New York CCLS. English Language Arts Teacher Resource Book. Teacher Resource Book. Common Core Edition

Transcription

1 Common Core Edition 2014 New York CCLS English Language Arts Teacher Resource Book 4 Teacher Resource Book Table of Contents Pacing Guides Correlation Charts Sample Lesson Sampler Includes For a complete Teacher Resource Book call

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3 Table of Contents Ready New York CCLS Program Overview Supporting the Implementation of the Common Core Answering the Demands of the Common Core with Ready The Common Core Learning Standards Approach to Text Complexity Close-Up on Close Reading Genres and Themes in Ready Depth of Knowledge Levels in Ready Cognitive Rigor Matrix Using Ready New York CCLS Teaching with Ready New York CCLS Instruction Connecting with the Ready Teacher Toolbox Using i-ready Diagnostic with Ready New York CCLS Features of Ready New York CCLS Instruction Supporting Research Correlation Charts Common Core Learning Standards Coverage by Ready Instruction Interim Assessment Answer Keys, Correlations, and Rubrics A8 A9 A10 A11 A12 A13 A14 A15 A16 A18 A20 A22 A24 A35 A39 A44 Lesson Plans (with Answers) Unit 1: Key Ideas and Details in Informational Text Lesson 1: Finding Main Ideas and Details 1 CCLS Focus - RI.4.2 Additional Standards - RI.4.1, 4, 5, 8; W.4.2, 4, 7; SL.4.1, 2, 4, 5; L.4.1, 2, 4.a, 5.a Lesson 2: Understanding Historical Texts 10 CCLS Focus - RI.4.3 Additional Standards - RI.4.1, 4, 5, 6, 7, 8; W.4.1, 3, 7; SL.4.1, 2, 4, 5; L.4.1.f, 2.c, 4.a, 5.b Lesson 3: Understanding Technical Texts 19 CCLS Focus - RI.4.3 Additional Standards - RI.4.1, 4, 5, 7; W.4.2, 5, 7; SL.4.1, 2, 4, 5; L.4.1.e, 4, 4.a, 4.b Lesson 4: Understanding Scientific Texts 28 CCLS Focus - RI.4.3 Additional Standards - RI.4.1, 2, 4, 7; W.4.3, 7, 9.b; SL.4.1, 4, 5; L.4.1.g, 4.a, 4.b, 5.c Lesson 5: Summarizing Informational Texts 37 CCLS Focus - RI.4.2 Additional Standards - RI.4.1, 3, 4, 5; W.4.1, 3, 7; SL.4.1, 4, 5; L.4.1, 2.c, 4.a, 5.b Lesson 6: Supporting Inferences About Informational Texts 46 CCLS Focus - RI.4.1 Additional Standards - RI.4.2, 3, 4, 7; W.4.1, 7; SL.4.1, 4, 5; L.4.2, 4.a, 4.b Unit 1 Interim Assessment 55

4 Unit 2: Key Ideas and Details in Literature Lesson 7: Describing Characters in Plays 57 CCLS Focus - RI.4.3 Additional Standards - RL.4.1, 2, 4, 5; W.4.3, 6, 7, 9.b, 11; SL.4.1, 4, 5; L.4.1.g, 4.a, 5.a Lesson 8: Describing Settings and Events in Stories 66 CCLS Focus - RL.4.3 Additional Standards - RL.4.1, 2, 4, 7; W.4.3, 4, 7, 9.a; SL.4.1, 2, 4, 5; L.4.1, 2.a, 5.b, 5.c, 6 Lesson 9: Determining the Theme of a Story 75 CCLS Focus - RL.4.2 Additional Standards - RL.4.1, 3, 4, 5, 7; W.4.3, 4, 5, 7, 9.a; SL.4.1, 4; L.4.1, 1.c, 1.g, 4.a, 5.c Lesson 10: Determining the Theme of a Poem 84 CCLS Focus - RL.4.2 Additional Standards - RL.4.1, 4, 5, 7; W.4.4, 5; SL.4.1, 5; L.4.1.e, 3.a, 4.a, 4.c, 5.a, 5.c Lesson 11: Summarizing Literary Texts 93 CCLS Focus - RL.4.2 Additional Standards - RL.4.1, 2, 3, 4, 9; W.4.3, 5, 7, 9.a; SL.4.1, 4, 5; L.4.2.b, 4, 5.c Lesson 12: Supporting Inferences About Literary Texts 102 CCLS Focus - RL.4.1 Additional Standards - RL.4.2, 3, 4; W.4.1, 2, 4; SL.4.1, 2, 4; L.4.1, 1.g, 2.b, 4.b, 5.b Unit 2 Interim Assessment 111 Unit 3: Craft and Structure in Informational Text Lesson 13: Unfamiliar Words 113 CCLS Focus - RI.4.4 Additional Standards - RI.4.1, 2, 7, 8; W.4.2, 7; SL.4.1, 2, 4, 5; L.4.1, 1.g, 4.a, 4.b, 5.a Lesson 14: Text Structures, Part 1: Cause Effect and Compare Contrast 122 CCLS Focus - RI.4.5 Additional Standards - RI.4.1, 2, 3, 4; W.4.3, 4, 7; SL.4.1, 5; L.4.1, 1.a, 4.a, 5.c Lesson 15: Text Structures, Part 2: Chronology and Problem Solution 131 CCLS Focus - RI.4.5 Additional Standards - RI.4.1, 2, 3, 4; W.4.2, 3, 4, 7; SL.4.1, 2, 4, 5; L.4.4.a, 4.b, 5.a Lesson 16: Comparing Accounts of the Same Topic 140 CCLS Focus - RI.4.6 Additional Standards - RI.4.1, 2, 4, 9; W.4.4, 7, 8, 9.b; SL.4.1, 2, 4, 5; L.4.1, 2.b, 3, 4.a, 4.b, 5.a Unit 3 Interim Assessment 149 Unit 4: Craft and Structure in Literature Lesson 17: Understanding Vocabulary in Literary Texts 151 CCLS Focus - RL.4.4 Additional Standards - RL.4.2, 4, 5, 6, 7; W.4.3, 7, 8, 9.a, 11; SL.4.1, 1.c, 1.d, 4; L.4.1.g, 2.c, 5.a, 5.c Lesson 18: Comparing Points of View 160 CCLS Focus - RL.4.6 Additional Standards - RL.4.2, 3, 4, 5, 7; W.4.1, 2, 8, 11; SL.4.1, 4; L.4.1, 5 Lesson 19: Elements of Poetry 169 CCLS Focus - RL.4.5 Additional Standards - RL.4.1, 2, 4; W.4.7, 8, 9, 9.a, 10, 11; SL.4.1, 4; L.4.4.a, 5.a, 5.c Lesson 20: Elements of Plays 178 CCLS Focus - RL.4.5 Additional Standards - RL.4.1, 4, 5, 7; W.4.3, 7, 8, 11; SL.4.1, 1.c, 4, 5; L.4.4.b, 5.c Lesson 21: Comparing Poems, Plays, and Prose 187 CCLS Focus - RL.4.5 Additional Standards - RL.4.1, 2, 3, 4; W.4.7, 9, 11; SL.4.1, 1.e, 4, 5; L.4.4.a, 4.b Unit 4 Interim Assessment 198 A4

5 Unit 5: Integration of Knowledge and Ideas in Informational Text Lesson 22: Interpreting Visual Information 200 CCLS Focus - RI.4.7 Additional Standards - RI.4.1, 3, 4, 5, 7, 8; W.4.3, 7; SL.4.1, 4, 5; L.4.1.f, 2.a, 2.d, 4.a, 5.c Lesson 23: Explaining an Author s Reasons and Evidence 209 CCLS Focus - RI.4.8 Additional Standards - RI.4.1, 2, 3, 4; W.4.1, 7; SL.4.1, 1.a, 2, 4, 5; L.4.1.e, 1.g, 4.a, 5.c Lesson 24: Integrating Information from Two Sources 218 CCLS Focus - RI.4.9 Additional Standards - RI.4.1, 2, 3, 4, 5, 7; W.4.2, 7; SL.4.1, 2, 3, 4, 5, 4.a, 5.c Unit 5 Interim Assessment 227 Unit 6: Integration of Knowledge and Ideas in Literature Media Feature: Connecting Presentations of a Text 229 CCLS Focus - RL.4.7 Additional Standards - W.4.3.a, 3.b; SL.4.6 Lesson 25: Comparing Topics and Themes in Stories 231 CCLS Focus - RL.4.9 Additional Standards - RL.4.2, 4, 5, 7, 11; W.4.7, 9; SL.4.1, 4, 5; L.4.1, 4.a, 4.b, 5.c Lesson 26: Comparing Patterns of Events in Stories 242 CCLS Focus - RL.4.9 Additional Standards - RL.4.2, 3, 4, 11; W.4.2, 7, 8, 9; SL.4.1, 4, 5; L.4.1, 1.e, 5.a, 5.c Lesson 26W: Writing an Extended-Response Essay 253 CCLS Focus - RL.4.9 Additional Standards - RL.4.2, 3, 4; W.4.2, 7, 8, 9; SL.4.1, 4, 5; L.4.1, 1.e, 5.a, 5.c Unit 6 Interim Assessment 260 Language Handbook Conventions of Standard English Lesson 1: Relative Pronouns and Adverbs 264 CCLS Focus - L.4.1.a Lesson 2: Progressive Verb Tenses 265 CCLS Focus - L.4.1.b Lesson 3: Modal Auxiliaries 266 CCLS Focus - L.4.1.c Lesson 4: Order of Adjectives 267 CCLS Focus - L.4.1.d Lesson 5: Prepositions and Prepositional Phrases 268 CCLS Focus - L.4.1.e Lesson 6: Complete Sentences and Fragments 269 CCLS Focus - L.4.1.f Lesson 7: Run-on Sentences 270 CCLS Focus - L.4.1.f Lesson 8: Commonly Confused Words 271 CCLS Focus - L.4.1.g A5

