Caps Reading Grade4 COL

8/2/2019 Caps Reading Grade4 COL

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Grade 4 Overview

Lesson Plan - Reading

Lesson Plan - LANGUAGE Page 1 of 12

Fourth Grade Reading Comprehension

Teacher Overview/Instructions:

Lesson Objectives:

Students will learn the main idea using both right there statements and inference.

Students will use a K-W-L Chart in order to organize ideas learned through non-ction text.

Students will use a ve-sentence summary using main ideas and K-W-L Charts.


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Lesson Plan - LANGUAGE

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1st PeriodGrade 4


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Name: Teacher: Date:

Before having students read the story, discuss the following questions with the class:

What are good traits for a leader to have?

How many students have ever been a team captain before?

What type of traits should a good team captain have?

Suggested Implementation:

Story One: Joel Ward Language

Brains and Brawn!

(1) Joel Ward proved that you can stay in school and still make it to the National Hockey League. He

proved that no matter how long it takes to get to the NHL, if you keep trying it just might happen.

And he proved the value of hard work and education.

(2) Joel, who signed a contract with the Washington Capitals this past summer, took the long road

to professional hockey. After four years of junior hockey in Canada, he tried out with the Detroit

Red Wings in 2001 only to be cut shortly after and sent home.

(3) After that experience, Joel decided to follow his mothers wishes and go to college. He joined

the University of Prince Edward Island in Canada. He played hockey there for four years. He

was named the teams rookie of the year during his rst year and was the teams most valuable

player in each of his next three years. While playing college hockey, he often received offers from

professional teams to come and try out. Joel decided to stay in school. After all, if things didnt

work out with hockey, he would have a backup plan. He would become a teacher. After four years

at UPEI, Joel earned his sociology degree, but he still wanted to pursue hockey.

(4) Although he was never drafted by an NHL team, he wasnt about to quit on his dream. Off the

ice, Joel has been very impressive. He has been involved with at-risk youth organizations, an anti-

bullying campaign and has volunteered with Big Brothers Big Sisters. While his off-ice efforts showhis true character, Joel still wanted to show his on-ice skills.

(5) In 2006 Joel was invited to the Minnesota Wilds training camp and was assigned to the Houston

Aeros, the Wilds American Hockey League (AHL) afliate. He was one step away from the NHL.

After three years with the Aeros, Joel nally realized his dream. He made the Nashville Predators.

Three years later, Joel is becoming a star. After collecting 13 points in 12 games during the

Predators playoff run last year, Joel became a local hero.


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(6) This past summer Joel was one of the hottest players on the market. Every team wanted him.

Fortunately for Washington fans, Joel wanted to join the Capitals. Hes excited to be with the

Capitals and hopes to bring the Stanley Cup to Washington. He is a very rare breed. He is currently

one of only four former Canadian college players to make it to the NHL. Hes as nice a guy as

they come. He cares about his community. He cares about education. He cares about winning the

Stanley Cup. And he cares about kids.

Main idea: The main idea of a story is what that story is mostly about.

Sometimes the main idea can be found at the beginning or end of the story. That is called a

right there idea.

Sometimes the main idea is not right in the story, but we have to gure it out using all the clues

the author gives us. This is called inferring.

When we think about the main idea of the Joel Ward story, there are many clues as to what the

main idea is, but it is not a right there answer for us. We can use the clues to gure out, or infer,

that the main idea of the story is that Joel Ward never gave up on his dream of playing hockey and

because of that he is currently playing for the Washington Capitals.

Now, lets break the story down by paragraphs.

Read paragraph four again.

What do you think the main idea of that paragraph is?

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Did you nd it right there or did you have to use inference?

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________


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If you used right there, did you nd the answer toward the beginning or the end of the paragraph?

___________________________________________________________________________________

Now read paragraph three again.

What do you think the main idea of that paragraph is?

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Did you nd it right there or did you have to use inference?

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

When we read non-ction, it is usually to learn information about a specic topic. We can use a

graphic organizer called a K-W-L Chart to help us organize what we know. Each letter stands for

something different:

K: What we already know about the topic

W: What we want to know about the topic

L: What weve learned

On the next page youll see what a K-W-L Chart looks like. On the left, ll in all the things you

knew about hockey or the Washington Capitals before you started reading. It doesnt matter if it is

connected to the story, it just has to do with hockey, since that is the topic of the story.

In the middle, ll in anything you are hoping to nd out as you read. You can write it like a

question.

After youve read the story, write some facts/information that you learned from reading.


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This chart is started for you. Fill in at least two more for each area.

Summarizing: We sometimes use the main idea and what we know from a story in order to be able

to summarize a story/passage. A summary is a short description of something you have read that

shares the main ideas of that passage.

Read the summary of the Joel Ward story. You will notice that not every detail is written, only the

most important, or main ideas, are.

Joel Ward never stopped ghting for his dream. Growing up he always knew he wanted to become

an NHL player. Even though this was his dream, he followed his mothers wishes and attended the

University of Prince Edward Island in Canada. While completing his schooling Joel never gave up

on hockey, playing throughout his whole college career. Even though he was enrolled in school

he often received offers from professional teams to try out. Playing in the AHL and NHL helped

Joel realize his dream. Joels hard work in school and dedication to hockey led him to play for the

Washington Capitals where he plays today.

