry. They promised that if they met with danger they would stand byeach other.“To the end!” said the first man.“To the end!” said the second man.They traveled only a short distance when a bear rushed out of thewoods at them. The first man, as soon as he saw the bear, rushed to a treeand climbed it as quickly as he could. The other man, who was slowerto see the bear, realized he hadno time to escape. He fell to theground, pretending to be dead.The bear came over to the manon the ground. The animal sniffedand smelled the traveler. The bearput his face right up to the man’sear. But the man held his breathand soon, losing interest, the bearwalked away.When the bear was safelyout of sight, the first traveler sliddown the tree and walked overto his companion, who was nowClose Reader Habitssitting by the side of the road.“Well, that was a close one, wasn’t it?” the first man said. “WhatUnderline words anddid that bear say when he had his mouth to your ear?”phrases that tell youabout the thoughts and“It’s no secret,” growled the second man. “He said I should neverfeelings the second managain believe anything said by a coward like you!”by Nadine Blanc234567For three long years, the Nazis had occupied France. By now,everyone in my village was used to German trucks driving through,carrying ammunition and supplies to the front to supply Nazi soldiers intheir battles against the American troops. From her window, my friendClaudine and I watched glumly as the trucks roared and rumbled by.“Too bad we can’t slow them down,” I remarked one day.Claudine’s eyes became thoughtful. “Maybe we can!”She shared her idea, and we ran to her father’sworkshop.“These might work,” she announced, holdingout a can of short, extremely sharp, steel tacks.“Papa uses them to shingle roofs.”Heading back to the road, I had secondthoughts. How could two eleven-year-olds slowdown a war machine with a bunch of tacks? Still,I followed Claudine up the hill to a spot abovethe road and crouched behind an old stone wall.All too soon we heard the rumble of engines, sowe raced to the road. “Like this,” whispered Claudine.She began flinging handfuls of tacks onto the pavement, soI threw handfuls, too. Then, just in time, we ducked out of sight. Blam!The exploding tire sounded like a gunshot. Then another. Blam!“Two blowouts!” Claudine whispered as we crept away. AfterClose Reader Habitsdark, we crept back toward the road. The German soldiers wereHow do the girls’ actionsstill struggling with the heavy rubber tires. Better yet, the road wasrelate to the theme?so narrow that the other trucks could not pass. Claudine and I hadReread the story.delayed twelve trucks for half the day!Lesson 9 Determining the Theme of a Story Curriculum Associates, LLCCopying is not permitted.The Two Travelersadapted from a fable by AesopGenre: Fable138Lesson 9 Determining the Theme of a Story Curriculum Associates, LLCCopying is not permitted.Claudine’s Tack Attackby Nadine BlancGenre: Historical FictionGenre: LegendReadWORDS TO KNOWAs you read, lookinside, around, andbeyond these wordsto figure out whatthey mean. courtesy determined disobedient123456Underline details thatexplain what happensas a result of the girls’actions.has about the storyevents.136Independent PracticeGenre: Historical FictionClaudine’s Tack Attack1Independent Practice7142Among Arthur’s Knights of the Round Table was one who was amixture of good and bad, as indeed most people are. His name wasSir Ivaine; brave, kind-hearted, and merry; but at the same time fickle,sometimes forgetful of his promises, and inclined to make light ofserious things.One night, in the early spring, the knights and ladies of Arthur’sCourt were sitting in the dining-hall. . . .Sir Ivaine was telling of his experience with the Black Knight.“It was when I was very young,” he said; “indeed, I had just beenmade a knight. Some one told me of the wicked Black Knight who lived,and still lives, in a wood a long way from here. Knowing that he didmuch evil, I determined to kill him. I rode to the wood where he lived,and in which I found a marble platform. In the middle of it was a sunkenspace holding a fountain. I walked to this, and following the directions ofsome writing which was on the stone, picked up a cup that lay at hand,and filling it with water, poured it into the fountain.“Then a great storm of wind and rain arose, and when it was at itsheight the Black Knight rode up and began to attack me. We fought for alittle while, but he easily overthrew me. Thinking me dead, he rode back,leaving me on the ground. But after a time I was able to mount my horse,and went back to my mother’s castle.”At this moment the king and the queen entered, unperceived by anyone except Sir Ivaine. The young man, who was always polite, sprang tohis feet; then the other knights rose. Sir Kay, who was not always sweettempered, said to Sir Ivaine:“We all know that you are very polite, but you have more courtesythan bravery.”Lesson 9 Determining the Theme of a Story Curriculum Associates, LLCCopying is not permitted.Sir Ivaineby Maude L. RadfordGenre: LegendAcademic TalkSee Glossary of Terms, pp. TR2–TR9 theme infer134aLesson 9 Determining the Theme of a Story Curriculum Associates, LLCCopying is not permitted
Lesson 9 OverviewLesson Pacing GuideWhole Class InstructionDay 130–45 minutes per dayTeacher-Toolbox.com Interactive TutorialIdentifying the Theme of a Story—Level D20 min (optional)Introduction pp. 134–135 Read Determining the Theme of a Story 10 min Think 10 minGraphic Organizer: Theme Chart Talk 5 minQuick Write (TRB) 5 minDay 2Ready Writing ConnectionDuring Ready Reading Days 1–5, use:Lesson 2 Writing to Inform: Article Think It Through Step 4 Organize Your Evidence Step 5 DraftSee Ready Writing TRB, p. 30afor complete lesson plan.Modeled and Guided Instruction pp. 136–137, 140 Read The Two Travelers 10 min Think 10 minSmall Group DifferentiationTeacher-Toolbox.com Talk 5 min Write Short Response 10 minDay 3Guided Practice pp. 138–139, 141 Read Claudine’s Tack Attack 10 min Think 10 minReteachReady Reading Prerequisite Lesson Grade 3 Lesson 8 Determining the CentralMessage Talk 5 min Write Short Response 10 minDay 4Independent Practice pp. 142–147 Read Sir Ivaine 15 minTeacher-led ActivitiesTools for Instruction Determine Theme Think 10 min Write Short Response 10 minDay 5Independent Practice pp. 142–147 Review Answer Analysis (TRB) 10 min Review Response Analysis (TRB) 10 min Assign and Discuss Learning Target 10 minLanguage HandbookLesson 6 Complete Sentences and Fragments, pp. 474–47520 min (optional) Curriculum Associates, LLCCopying is not permittedPersonalized Learningi-Ready.comIndependenti-Ready Close Reading Lessons Grade 3 D etermining the CentralMessage Grade 4 Determining the Themeof a StoryLesson 9 Determining the Theme of a Story134b