6 Conventions of Standard English (continued) Lesson 9: Capitalizing Names of People 272 CCLS Focus - L.4.2.a Lesson 10: Capitalizing Names of Places and Things 273 CCLS Focus - L.4.2.a Lesson 11: Punctuating Direct Quotations 274 CCLS Focus - L.4.2.b Lesson 12: Using Commas with Coordinating Conjunctions 275 CCLS Focus - L.4.2.c Knowledge of Language Lesson 13: Precise Words and Phrases 276 CCLS Focus - L.4.3.a Lesson 14: Punctuation for Effect 277 CCLS Focus - L.4.3.b Lesson 15: Formal and Informal Language 278 CCLS Focus - L.4.3.c Vocabulary Acquisition and Use Lesson 16: Using Context Clues 279 CCLS Focus - L.4.4.a Lesson 17: Greek and Latin Word Parts 280 CCLS Focus - L.4.4.b Lesson 18: Using a Dictionary or Glossary 281 CCLS Focus - L.4.4.c Lesson 19: Similes and Metaphors 282 CCLS Focus - L.4.5.a Lesson 20: Idioms 283 CCLS Focus - L.4.5.b Lesson 21: Adages and Proverbs 284 CCLS Focus - L.4.5.b A6

7 Vocabulary Acquisition and Use (continued) Lesson 22: Synonyms and Antonyms 285 CCLS Focus - L.4.5.c Lesson 23: Using a Thesaurus 286 CCLS Focus - L.4.4.c Lesson 24: Precise Words for Actions and Feelings 287 CCLS Focus - L.4.6 A7

8 Answering the Demands of the Common Core with Ready The DemAnDs of The Common Core how Ready Delivers Text Complexity: Students must engage with texts of sufficient complexity to prepare them for college and career. All texts in Ready have been carefully leveled to meet Common Core requirements for complexity. See more on page A11. Intentional, Close Reading: Careful, close readings of complex texts teach students how to gather evidence and build knowledge. All Ready lessons contain activities requiring close reading, re-reading, and frequent interactions with text. On-page guidance models the good habits that successful readers employ. See more on page A12. Text-based Evidence: Students interpretations and comprehension of the text must be supported by the words in the text. Wide Range of Genres, Emphasis on Nonfiction: Students must read a true balance of authentic literary and informational texts. Success in college and the real world requires that students master the skills needed to read a wide range of genres. All the questions and activities in Ready lessons require students to cite evidence directly from the text. Instruction and hints throughout the lesson reinforce the importance of quoting from the text to substantiate interpretations. Ready passages encompass the range of genres and text types cited in the Common Core, including articles, poems, historical text, technical text, scientific text, and dramas. 50% of Ready lessons focus on informational texts. See more on page A13. Building Content Knowledge: Students should view reading as an opportunity to learn new information. As much as possible, therefore, have students read text on related topics that allow them to deepen their understanding. High-Quality Texts: It s important that students are exposed to wellcrafted texts that are worth reading closely and exhibit exceptional craft and thought or provide useful information. All passages in a Ready lesson are thematically linked. Many of the themes relate to gradeappropriate science and social studies content, others to high-interest, appealing topics. Theme activities provide opportunities for students to see relationships between topics and deepen their content knowledge. Ready lessons include authentic texts that students will see in the real world, including text and images from websites, and newspaper and magazine articles from such publications as The New York Times, National Geographic, and Highlights. Integrated ELA Instruction: Use the texts as a source of rich language arts instruction, as opposed to isolated skill instruction. Ready integrates Speaking & Listening, Writing, and Language activities with every Reading lesson. Use of Technology and Digital Media: Students learn to use technology thoughtfully and efficiently to enhance their reading. A10 Specific Ready Media Features and lessons allow students to integrate audio and visual media into their reading experience. They learn to evaluate the pros and cons of various media and to employ the best medium to achieve a particular purpose.

9 The Common Core Learning Standards Approach to Text Complexity The Importance of Text Complexity Research has shown that the complexity levels of the texts in current classrooms are far below what is required for college- and career-readiness. A major emphasis of the Common Core Learning Standards is for students to encounter appropriately complex texts at each grade level in order to develop the mature language skills and conceptual knowledge they need for success in school and life. Instructional materials should meet this challenge with texts of appropriate complexity at each grade level. A Three-Part Model for Measuring Text Complexity No single formula can provide an accurate measure of text complexity. For that reason, the CCLS has developed a balanced three-part model that takes into account the following three ways of assessing text complexity: Qualitative Measures: The purpose of the text, the structure and clarity of the language, and background knowledge demands Quantitative Measures: Standard readability formulas, such as Lexile and Flesch- Kincaid Text Complexity in Ready All passages in Ready conform to the leveling criteria outlined by the CCLS. We used quantitative formulas to place texts within the grade-level bands recommended by the Standards, which are more rigorous than those of the past. We also had an experienced team of teachers and literacy specialists apply the qualitative and reader task measures described above. Through the scaffolded instruction in Ready, students develop the strategies they will need to comprehend this challenging text. Academic Vocabulary The CCLS categorize types of vocabulary in a three-tier model similar to the one developed by Beck, McKeown, & Kucan in Bringing Words to Life. (Beck, McKeown, & Kucan, 2002) Tier One Vocabulary are the words of everyday speech. Tier Two (which CCLS calls general academic vocabulary ) are the words a reader encounters in rich, complex texts of all types. Tier Three (which CCLS calls domain specific ) are the words particular to a field of study, such as science or history. While Tier Three words are often explicitly defined in a subject-area text, this is not the case with Tier Two words. Their meanings are often subtle, yet they are the most important words for students to learn, since they are generalizable, or applicable to a wide variety of texts. Unlike reading programs of the past, in which difficult vocabulary was pretaught before reading, CCLS emphasizes the use of text-based strategies, such as context and word structure, to determine word meaning. Ready provides this type of instruction in the Teacher Resource Book lessons by identifying challenging Tier Two words in a passage and giving the teacher explicit text-based strategies to support students in unlocking their meanings. Reader Task Consideration: Including the reader s motivation and experience, as well as the complexity of the task assigned and questions posed A11

10 Close-Up on Close Reading What Is Close Reading? The purpose of a close reading is to unlock the meanings of a text and to probe an author s motivations for writing it. To achieve these goals, readers must reread the text (in whole or in part), write down questions and observations relevant to the text s meaning and purpose, and mark up the text to identify details that help answer those questions and develop those observations. Internalizing and mastering such close-reading strategies prepares students for college and careers, which is a key goal of the Common Core: [Research] links the close reading of complex text whether the student is a struggling reader or advanced to significant gains in reading proficiency. (PARCC, 2011) How Do We Apply Close Reading Instruction in Ready New York CCLS? Short, rich, complex text: Readers use close-reading strategies with challenging text that are hard to fully comprehend on a first reading. It s this type of complex text you ll find in Ready. Ready uses short text because we agree with reading experts that When students are introduced to a... strategy through close reading, it s wise to use a short piece of text. Constraining the amount of text under investigation helps students see how to apply that... strategy and limits the amount of time required to teach [it]. (Fisher, Frey, & Lapp, 2012) Multiple readings: In Guided Practice, we explicitly emphasize multiple readings (see page A28). For the first reading, students focus on literal comprehension. In the second reading, students apply close-reading strategies to unlock meaning and practice the lesson s featured standard. Fisher, Frey, & Lapp describe the value of multiple readings: Sophisticated readers understand that the nature of some text requires that they be read more than once.... First and foremost, close reading requires a willingness to return to the text to read part or even all of it more than once. (Fisher, Frey, & Lapp, 2012) Marking up the text: Our Close Reading activities guide students to mark up the text, helping them remember and make sense of what they read. We prompt students to mark specific evidence in the text that provide answers to the text-dependent questions they will need to answer. As Fisher, Frey, & Lapp describe it, [b]y annotating texts... students learn to slow down their reading to mine the depths of the concepts, arguments, and metaphors used by the writer. (Fisher, Frey, & Lapp, 2012) Teaching for transfer: Students must take what they learn from the study of one text and apply it to the next. To encourage this transfer, we remove the scaffolds in our Common Core Practice section. See page A30 for a tip activating these metacognitive strategies. Monitoring Student Progress in Ready Instruction These ongoing assessment features in the Ready program keep you informed about student progress: Student Lesson Common Core Practice: Each lesson ends with Common Core Practice. Use these results to identify how well students mastered the specific standard. If students scored poorly, review the lesson and use reteaching support in the Teacher Resource Book. Interim Assessment: Use the Interim Assessments and Performance Tasks at the end of each unit to see how well students can integrate the skills and strategies covered in that unit. Full-Length Assessments Ready Practice: Three full-length assessments allow you to benchmark student progress on each CCLS throughout the year. Teacher Resource Book Error Alerts: This easy-to-use feature allows you to quickly identify and address common misconceptions students experience when applying the targeted standard. A12

