4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. Ø (IAS 4.3.6 – The CCSS requires the summarization of the text.)4.RL.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).
Ø (IAS 4.3.3 – The CCSS requires in-depth description of character, setting, or event by using specific details in the text.)
4.RL.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.
IAS 4.3.2 Identify the main events of the plot, including their causes and the effects of each event on future actions, and the major theme from the
story action.4.SL.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.
Ø 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.
Ø Follow agreed-upon rules for discussions and carry out assigned roles.Ø 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.
Ø Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Objectives:1. Review that we have been working with the signposts, “Contrasts and Contradictions” “Aha Moments,” “Tough Questions,” and “Words of the Wiser”. These are sets of clues that authors use to get you to think about characters—it is how they make them seem real, multi-dimensional, interesting.
2. This next signpost is one that you have probably experienced but may not have really noticed in your reading.
3. Explain to students that patterns help us to make predictions or learn about things. When something happens over and over we start to think about why that same thing happens again and again and what that means. For example if we ate a candy bar and then our tummy hurt one time we probably wouldn’t think much of it. If we ate the same candy bar again and our stomach hurt again, we might take notice of that. If we eat the same candy bar AGAIN and our stomach hurt AGAIN we might stop and ask ourselves what is happening here? What do we think that means? Why does our stomach keep hurting? What is our body trying to tell us?
4. Imagine that you are sitting with a few friends when another joins you. One of the original group grows quiet and after a few minutes gets up and leaves. You may not think anything of it at that moment; but, if it happens again the next day and then again the next week, you will probably notice it. It’s the pattern, the repetition, the event that occurs again and again that lets you know something is up—if you notice it… and if you think about it.
5. Obviously, noticing it isn’t enough. You have to do something with what you have noticed or it’s lost. You have to wonder about it, speculate on what it might mean, and perhaps compare it with other incidents, or it won’t help you to understand what is going on. When you think about what it might mean, you will figure it out.
6. We call this signpost technique the, “Again and Again” . Begin creating poster while students make their in the their notebooks.“When you’re reading and you notice a word, phrase, object, or situation mentioned over and over, again and again.”