Lesson 9 Determining the Theme of a StoryIntroductionLesson 9Determining theTheme of a StoryGet Started Explain to students that in this lesson they will bereading stories about bravery and exploringthemes.Learning Target Tap into what students already know aboutthemes in stories. Share these common themes:Stand up for your beliefs. There’s no place like home.Hard work usually pays off. Ask students what thesestatements have in common. Guide students to answer that they all express amessage or a valuable lesson about life. Explain:Authors want readers to enjoy their stories. Theyalso want readers to learn something about lifefrom what happens in a story. This life lesson isthe theme. For example, if a character’s carelessbehavior causes problems for the character,then one theme of that story might be, Thinkbefore you act.RL.4.2 Determine a theme of a story, . . . from details in the text . . .IntroductionUsing details in the text to identify the theme of astory will help you understand the story’s importantmessage, or lesson.Read Most story authors want to share an important messageor lesson about people or life called the theme. Normally, authorsdo not state the theme directly. Instead, they expect their readersto infer the theme from what happens in the story.To figure out the theme of a story, look for details that showwhat the characters do, say, think, and feel. Think about how thecharacters solve their problems and what can be learned fromtheir experiences.Read the cartoon below. Find details that help you figure outthe theme shown in the cartoon.I’ve neverdone thisbefore!Wow, that wasfun! I can’twait to goagain.I’ve neverdone thisbefore! Remind students that sometimes they have tomake an inference, or reasonable guess, aboutsomething an author does not state directly in thetext. That’s true for themes. You will have to usetext details and what you know from your ownexperience, to infer, or guess, the theme. Focus students’ attention on the Learning Target.Read it aloud to set the purpose for the lesson. Display the Academic Talk words. Tell students tolisten for these terms and their meanings as youwork through the lesson together. Use theAcademic Talk Routine on pp. A48–A49.English Language LearnersG
To help students use context e ectively, introduce speci c types of context clues that they can look for in sentences and paragraphs. Connect to Writing Explicitly teach students about the di erent types of context clues that can be used to determine meanings for unknown words. Then have students develop their own
Creating a table of contents The Insert Index/Table window (Figure 1) has five tabs. All of them can be used when creating a table of contents: Use the Index/Table tab to set the attributes of the table of contents. Use the Entries and Styles tabs to format the entries in the table of contents. Use the Background tab to add color or a graphic to the background of the table of
table of contents cover 1 table of contents 2 section 1 – contact information 3 section 2 – facilities 4 section 2.1 – front of house / seating chart 4 section 2.2 – backstage facilities 5 section 3 – stage information 6 section 3.1 – stage 6 section 3.2 – fly system 8 section 3.3 – lineset schedule 8 section 4 – lighting 9 section 4.1 – lighting plot 10
section 300 - drainage policy . section 400 - drainage law . section 500 - drainage planning and submittal . section 600 - rainfall . section 700 - storm runoff . section 800 - open channels . truckee meadows regional drainage manual . city of reno . washoe county . community . table of contents . table of contents . washoe county .
Creating a table of contents The Insert/Index Table window has five tabs. Four of them are used when creating a table of contents: Use the Index/Table tab to set the table's attributes. Use the Entries and Styles tabs to format the table entries. Use the Background tab to add color or a graphic to the table background. The next four sections of this chapter tell you how to use each . /p div class "b_factrow b_twofr" div class "b_vlist2col" ul li div strong File Size: /strong 554KB /div /li /ul ul li div strong Page Count: /strong 15 /div /li /ul /div /div /div
Word. Modifying the appearance To change how the table of contents looks – font type, size, indentation etc. – click in the table and on Table of Contents on the References tab, then choose Custom Table of Contents again. In the Table of Contents dialog box, click the Modify button to
The TABLE OF CONTENTS will have shifted. If you need to re-insert the TABLE OF CONTENTS, this margin fix will not stay in place. You will have to follow the temporary fix again OR make a permanent fix to the TABLE OF CONTENTS. Permanent fix: Place your cursor at the first entry in the TABLE OF CONTENTS.
Development Code Amendment June 18, 2020 Page 3 of 4 Division 3 - Table of Contents - The table of contents is amended to correct the proper reference to Section 83.05.030 (Dedication of Street and/or Highway Right of Way). Community Gardens Table 82- 4 of Section 82.03- , Table .040 82-7 of Section 82.04.040 and Table 82-17 of Section 82.06.040 are amended to add Community
PROPERTY AND CASUALTY INSURANCE GUARANTY ASSOCIATION MODEL ACT . Table of Contents. Section 1. Title . Section 2. Purpose . Section 3. Scope . Section 4. Construction . Section 5. Definitions . Section 6. Creation of the Association . Section 7. Board of Directors . Section 8. Powers and Duties of the Association . Section 9. Plan of Operation .