11 Genres and Themes in Ready To succeed in college and the world outside the classroom, students must master reading a wide range of genres. Ready ensures students read rich texts linked in meaningful ways by including a variety of genres and by organizing each lesson under a theme. The following chart shows the themes and genres for grade 4 lessons. Lesson Theme Genres 1: Finding Main Ideas and Details People and Their Animals Science, Social Studies 2: Understanding Historical Texts Transportation History History 3: Understanding Technical Texts Making and Doing Technical, Experiment 4: Understanding Scientific Texts Minerals That Matter Science 5: Summarizing Informational Texts Changes to Everyday Things History 6: Supporting Inferences About Informational Texts Where Foods Come From Social Studies 7: Describing Characters in Plays Adventure Plays Play 8: Describing Settings and Events in Stories Stories About Families Realistic Fiction 9: Determining the Theme of a Story Tales of Bravery Fable, Historical Fiction, Legend 10: Determining the Theme of a Poem Where Roads Can Take You Lyric Poem 11: Summarizing Literary Texts Tales of Confusion Fable, Play, Realistic Fiction 12: Supporting Inferences About Literary Texts Tales of the Unexpected Mystery, Realistic Fiction, Science Fiction 13: Unfamiliar Words Science and Engineering Experiment, Science 14: Text Structures, Part 1: Cause Effect and Compare Contrast Entertainment History Feature Article, History 15: Text Structures, Part 2: Chronology and Problem Real-Life Adventures History, Memoir Solution 16: Comparing Accounts of the Same Topic History in the Making Memoir, News Article 17: Understanding Vocabulary in Literary Texts Words, Old and New Lyric Poem, Realistic Fiction 18: Comparing Points of View School Stories Realistic Fiction, Science Fiction 19: Elements of Poetry Humorous Poems Narrative Poem 20: Elements of Plays Comedies Play 21: Comparing Poems, Plays, and Prose Tales of Right and Wrong Folktale, Narrative Poem, Play, Realistic Fiction 22: Interpreting Visual Information Exploring the Seas Science 23: Explaining an Author s Reasons and Evidence Exploring Space Persuasive Essay, Science 24: Integrating Information from Two Sources Exploring the Land History, Science, Social Studies 25: Comparing Topics and Themes in Stories Wishes Folktale 26: Comparing Patterns of Events in Stories Stories of the Sun and Moon Folktale A13

12 Depth of Knowledge Level 3 Items in Ready New York CCLS The following table shows the Ready lessons and sections with higher-complexity items, as measured by Webb s Depth of Knowledge index. A14 Depth of Knowledge Levels for Higher-Rigor Items in Ready New York CCLS Lesson Section Item Lesson Section Item 1 Guided Practice 3 19 Common Core Practice 5 1 Common Core Practice 4 20 Guided Instruction 2 Guided Practice 3 20 Guided Practice 2 2 Common Core Practice 4 20 Guided Practice 3 3 Guided Practice 3 20 Common Core Practice 3 3 Common Core Practice 3 21 Guided Instruction 4 Guided Practice 3 21 Guided Practice 1 4 Common Core Practice 4 21 Guided Practice 2 6 Guided Practice 3 21 Guided Practice 3 6 Common Core Practice 4 21 Common Core Practice 1 Unit 1 Interim Assessment 7 21 Common Core Practice 2 Unit 1 Interim Assessment 8 21 Common Core Practice 3 7 Guided Practice 3 Unit 4 Interim Assessment 3 7 Common Core Practice 4 Unit 4 Interim Assessment 6 8 Guided Practice 3 Unit 4 Interim Assessment 8 8 Common Core Practice 4 Unit 4 Interim Assessment 10 9 Guided Practice 3 Unit 4 Interim Assessment 11 9 Common Core Practice 3 22 Guided Practice 3 9 Common Core Practice 4 22 Common Core Practice 3 10 Guided Practice 3 23 Guided Practice 3 10 Common Core Practice 4 23 Common Core Practice 4 12 Guided Practice 3 24 Guided Instruction 12 Common Core Practice 5 24 Guided Practice 1 Unit 2 Interim Assessment 7 24 Guided Practice 2 Unit 2 Interim Assessment 8 24 Common Core Practice 1 Unit 2 Interim Assessment 9 24 Common Core Practice 2 Unit 2 Interim Assessment Common Core Practice 3 13 Guided Practice 3 Unit 5 Interim Assessment 7 13 Common Core Practice 4 Unit 5 Interim Assessment 8 14 Common Core Practice 3 25 Guided Instruction 15 Guided Practice 2 25 Guided Practice 1 15 Guided Practice 3 25 Guided Practice 2 15 Common Core Practice 4 25 Guided Practice 3 16 Guided Practice 1 25 Common Core Practice 1 16 Guided Practice 2 25 Common Core Practice 2 16 Guided Practice 3 25 Common Core Practice 3 16 Common Core Practice 1 26 Guided Instruction 16 Common Core Practice 2 26 Guided Practice 1 16 Common Core Practice 3 26 Guided Practice 2 Unit 3 Interim Assessment 4 26 Guided Practice 3 Unit 3 Interim Assessment 7 26 Common Core Practice 1 17 Guided Practice 3 26 Common Core Practice 2 18 Guided Practice 1 26 Common Core Practice 3 18 Guided Practice 3 26 Common Core Practice 4 18 Common Core Practice 1 Unit 6 Interim Assessment 1 18 Common Core Practice 3 Unit 6 Interim Assessment 2A 19 Guided Instruction Unit 6 Interim Assessment 2B 19 Guided Practice 1 Unit 6 Interim Assessment 2C 19 Common Core Practice 1 Unit 6 Interim Assessment 3 19 Common Core Practice 2 Unit 6 Interim Assessment 4 19 Common Core Practice 4 Unit 6 Interim Assessment 5

13 Cognitive Rigor Matrix The following table combines the hierarchies of learning from both Webb and Bloom. For each level of hierarchy, descriptions of student behaviors that would fulfill expectations at each of the four DOK levels are given. For example, students can show how they evaluate by citing evidence or checking multiple sources, but there isn t a lower-rigor (DOK 1 or 2) way of truly assessing this skill. Depth of Thinking (Webb) 1 Type of Thinking (Revised Bloom) DOK Level 1 Recall & Reproduction DOK Level 2 Basic Skills & Concepts DOK Level 3 Strategic Thinking & Reasoning DOK Level 4 Extended Thinking Remember Recall, locate basic facts, definitions, details, events Understand Select appropriate words for use when intended meaning is clearly evident Specify, explain relationships Summarize Identify central ideas Explain, generalize, or connect ideas using supporting evidence (quote, text evidence, example...) Explain how concepts or ideas specifically relate to other content domains or concepts Apply Use language structure (pre/ suffix) or word relationships (synonym/ antonym) to determine meaning Use content to identify word meanings Obtain and interpret information using text features Use concepts to solve non-routine problems Devise an approach among many alternatives to research a novel problem Analyze Identify the kind of information contained in a graphic, table, visual, etc. Compare literary elements, facts, terms, events Analyze format, organization, & text structures Analyze or interpret author s craft (e.g., literary devices, viewpoint, or potential bias) to critique a text Analyze multiple sources or texts Analyze complex/ abstract themes Evaluate Cite evidence and develop a logical argument for conjectures based on one text or problem Evaluate relevancy, accuracy, & completeness of information across texts/sources Create Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept Generate conjectures or hypotheses based on observations or prior knowledge and experience Develop a complex model for a given situation Develop an alternative solution Synthesize information across multiple sources or texts Articulate a new voice, alternate theme, new knowledge or perspective SBAC, 2012; adapted from Hess et al., 2009 A15

14 Using Ready New York CCLS The Ready program provides rigorous instruction on the Common Core Learning Standards using a proveneffective gradual-release approach that builds student confidence. It also prepares students for more complex assessment items they will encounter on the New York State English Language Arts test with full-length practice tests and interim assessments. With the Teacher Resource Book, you get strong support, step-by-step lesson plans, and best-practice tips to learn new approaches to teaching the Common Core. The Teacher Toolbox gives you access to invaluable, easy-to-use resources to differentiate instruction with a host of online materials, all in one place. Using as a Supplement to a Textbook The textbook you use in your classroom may not have been developed for the Common Core. It may not have all the resources you ll need to meet these challenging standards. In addition, the passages in textbooks don t reflect the levels of text complexity required by the Common Core, and the activities and questions don t reflect their rigor. By supplementing with Ready, you ll be able to address all of these gaps and deficiencies. Using with a Balanced Literacy/Reading Workshop Curriculum Because every standard in Ready New York CCLS has been addressed with a clear, thoughtful pedagogy, you can use the Ready program as the main structure of a year-long English language arts program. Any other materials aligned to the Common Core can be woven into the curriculum, using the four easy steps on this page as your map. 1 Measure Growth Use Practice Test 1 from Ready New York CCLS Practice to establish a baseline for measurement and to focus instructional plans. Use Practice Tests 2 and 3 to measure growth as students work through the program. These tests give students practice and build the stamina students need to prepare for the New York State English Language Arts Test. 2 Instruct Administer each Ready New York CCLS Instruction lesson, using the Pacing Guide on page A17 as a guide. Language Handbook lessons are also listed to show how the Reading and Language lessons can be used together. At any time during the instructional program, refer to the Teacher Toolbox to review prerequisite skills and access lessons from previous grades for remediation. Using with i-ready Diagnostic If you are an i-ready subscriber, you can administer the i-ready Diagnostic as a cross-grade-level assessment to pinpoint instructional needs and address them with Ready New York CCLS Instruction. For more on this, see page A22. 3 Monitor Progress Use the Interim Assessments at the end of each Ready Instruction unit to pinpoint student progress on the standards they have most recently learned and diagnose problem areas. 4 Differentiate Instruction A16 Provide differentiated instruction for your students using the rich and varied resources in the Teacher Toolbox. Here you ll find links to prerequisite skills from earlier grades of Ready, as well as links to highly interactive animated modules that will deepen students understanding of skills and strategies. See page A20 for more on using the Teacher Toolbox.

15 Year-Long Pacing Guide for Grade 4 Week Ready New York CCLS Instruction Lesson Minutes per Day 1 Practice Test 1 60 (3 days) 2 Lesson 1: Finding Main Ideas and Details Lesson 2: Understanding Historical Texts Lesson 3: Understanding Technical Texts Lesson 4: Understanding Scientific Texts Lesson 5: Summarizing Informational Texts Lesson 6: Supporting Inferences About Informational Texts Unit 1 Interim Assessment (1 day) 8 Lesson 7: Describing Characters in Plays Lesson 8: Describing Settings and Events in Stories Lesson 9: Determining the Theme of a Story Lesson 10: Determining the Theme of a Poem Lesson 11: Summarizing Literary Texts Lesson 12: Supporting Inferences About Literary Texts Unit 2 Interim Assessment (1 day) 14 Lesson 13: Unfamiliar Words Lesson 14: Text Structures, Part 1: Cause Effect and Compare Contrast Lesson 15: Text Structures, Part 2: Chronology and Problem Solution Lesson 16: Comparing Accounts of the Same Topic Unit 3 Interim Assessment (1 day) 18 Language Handbook Lessons (5 days) 19 Language Handbook Lessons (5 days) 20 Practice Test 2 60 (3 days) 21 Lesson 17: Understanding Vocabulary in Literary Texts Lesson 18: Comparing Points of View Lesson 19: Elements of Poetry Lesson 20: Elements of Plays Lesson 21: Comparing Poems, Plays, and Prose Unit 4 Interim Assessment (1 day) 26 Lesson 22: Interpreting Visual Information Lesson 23: Explaining an Author s Reasons and Evidence Lesson 24: Integrating Information from Two Sources Unit 5 Interim Assessment (1 day) Media Feature: Connecting Presentations of a Text (1 day) 29 Lesson 25: Comparing Topics and Themes in Stories Lesson 26: Comparing Patterns of Events in Stories Unit 6 Interim Assessment (1 day) 31 Language Handbook Lessons (5 days) 32 Language Handbook Lessons (5 days) 33 Language Handbook Lessons (4 days) 34 Practice Test 3 60 (3 days) A17

16 Teaching with Ready New York CCLS Instruction Ready New York CCLS Instruction was created to help students develop proficiency with the Common Core Learning Standards (CCLS). Each lesson uses scaffolded instruction, beginning with modeled and guided instruction, and then gradually releasing the student into fully independent practice of the skills and strategies behind the Common Core. Use in conjunction with the Teacher Toolbox, which allows you to access additional resources see page A20 for more information. Weekly Pacing Year-Long Program: Use Ready New York CCLS Instruction as the foundation of a year-long English language arts program or a year-long supplement to your basal program. The Year-Long Sample Week (below) shows a model schedule for teaching one Reading lesson per week. The Year-Long Sample Week, Ready New York CCLS Language Handbook table on page A19 shows a model schedule for teaching five Language lessons per week. Use the Year-Long Pacing Guide on page A17 for a specific week-to-week schedule integrating Reading and Language instruction. Intensive Test Preparation: Target Ready New York CCLS Instruction lessons based on Ready New York CCLS Practice results to focus learning during test-preparation. The Intensive Test Preparation chart on page A19 models teaching two Reading lessons (lessons A and B here) per week. Year-Long Sample Week, Ready New York CCLS Instruction Core Part 1: Introduction (20 minutes, includes Tap Students Prior Knowledge from TRB) Day 1 Day 2 Day 3 Day 4 Day 5 Part 2: Modeled Instruction (25 minutes) Part 3: Guided Instruction (45 minutes, includes Answer Analysis discussion from TRB) Part 4: Guided Practice (45 minutes, includes Answer Analysis discussion and Integrating Standards activities from TRB) Part 5: Common Core Practice (45 minutes) Part 5: Common Core Practice Answer Analysis: discussion of test results (20 minutes, from TRB) Integrating Standards activities (25 minutes, from TRB) Optional Genre Focus (TRB) Tier Two Vocabulary (TRB) ELL Support (TRB) Theme Connection (TRB) Additional Activities (TRB) Key: Whole Class/Small Group Individual A18

17 Lessons Built for the Common Core Each grade level in Ready New York CCLS Instruction provides targeted instruction on the Common Core Learning Standards for ELA. Ready Instruction, covers the following strands: Reading Standards for Literature: Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas Reading Standards for Informational Text: Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas The Ready Language Handbook covers the following strands within the CCLS Language Standards: Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use The correlations chart beginning on page A39 provides an in-depth look at how Ready New York CCLS Instruction correlates to the CCLS. The passages and questions in Ready Instruction reflect the rigor and complexity required by the Common Core. Intensive Test Preparation, Ready New York CCLS Instruction In Class Lesson A Introduction (15 minutes) Modeled Instruction (30 minutes) Day 1 Day 2 Day 3 Day 4 Day 5 Lesson A Guided Instruction (15 minutes) Guided Practice (30 minutes) Lesson B Introduction (15 minutes) Modeled Instruction (30 minutes) Lesson B Guided Instruction (15 minutes) Guided Practice (30 minutes) Lesson A Review concepts and skills (20 minutes) Lesson B Review concepts and skills (20 minutes) Homework (optional) Lesson A Common Core Practice Lesson B Common Core Practice Year-Long Sample Week, Ready New York CCLS Language Handbook Day 1 Day 2 Day 3 Day 4 Day 5 Introduction (10 15 minutes) Introduction (10 15 minutes) Introduction (10 15 minutes) Introduction (10 15 minutes) Introduction (10 15 minutes) Guided Practice (10 15 minutes) Guided Practice (10 15 minutes) Guided Practice (10 15 minutes) Guided Practice (10 15 minutes) Guided Practice (10 15 minutes) Common Core Practice (10 15 minutes) Common Core Practice (10 15 minutes) Common Core Practice (10 15 minutes) Common Core Practice (10 15 minutes) Common Core Practice (10 15 minutes) A19

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19 Correlation Charts Common Core Learning Standards Coverage by Ready Instruction The chart below correlates each Common Core Learning Standard to each Ready New York CCLS Instruction lesson that offers comprehensive instruction on that standard. Use this chart to determine which lessons your students should complete based on their mastery of each standard. Common Core Learning Standards for Grade 4 English Language Arts Standards Reading Standards for Literature Key Ideas and Details RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character s thoughts, words, or actions). Craft and Structure RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. Integration of Knowledge and Ideas RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. Range of Reading and Level of Text Complexity 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 Key Ideas and Details 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. Ready New York CCLS Student Lesson(s) Additional Coverage in Teacher Resource Book Lesson(s) , , 8, 11, 12, 17 19, 25, 26 7, 8 9, 11, 12, 18, 21, , 17 21, 25, , 9, 10, 17, 18, Media Feature 9, 17 25, 26, 26W 11 All Lessons 6 1 6, 13 16, , 5 4, 6, 13 16, 23, , 6, 14, 15, New York State P-12 Common Core Learning Standards for ELA and Literacy New York State Department of Education. All rights reserved. Common Core State Standards National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. A39

20 Common Core Learning Standards for Grade 4 English Language Arts Standards Reading Standards for Informational Text (continued) Ready New York CCLS Student Lesson(s) Additional Coverage in Teacher Resource Book Lesson(s) Craft and Structure 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 , 13 16, RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/ effect, problem/solution) of events, ideas, concepts, or information 14, , 5, 22, 24 in a text or part of a 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. 16 2, 3 Integration of Knowledge and Ideas 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 , 13, contributes to an understanding of the text in which it appears. RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. 23 1, 2, 13, 22 RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably Range of Reading and Level of Text Complexity 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 scaffolding as All Lessons needed at the high end of the range. Writing Standards Text Types and Purposes W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 26W 1, 3, 12, 13, 15, 18, 21, 24 Research to Build and Present Knowledge W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 26W 19, 21, 25, 26 Language Standards Conventions of Standard English L.4.1.a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). L1 14 L.4.1.b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. L2 L.4.1.c Use modal auxiliaries (e.g., can, may, must) to convey various conditions. L3 9 L.4.1.d Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). L4 L.4.1.e Form and use prepositional phrases. L5 3, 10, 23 L.4.1.f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. L6, L7 2, 22 L.4.1.g Correctly use frequently confused words (e.g., to, too, two; there, their) L8 4, 7, 9, 12, 13, 17, 23 L.4.2.a Use correct capitalization. L9, L10 8, 22 L.4.2.b Use commas and quotation marks to mark direct speech and quotations from a text. L11 11, 12, 16 *Lesson numbers such as L12 refer to the Language Handbook. A40

21 Common Core Learning Standards for Grade 4 English Language Arts Standards Language Standards (continued) Ready New York CCLS Student Lesson(s) Additional Coverage in Teacher Resource Book Lesson(s) Conventions of Standard English (continued) L.4.2.c Use a comma before a coordinating conjunction in a compound sentence. L12 2, 5, 17 L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. 22 Knowledge of Language L.4.3.a Choose words and phrases to convey ideas precisely. L13 10 L.4.3.b Choose punctuation for effect. L14 L.4.3.c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). L15 Vocabulary Acquisition and Use L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). L.4.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). L16 L17 1 7, 10, 11, 13 16, 19, , 12, 13, 15, 20, 21, 25 L18, L23 10, 20, 21 L19 1, 7, 10, 13, L20, L21 2, 8, 12 L22 4, 8 11, 14, 17 19, L24 8 A41

22 Ready New York CCLS Additional Coverage of Common Core ELA Standards, Grade 4 Teacher Resource Book Lesson(s) Reading Standards for Literature Responding to Literature RL.4.11 Recognize, interpret and make connections in narratives, poetry, and drama, to other texts, ideas, cultural perspectives, personal events and situations. 25, 26 Writing Standards Text Types and Purposes W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 2, 5, 6, 12, 18, 23 W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 2, 4, 5, 7 9, 11, 14, 15, 17, 20, 22 Production and Distribution of Writing W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1 3 up to and including grade 4 on page 29.) W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. Research to Build and Present Knowledge W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. 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. W.4.9.a Apply grade 4 Reading standards to literature (e.g., Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character s thoughts, words, or actions]. ). W.4.9.b Apply grade 4 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text ). Range of Writing 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. Responding to Literature W.4.11 Create and present a poem, dramatization, art work, or personal response to a particular author or theme studied in class, with support as needed. 1, 8 10, 12, 14 16, 25, 26 3, 9, 10, , 11, 13 17, , 9, 11, 17, 19 4, 7, , A42

23 Ready New York CCLS Additional Coverage of Common Core ELA Standards, Grade 4 Teacher Resource Book Lesson(s) Speaking and Listening Standards Comprehension and Collaboration SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. 1 18, SL.4.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. 23 SL.4.1.c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. 17, 20 SL.4.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. 17 SL.4.1.e Seek to understand and communicate with individuals from different perspectives and cultural backgrounds. 21 SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 1 3, 8, 12, 13, 15, 16, 21, 23 SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. 20, 23, 24 Presentation of Knowledge and Ideas SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 1 9, 11 13, 15 18, 20 23, 25, 26 SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. 6, 8, 10, 11, 14, 20, 26 A43

24 Interim Assessment Answer Keys, Correlations, and Rubrics The charts below show the answers to multiple-choice items in each unit s Interim Assessment along with the page numbers for sample responses to constructed-response items. The charts also display the depth-of-knowledge (DOK) index, standard(s) addressed, and corresponding Ready New York CCLS Instruction lesson(s) for every item. Use this information to adjust lesson plans and focus remediation. Ready New York CCLS Interim Assessment Answer Keys and Correlations Unit 1: Key Ideas and Details in Informational Text Question Key DOK 1 Standard Ready New York CCLS Student Lesson(s) 1 B 1 RI D 2 RI A 2 RI C 2 RI A B 1 RI B A 1 RI A 2 RI See page RI See page RI.4.2, W.4.2, W.4.9 5, 26W Unit 2: Key Ideas and Details in Literature Question Key DOK Standard Ready New York CCLS Student Lesson(s) 1 D 1 RL A 1 RL C 2 RL C 2 RL B 2 RL D 2 RL See page RL See page RL See page RL See page RL.4.2, W.4.2, W.4.9 9, 26W Unit 3: Craft and Structure in Informational Text Question Key DOK Standard Ready New York CCLS Student Lesson(s) 1 B 2 RI A C 2 RI B B 2 RI A 2 RI See page RI D 2 RI C 2 RI See page RI.4.6, W.4.2, W , 26W 1 Depth of Knowledge measures: 1. The item requires superficial knowledge of the standard. 2. The item requires processing beyond recall and observation. 3. The item requires explanation, generalization, and connection to other ideas. 4. The item requires analysis, synthesis, or evaluation of multiple sources or texts. A44

25 Ready New York CCLS Interim Assessment Answer Keys and Correlations (continued) Unit 4: Craft and Structure in Literature Question Key DOK Standard Ready New York CCLS Student Lesson(s) 1 C 2 RL A 2 RL B 3 RL B 2 RL D 2 RL A 3 RL A 2 RL See page RL See page RL See page RL See page RL.4.5, W.4.2, W , 26W Unit 5: Integration of Knowledge and Ideas in Informational Text Question Key DOK Standard Ready New York CCLS Student Lesson(s) 1 A 1 RI C 2 RI B 2 RI A 2 RI A D 2 RI B B 2 RI C 2 RI See page RI See page RI.4.9, W.4.2, W , 26W Unit 6: Integration of Knowledge and Ideas in Literature Question Key DOK Standard Ready New York CCLS Student Lesson(s) 1 A 3 RL , 26 2A A 3 RL , 26 2B See page RL , 26 2C See page RL , 26 3 D 3 RL , 26 4 See page RL , 26 5 See page RL.4.9, W.4.2, W , 26, 26W A45

26 Lesson 16 (Student Book pages ) Comparing Accounts of the Same Topic LeSSON ObjeCTIveS Understand the difference between a firsthand and a secondhand account of an event or a topic. Identify similarities and differences between two accounts of the same topic. Understand how elements such as focus and information can differ across texts. The LeARNINg progression Grade 3: CCLS RI.3.6 requires students to distinguish an author s point of view from their own. Grade 4: CCLS RI.4.6 builds on the Grade 3 standard by emphasizing the use of compare-andcontrast skills to describe similarities and differences in focus and information between firsthand and secondhand accounts of the same event or topic. Grade 5: CCLS RI.5.6 increases in complexity by asking students to analyze several accounts of the same event or topic with a focus on comparing and contrasting the point of view each text represents. prerequisite SkILLS Recognize that texts are written by authors who each have a unique point of view. Understand that readers have their own point of view, based on both their understanding of a text as well as their prior experiences. Distinguish their own point of view from that of the author of a text. CCLS Focus Theme: History in the Making TAp STuDeNTS prior knowledge Tell students they will practice comparing texts on the same topic but written from different viewpoints. Say: Imagine you were Neil Armstrong, the first person to walk on the Moon. NASA asked you to write a book for fourth-grade students that tells what the Moon landing was like. What would you write about? (Students might include personal details about what it was like to land the spacecraft, feelings such as fear and excitement, thoughts about how the lunar soil felt beneath his boots, and so on.) Then ask students what they would write if they were to write a research report about Neil Armstrong walking on the Moon. (Students might provide facts about Armstrong, when the journey occurred, when the Eagle landed, and so on.) Ask students to describe one way in which these accounts would be similar. (Both accounts tell about the same event.) Then ask them to describe one way in which they would be different. (The first account is told by someone who was there. The second is told by someone learning of the events from other sources.) Explain that people who write about events or topics they experience directly are giving firsthand accounts. In contrast, a research report is a secondhand account because the report is given by someone who was not at the event. Ready Lessons Teacher Toolbox Tools for Instruction Interactive Tutorials Prerequisite Skills Teacher-Toolbox.com RI.4.6 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. ADDITIONAL STANDARDS: RI.4.1; RI.4.2; RI.4.3; RI.4.4; RI.4.9; W.4.4; W.4.7; W.4.8; W.4.9.b; SL.4.1; SL.4.2; SL.4.4; SL.4.5; L.4.1; L.4.2.b; L.4.3; L.4.4.a; L.4.4.b; L.4.5.a (See page A39 for full text.) 140

27 Part 1: Introduction Lesson 163 at a glance Through two illustrations, students learn about the differences between a firsthand and a secondhand account of an event. lesson 16 part 1: Introduction comparing accounts of the same topic ccls 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. Theme: History in the Making step by step Tell students that the illustrations show two different points of view about the hurricane that took place in Galveston, Texas, in Have students circle the character who was in Galveston during the hurricane. (boy) Explain that if the boy were to write about the hurricane, he would be able to share his experience by describing what he saw, heard, and felt. The girl, however, was not in Galveston, so she did not personally experience the hurricane. If she were to write about it, she would give details about what others such as her aunt told her they saw, heard, and felt. Read the definitions of firsthand account and secondhand account. Point out that the boy would give a firsthand account, and the girl would give a secondhand account. Explain that a firsthand account typically uses first-person pronouns such as I, we, me, and us. A secondhand account uses thirdperson pronouns such as he, she, and they. Then have students answer the questions on the page. Invite volunteers to share their answers. Invite students to give real-life examples of when they have heard both a firsthand and a secondhand account of the same event. Begin the discussion by genre Focus Informational text: news article Tell students that in this lesson they will read two news articles. Explain that a news article gives factual information about a current event or situation. A news article usually includes the following: brief descriptions that provide information about who, what, when, where, why, and how. a headline that tells what the article is about. main ideas and details in the body of the article. facts and details about the topic or event free from the author s personal opinions. a closing that contains a summary of key details. What is the difference between a firsthand account and a secondhand account? Let s think about the differences by using an example. In 1900, a powerful hurricane wrecked the city of Galveston, Texas. It took many years for the city to recover. circle the character who was in galveston during the hurricane of My lovely city is in ruins. L16: Comparing Accounts of the Same Topic It s a letter from my aunt in Galveston she says she is safe! The boy was in Galveston during the hurricane. His description of what he experienced would be a firsthand account. The girl was not in Galveston, but she knows about the hurricane from what others tell her. Her description would be a secondhand account. When you read different accounts of the same topic, you can compare what each account focuses on. This means you can compare what the writers pay attention to. You can also compare the information, or facts, each writer chooses to give. Imagine that the boy and the girl write down their thoughts about the hurricane. Based on details in the cartoon, what do you think the boy s account would focus on? Responses will vary. Based on details in the cartoon, what do you think the girl s account would focus on? Responses will vary. Reading and comparing firsthand and secondhand accounts of the same event or topic can give you a rich picture of what happened and why. It can bring history alive. giving an example of your own, such as hearing about an event from an eyewitness and then reading about the same event in the newspaper. Have students discuss news articles they have read. Ask them to describe what the article was about and what information in it was of interest to them. If possible, provide articles from a local newspaper or magazine for students to read. Tell students that they will read two news articles. One chronicles the sinking of the Titanic in The second describes the 1983 NASA mission in which Sally Ride, the first American female astronaut, was sent into space. 143 L16: Comparing Accounts of the Same Topic 141

28 At A glance Part 2: Modeled Instruction Students will read paragraphs from a newspaper article and answer questions to determine whether the article is a firsthand or secondhand account. step by step Invite volunteers to tell what they learned about the features of firsthand and secondhand accounts from the illustrations about the Galveston hurricane. Read aloud the paragraphs from the newspaper article about the Titanic. Then read the question: Is this article a firsthand or a secondhand account? Tell students you will perform a Think Aloud to demonstrate a way of answering the question. Think Aloud: The question asks about firsthand and secondhand accounts. How would each type of account differ? This article tells about the sinking of the Titanic in A firsthand account would be written by someone who sailed on the ship or watched it sink. Most likely, it would focus on what the person saw, heard, and felt as the disaster unfolded. A secondhand account would be written by a person who was not on the ship but had heard about the sinking from others. Read aloud the first four sentences below the question and then the incomplete fifth sentence. Think Aloud: As I reread the article, I ll think about how the writer describes the disaster.... In the first sentence, it sounds as if he or she is at the wireless station, not onboard the Titanic. The writer doesn t sound very emotional and hasn t used any first-person pronouns, such as I, we, us, or me, so far. I ll need to read further to be sure this is a secondhand account. Have students reread the text to look for details, including first-person pronouns, that tell whether or not the writer was on the Titanic when it struck the iceberg. Students will not find any such evidence. Think Aloud: The person writing this article could not have been sailing on the Titanic. He or she seems to be telling about the event based on details from the radio reports. This can t be a firsthand account. Have students complete the rest of the page. Invite volunteers to share their answers with the class. 144 part 2: Modeled Instruction L16: Comparing Accounts of the Same Topic tier two Vocabulary: Communication Lesson 16 lesson 16 Read the first two paragraphs from this newspaper article about the sinking of the Titanic. Genre: News Article Titanic Sinks Four Hours After Hitting Iceberg from The New York Times, April 16, 1912 The first news of the disaster to the Titanic was received by the Marconi wireless station 1 here at 10:25 o clock last night.... The Titanic was first heard giving the distress signal C.Q.D., which was answered by a number of ships, including the Carpathia, the Baltic, and the Olympic. The Titanic said she had struck an iceberg and was in immediate need of assistance. At 10:55 o clock the Titanic reported she was sinking by the head, and at 11:25 o clock the station here established communication with the Allan liner Virginian, from Halifax for Liverpool, and notified her of the Titanic s urgent need of assistance and gave her the Titanic s position Marconi wireless station: radio station (continued) explore how to answer this question: Is this article a firsthand or a secondhand account? First, ask yourself: What would a firsthand account of the sinking of the Titanic be like? And how would a firsthand account differ from a secondhand account? A firsthand account would be written by a person who was on the Titanic when the iceberg struck it. The writer would have experienced the events and lived to tell the tale. In contrast, a secondhand account would be written by a person who was not on the Titanic when it was struck by the iceberg. It would be written by someone who heard about the events from another source either survivors or someone else. Now reread the paragraphs. Where did the writer get the information about the Titanic from? the Marconi wireless station Based on the details in the text, the news article is a secondhand account. Tell students that in order for a group project to be completed correctly, good communication between and among members is important. Ask students to name ways the group members might be in communication. (talking by phone, writing s, sending text messages) Have students find the word communication in paragraph 2. Ask them to use the context to explain its meaning. As needed, guide students to understand that communication is used here to mean a method of sending and receiving information between parties. Also note that communication was very different in Work with students to name some related words. (communicate, communicating) Guide them to understand that all the words have something to do with giving and receiving information. (RI.4.4; L.4.4.a) 142 L16: Comparing Accounts of the Same Topic

29 at a glance Part 3: Guided Instruction Students continue reading the news article about the Titanic. They answer a multiple-choice question and discuss how the article would be different if it were written from another point of view. step by step Tell students they will continue reading the article about the sinking of the Titanic. The Close Reading helps students analyze how the wireless operator performed, which gives clues about how the operator might have felt. The Hint will help students understand how the article would be different if it were written from another point of view. Have students read each paragraph and underline details that tell how the wireless operator performed during the disaster, as directed by the Close Reading. Ask volunteers to share the details they underlined. Discuss what these actions tell about the wireless operator as he performed his duties. If necessary, ask: How do you think the operator felt during this disaster? Why do you think he stayed so calm? Have students read the question and circle the correct answer, using the Hint to help. Then have them respond to Show Your Thinking activity. Students should say the reporter s story would include personal details about his experience. answer analysis Choice A is correct. If the article were written from the operator s point of view, it would tell some aspects of his personal experience. Choice B is incorrect. The operator was on the Titanic, so he would focus mostly on his own experience, not someone else s. Choice C is incorrect. If the article were written by the operator, it would likely include personal observations. Choice D is incorrect. The main idea of the article is to tell about the Titanic disaster. ERROR ALERT: Students who did not choose A might have difficulty understanding the purpose of a firsthand account. Have students tell a firsthand account about an event they experienced. Most likely, students will describe what they saw, did, thought, and felt. Use students accounts to point out this fact. part 3: guided instruction close reading Find and underline details that help you understand the wireless operator s role as the Titanic sank. Hint Think about what the wireless operator did on the Titanic. How would his view of this event differ from the news reporter s view? show your thinking Lesson 16 lesson 16 continue reading the news article about the Titanic. Use the close reading and the Hint to help you answer the question below. (continued from page 144) At 11:36 o clock the Titanic informed the Olympic that they were putting the women off in boats and instructed the Olympic to have her boats ready to transfer the passengers. The Titanic, during all this time, continued to give distress signals and to announce her position. The wireless operator seemed absolutely cool and clear-headed, his sending throughout being steady and perfectly formed, and the judgment used by him was of the best. The last signals heard from the Titanic were received at 12:27 A.M., when the Virginian reported having heard a few blurred signals which ended abruptly. circle the correct answer. Suppose the wireless operator wrote about the sinking of the Titanic. How would his account most likely be different than the account given by the newspaper article? a His account would describe what he saw, felt, and did. b His account would focus on another person s experience. c His account would report facts but no personal observations. D His account would tell about how to operate the wireless radio. Imagine that a news reporter on the Titanic writes about that experience. Discuss how that reporter s account would be similar to and different from the article you just read. Identify whether this account would be firsthand or secondhand. L16: Comparing Accounts of the Same Topic 145 tier two Vocabulary: Judgment Tell students that when they judge something, they form an opinion or make a decision about it. Ask students to describe a time when they judged something. It might be a time they decided who the winner of a game was or which work of art was the best. Now display the word judgment. Ask students what the suffix -ment means. (act or state of) Have students find the word judgment in the second paragraph on page 145. Work with them to determine that judgment means forming opinions or making decisions in this context. Then, based on details in the paragraph, discuss the reporter s judgment about the wireless operator s actions. (RI.4.4; L.4.4.b) L16: Comparing Accounts of the Same Topic 143

30 at a glance Part 4: Guided Practice Lesson 16 Students will read a memoir written by a survivor of the Titanic disaster twice. After the first reading, you will ask three questions to check students comprehension of the passage. step by step Have students read the memoir silently without referring to the Study Buddy or Close Reading text. After the first reading, ask the following questions to check students comprehension: How did James McGough escape from the sinking Titanic? (He was able to board a crowded lifeboat with several other passengers.) Were the passengers on the lifeboat panicked or calm? How do you know? (The writer states that the women did not shriek or grow hysterical and the men kept the lifeboat from capsizing. These details suggest that the lifeboat passengers stayed calm.) How were the lifeboat passengers rescued? (They were picked up by the boat Carpathia.) Ask students to read the Study Buddy think aloud before they reread the memoir. What does the Study Buddy help them think about? tip: The Study Buddy explains that a memoir is usually a firsthand account. Have students find examples of the pronouns we and us in the text, which are clues that this is a firsthand account. Also note details that describe the author s experience. Now tell students to reread the memoir. Have them follow the directions in the Close Reading. tip: Have students share the information they underlined in the article and the memoir, as well as the circled words that express McGough s personal feelings. These details will help students compare the firsthand and secondhand accounts. Finally, have students answer the questions on page 147. Use the Answer Analysis to discuss correct and incorrect responses. 146 part 4: guided practice Read the memoir, using the study buddy and close Reading to guide your reading. I know that a memoir is usually a firsthand account of what the writer saw, felt, thought, and did. In other words, the writer will probably tell what he experienced. close Reading In the memoir, underline four sentences with facts about the sinking not told in the newspaper article. The article expresses almost no emotion. This memoir is quite different. circle words and phrases that express how the writer feels about his experience. L16: Comparing Accounts of the Same Topic The Sinking of the Titanic by James McGough, in Sinking of the Titanic and Great Sea Disasters ell support: Irregular past tense Verbs lesson 16 Genre: Memoir 1 As the life-boats pulled away the officers ordered the bands to play, and their music did much to quell panic. It was a heart-breaking sight... to see the great ship go down. First she listed to the starboard, on which side the collision had occurred, then she settled slowly but steadily, without hope of remaining afloat. 2 The Titanic was all aglow with lights as if for a function. First we saw the lights of the lower deck snuffed out. A while later and the second deck illumination was extinguished in a similar manner. Then the third and upper decks were darkened, and without plunging or rocking the great ship disappeared slowly from the surface of the sea The sea was calm calm as the water in a tumbler. But it was freezing cold. None had dressed heavily, and all, therefore, suffered intensely. The women did not shriek or grow hysterical while we waited through the awful night for help. We men stood at the oars, stood because there was no room for us to sit, and kept the boat headed into the swell to prevent her capsizing. Another boat was at our side, but all the others were scattered around the water. 4 Finally, shortly before 6 o clock, we saw the lights of the Carpathia approaching. Gradually she picked up the survivors in the other boats and then approached us. Explain to students that verbs are action words. The past tense of a verb tells that the action has already happened. The past tense of a regular verb ends in ed. The past tense of an irregular verb does not end in ed. Irregular verbs have special forms in the past tense. Display this sentence: I went to the store. With students, identify the irregular past tense verb in the sentence. (went) Explain that the present tense verb go was changed to the past tense verb went. Point out the irregular past tense verbs saw in paragraph 2 and stood in paragraph 3. Ask students to find another irregular past tense verb in paragraph 3. (kept) (L.4.1) 144 L16: Comparing Accounts of the Same Topic

31 Part 4: Guided Practice Lesson 16 step by step Have students read and answer questions 1 3, using the Hints to help the answer the questions. tip: Encourage students to review each passage to identify who provided the writer with details about the disaster. Also remind students to think of how the passages are similar and different in their focus and in the information they provide. Discuss with students the Answer Analysis below. answer analysis 1 The correct choice is D. McGough s memoir is a firsthand account, which means he experienced the events as they happened. Choices A and B are incorrect; they describe secondhand accounts. Choice C describes a fictional account. While there are no shortage of fictional accounts of the Titanic sinking, McGough actually witnessed the event. 2 The correct choice is C. McGough describes how the Titanic looked as it sank. In contrast, the writer of the article did not witness the event and had not spoken to any survivors at that point, so he could not have included this information in the article. Choice A is incorrect; the Olympic is not named in McGough s account. Choice B was included in both the article and the memoir. Choice D is a fact included only in the article. 3 Sample response: One similarity is that both accounts describe how the survivors escaped in lifeboats. One difference is that the article tells when the lifeboats began launching; the memoir does not. In contrast, the memoir gives a firsthand description of the music that played as the lifeboats were launched; the article does not. reteaching To help students answer question 2, have them return to both passages and scan for each answer choice. First, have students look to see if the Olympic is mentioned in both passages. Have them underline any details they find in each passage. For choice B, have students find and underline where lifeboats are mentioned. Next, have students see if both passages have a description of the lights on the Titanic. Ask: Does the newspaper article mention anything about the Titanic s lights going out? If not, then this must be the correct answer. part 4: guided practice hints A memoir is one type of firsthand account. Compare the information in each answer choice with the information given in both passages. The sentences describe the same event. How they describe it is quite different. Look at the words the writers use. Think about how the writers want their readers to respond to their words. integrating standards lesson 16 Use the hints on this page to help you answer the questions. 1 The facts in the news article on pages 144 and 145 came from radio reports. In the memoir on page 146, where did James McGough get his facts from? a He read about the events in the newspaper article. b He heard about the events from friends on the ship. c He imagined the events and wrote a story about them. D He experienced the events as they happened. 2 Which information did McGough give that was not in the article? a The Olympic traveled to the Titanic s location. b Passengers were put into lifeboats. c The lights on the Titanic went out deck by deck. D The Titanic was struck by an iceberg. 3 The table below has sentences from the article and the memoir. newspaper article At 11:36 o clock the Titanic informed the Olympic that they were putting the women off in boats.... Memoir As the life-boats pulled away the officers ordered the bands to play, and their music did much to quell panic. Describe one way these accounts are alike. Then tell one way in which they differ. Use two details from the sentences in your answer. see sample response. L16: Comparing Accounts of the Same Topic 147 Use these questions to further students understanding of The Sinking of the Titanic. 1 Why might the music have helped keep the passengers on the Titanic calm? Make an inference about the effect of the music on the passengers. (RI.4.1) The music might have helped the passengers remain calm because it made the situation feel more normal, almost as if nothing were seriously wrong. 2 Read this sentence from paragraph 3 of the memoir: The sea was calm calm as the water in a tumbler. Which two things are compared? What is the meaning of this simile? (L.4.5.a) This simile compares the sea water to water in a drinking glass. It tells the reader that the sea was as flat as water in a drinking glass. Tell students that when McGough was writing, the word tumbler also suggested to readers an extremely cold drink, one with ice floating in it. L16: Comparing Accounts of the Same Topic 145

32 Part 5: Common Core Practice Lesson 16 part 5: common core practice lesson 16 part 5: common core practice lesson 16 Read the memoir and the newspaper article. Then answer the questions that follow. from To Space and Back by Sally Ride Launch minus 10 seconds The three launch engines light. The shuttle shakes and strains at the bolts holding it to the launch pad. The computers check the engines. It isn t up to us anymore the computers will decide whether we launch The rockets light! The shuttle leaps off the launch pad in a cloud of steam and a trail of fire. Inside, the ride is rough and loud. Our heads are rattling around inside our helmets. We can barely hear the voices from Mission Control in our headsets above the thunder of the rockets and engines. For an instant I wonder if everything is working right. But there s no time to wonder, and no time to be scared. In only a few seconds we zoom past the clouds. Two minutes later the rockets burn out, and with a brilliant whitish-orange flash, they fall away from the shuttle as it streaks on toward space. Suddenly the ride becomes very, very smooth and quiet. The shuttle is still attached to the big tank, and the launch engines are pushing us out of Earth s atmosphere. The sky is black. All we can see of the trail of fire behind us is a faint, pulsating glow through the top window. Launch plus six minutes. The force pushing us against the backs of our seats steadily increases. We can barely move because we re being held in place by a force of 3 g s three times the force of gravity we feel on Earth. At first we don t mind it we ve all felt much more than that when we ve done acrobatics in our jet training airplanes. But that lasted only a few seconds, and this seems to go on forever. After a couple of minutes of 3 g s, we re uncomfortable, straining to hold our books on our laps and craning our necks against the force to read the instruments. I find myself wishing we d hurry up and get into orbit. Launch plus eight and one-half minutes. The launch engines cut off. Suddenly, the force is gone, and we lurch forward in our seats. During the next few minutes the empty fuel tank drops away and falls to Earth, and we are very busy getting the shuttle ready to enter orbit. But we re not too busy to notice that our books and pencils are floating in midair. We re in space! Shuttle Rockets to Orbit with 5 Aboard by John Noble Wilford, The New York Times, June 19, 1983 CAPE CANAVERAL, Fla. Four men and a woman, the first American woman to go into space, rocketed into orbit today aboard the space shuttle Challenger and then launched the first of two satellites in the successful beginning of a busy six-day mission.... [W]hat set this flight apart from the 36 other manned American space missions over the last 22 years was not the cargo but the occupant just behind the two pilots. She was Dr. Sally K. Ride, a 32-year-old physicist who has been in astronaut training since She is the third woman to fly in space, but the first on an American mission. A crowd estimated at 250,000 stood in the bright morning sun to watch the seventh shuttle launching, and many of them wore Ride, Sally Ride T-shirts.... In the ascent, as the spaceship climbed toward an 184-mile-high orbit, Ride could be heard, in her role as a flight engineer, calling out checklists in a clear, businesslike voice. Then, relaxing somewhat as the Challenger approached orbit, Ride radioed Mission Control, See you Friday, referring to the crew s planned landing here at the Kennedy Space Center. This would be the first time a shuttle has been brought back to the three-mile runway at its launching base. And, like any other astronaut after his or her first ascent into orbit, Ride sought to give expression to the thrill of a first flight. Have you ever been to Disneyland? she asked Roy Bridges, the astronaut acting as the crew communicator at Mission Control. Affirmative, replied Mr. Bridges. This is definitely an E ticket, Dr. Ride remarked, referring to a ticket that the amusement park used to have for admission to the best rides, including the super roller coaster Which information is in Sally Ride s account but not John Noble Wilford s? A what rockets and engines sound like during a launch B who rides the space shuttle with astronaut Sally Ride C how long this particular space mission will take D how astronauts communicate with Mission Control answer Form 1 A B C D 2 A B C D number correct L16: Comparing Accounts of the Same Topic L16: Comparing Accounts of the Same Topic 149 at a glance Students independently read a memoir and a newspaper article and answer questions in a format that provides test practice. step by step Tell students to use what they have learned about comparing firsthand and secondhand accounts as they read the passages on pages 148 and 149. Remind students to underline, circle, or otherwise indicate important points as they read and think about both accounts. Tell students to answer the questions on pages 149 and 150. For questions 1 and 2, they should fill in the correct circle on the Answer Form. When students have finished, use the Answer Analysis to discuss correct and incorrect responses. Have students fill in the Number Correct on the Answer Form. answer analysis 1 Choice A is correct. Wilford s account does not describe the sounds of the launch; only Ride s account can describe the sounds because her memoir is a firsthand account. Choices B and C are details addressed only in Wilford s account, not Ride s. Choice D is briefly addressed in both Ride s and Wilford s accounts. (DOK 3) theme connection How do all the passages relate to the theme History in the Making? Based on the passages you ve read in this lesson, how do memoirs and news articles make historical events come alive? 146 L16: Comparing Accounts of the Same Topic

33 Part 5: Common Core Practice Lesson 16 2 Choice C is correct. Ride s memoir focuses primarily on what she thought, felt, saw, heard, and did during the launch of the Challenger and the ride up to orbit. Wilford s newspaper article, in contrast, provides facts about the mission and the significance of Ride being the first American woman to fly into space. In choice A, it is true that Ride focuses on the first eight and one-half minutes of the launch, but Wilford s account does not provide details about the entire mission from start to finish. Choices B and D contain information not supported by either passage. (DOK 3) 3 Sample response: The sentences from To Space and Back give firsthand information about what Sally Ride thought, saw, felt, and heard as the shuttle rockets into orbit. The pronoun we tells the reader that she is describing her own experience. These sentences also express her excitement at being in space, especially when she writes, We re in space! The sentence from Shuttle Rockets to Orbit with 5 Aboard talks about Ride in the third person, using the pronoun her, which tells the reader that this is a secondhand account. The words used in the sentence express little emotion. (DOK 3) Integrating Standards Use these questions and tasks as opportunities to interact with the memoir and the newspaper article about Sally Ride s history-making space flight. 1 Which details in the excerpt from To Space and Back explain why Sally Ride writes, I find myself wishing we d hurry up and get into orbit? (RI.4.3) Sally Ride is expressing her reaction to being held in place by the force of 3 g s. She describes how uncomfortable the ride has become and claims she can barely move. She must strain against the extra gravitational force to hold books on her lap and to crane her neck to read the instruments. 2 In Shuttle Rockets to Orbit with 5 Aboard, Ride is quoted as saying, This is definitely an E ticket. What does this sentence tell you about Dr. Ride s feelings during the launch? (RI.4.1) She feels like the launch is very thrilling and fun, like riding the most exciting rides at Disneyland. 150 Part 5: Common Core Practice L16: Comparing Accounts of the Same Topic Lesson 16 2 Which of these best describes the difference in focus between the accounts? A Ride focuses on the first eight and one-half minutes of the launch. Wilford focuses on the entire mission from beginning to end. B Ride focuses on how the human body responds to being in space. Wilford focuses on how human beings respond to being lonely in space. C Ride focuses on what it feels like to go into space. Wilford focuses on why Ride going into space is an important event in history. D Ride focuses on the importance of being the first American woman to go into space. Wilford focuses on the importance of Ride s scientific mission. 3 Look at the table below. It contains sentences from the two passages. from To Space and Back During the next few minutes the empty fuel tank drops away and falls to Earth, and we are very busy getting the shuttle ready to enter orbit. But we re not too busy to notice that our books and pencils are floating in midair. We re in space! from Shuttle Rockets to Orbit with 5 Aboard In the ascent, as the spaceship climbed toward an 184-milehigh orbit, Ride could be heard, in her role as a flight engineer, calling out checklists in a clear, businesslike voice. Describe one way the information in Ride s sentences differs from that found in Wilford s sentences. Use two details from the sentences in your answer. See sample response. Self Check Go back and see what you can check off on the Self Check on page Summarize: Write a brief summary of Shuttle Rockets to Orbit with 5 Aboard. Include at least two key details that tell more about the main idea. (RI.4.2; W.4.9.b) Summaries may vary. Sample response: The article explains that the June, 1983, space mission was historically significant because the first female American astronaut, Dr. Sally Ride, was part of the crew. It gives information about her role as the flight engineer and tells that she carried out her duties in a clear, businesslike way. 4 Discuss in small groups: Would you have liked to have been on the space flight with Sally Ride? Why or why not? Use details from the text to support your answer. (SL.4.1) Discussions will vary. Encourage students to consider the details about the flight from both the memoir and newspaper article. Remind students to follow agreedupon rules for discussion. L16: Comparing Accounts of the Same Topic 147

34 Additional Activities Lesson 16 Writing Activities Write a Firsthand account (W.4.4; W.4.8) Tell students to think about a favorite event in their lives. Have them jot down notes about the experience to help them recall the event. Encourage students to remember what they saw, thought, felt, said, and did. Tell students to write a descriptive paragraph about the event that includes vivid, expressive details. Ask students to reread their paragraphs and make any edits as necessary. Allow time for students to share their writing in small groups. using dialogue (l.4.2.b) Have students reread the last paragraph in Shuttle Rockets to Orbit with 5 Aboard. Point out the dialogue in the last paragraph. Explain that the quotation marks in these sentences indicate that a person is speaking. Explain that quotation marks are placed at the beginning and the end of the words that are spoken. Then point out that punctuation marks are placed inside the quotation marks at the end of the spoken line. Pair students. Have each pair write an imaginary dialogue between Sally Ride and Roy Bridges to follow the last paragraph in the article. Have pairs include at least three lines of dialogue to describe Sally Ride s flight. listening activity (sl.4.2; sl.4.4) listen closely/make a time line Tell students that you are going to reread Titanic Sinks Four Hours After Hitting Iceberg. Tell them to listen closely and record the key events on a time line of their own making. Encourage students to include the times that the events described in the article occurred. Have students share their time lines to check that they correctly recorded the events in order. discussion activity (sl.4.1) talk in a group/talk about Being First Point out the photo of Dr. Sally Ride on page 148. Remind students that she was the first American woman to go into space. Discuss with students how she might have felt about that fact. Have students form small groups to discuss what they would like to be the first to do. Would they like to be the first person to skateboard across America? Would they like to be the first person to rappel down the side of the Empire State Building? Appoint one member of each group to take notes. Allow 10 to 15 minutes for discussion. Then invite groups to share their discussions with the class. Media activity (RI.4.9; W.4.4; l.4.3) Be creative/make a diagram Have students research the major features of the Titanic and make a diagram to illustrate them. Student diagrams should label the major features and include measures of length, height, and width. As students research the Titanic, they ll find many different types of diagrams. Encourage students to make diagrams other than a typical side view. Cutaway diagrams, which illustrate the insides of objects, can show the different sections of the ship. ReseaRch/PResent activity (W.4.7; sl.4.4; sl.4.5) Research and Present/give a Presentation Have students research another astronaut of their choosing. Interesting possibilities include Yuri Gagarin, Valentina Tereshkova, John Glenn, Alan Shepard, Guion Bluford, Mae Jemison, Franklin Chang-Diaz, and Ellen Ochoa. Have students create a research report about their astronaut, including visual aids such as a time line, diagram, chart, and photographs. Have students present their reports to the class. 148 L16: Comparing Accounts of the Same Topic

35 NOTES

36 9/13 3K Built for the Common Core True to the details and intent of the new standards, this rigorous instruction and practice program guarantees students and teachers will be Common Core-ready. Mathematics Instruction & Practice Grades K 8 Toolbox Online Instructional Resources Grades K 8 English Language Arts Instruction & Practice Grades K 8