You will notice that only the main ideas of the story are included in this summary.

KWhat I Know

WWhat I Want to Know

LWhat I Learned

1. Hockey season is

during the winter.

1. Why do the Capitals bring

up players from other teams?

1. Joel played four

years of junior hockey

in Canada.

2. The Washington

Capitals play in

Washington, D.C.

3.

4.

2. Who are important players

on the Capitals team?

3.

4.

2. Joel attended the

University of Prince

Edward Island in

Canada.

3.

4.


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In order to keep only the most important details in your summary, you can use a ve-sentence

summary. It gives the most important details of a story in about ve sentences. It will help you to

not tell too much information and not leave too much out.

Now read the summary again. This time you will notice that there are additional details included in

it. Some of them make sense with the story, but are not main ideas and dont need to be included.

Cross off any details that do not need to be in the summary.

Joel Ward never stopped ghting for his dream. Growing up he always knew he wanted to becomean NHL player. Even though this was his dream he followed his mothers wishes and attended the

University of Prince Edward Island in Canada. Joel decided if he did not become a professional

hockey player he would become a teacher. While completing his schooling Joel never gave up on

hockey, playing throughout his whole college career. Even though he was enrolled in school he

often received offers from professional teams to try out. This made Joel happy because people

were noticing his great hockey skills. Playing in the AHL and NHL helped Joel realize his dream.

Joels hard work in school and dedication to hockey led him to play for the Washington Capitals.

When you read the summary with all the extra details that you crossed off, how was it different

from the rst summary?

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Hopefully you saw that when you add extra details into a summary they take away from details of

the main idea, so you dont get the full main idea.


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Story Two: Nicklas Backstrom Language

A Leader of His Own Kind

(1) Being from a hockey family, Nicklas Backstrom knew he was going to make it big but he had no

idea that it would turn out this well.

(2) I always knew I was going to be a hockey player, remembers Nicklas, who plays center for the

Washington Capitals.

(3) Nicklas grew up in Sweden with his brother. His father, Anders Backstrom, is a famous Swedish

hockey player who played 10 seasons with the same team. Anders was drafted by the New York

Rangers in 1980. Hockey obviously runs in this family!

(4) Nicklas dad got him and his brother, Kristoffer, playing hockey when they were very young. The

moment they hit the ice, they knew they would be playing hockey for a long time!

(5) Playing professional hockey has afforded Nicklas many opportunities he otherwise may not have

had. One great opportunity Nicklas got was to throw out the rst pitch at the Washington Nationals-

Baltimore Orioles game on May 21, 2007, which was the rst baseball game hed ever attended. But

you have to remember, baseball is not as big in Sweden, where Nicklas is from!

(6) Nicklas has represented his home country of Sweden in six international competitions,

participating in the World Junior Championship twice, the World Championship three times and the

2010 Olympics. The youngest member of the Swedish Olympic team, Nicklas recorded six points (one

goal and ve assists) in four games during the tournament. That same year he was selected in the

draft in the rst round, fourth overall, by the Washington Capitals.

(7) Nicklas has made quite the impression as a Washington Capitals player as well. In his rst two

seasons with the team he had 121 assists, which is the most by a Capital in his rst two seasons. Last

year he was tied for 17th in assists. In 2008 he was a member of the NHL All-Rookie team, which

helped get him recognition for all his hard work during his rst season.


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(8) Off the ice Nicklas leads a fairly normal life. During the off-season, he enjoys playing golf and

tennis. Sometimes it is hard to swing the golf club properly because the swing is so different from the

way he hits the hockey puck. His favorite food is chicken, which is a great source of protein to get him

ready for long games during the season, and he can get pumped up watching the movie Gladiator.

He enjoys a lot of free time in Washington, D.C., walking around Georgetown, shopping, eating or

just strolling the streets learning its history. Despite the fact that Nicklas cant imagine doing anything

else with his life, if he had to choose another career, hed be a carpenter. Working with his hands is

another activity he used to regularly do with his dad.

Use the story A Leader of His Own Kind to answer the following questions:

1. When we tell what a story is mostly about, it is called the

____________________________________________________________________________________.

2. Re-read paragraph six in the story. Write the sentence from the paragraph that best gives the main

idea of that paragraph.

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Where in the paragraph did you nd the sentence that best gives the main idea?

_________________________________________________________________________________

3. When the main idea can be found in the paragraph, we call that ______________, but when we

have to gure it out using the details, that is called____________________.

4. Now re-read paragraph four. What is the main idea of that paragraph? ___________________________________________________________________________________________________________

____________________________________________________________________________________

_______________________________________________________________________________

Did you gure it out in the details or was it right there?

_________________________________________________________________________________


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5. When we read a passage that tells us about a specic topic, what type of passage are

we reading?

_____________________________________________________________________________________

6. Sometimes we use a ___________ Chart to help us to organize information in a passage. The K

stands for what we _________, the W stands for what we _____________________, and the L

stands for what weve ______________.

7. Now go back and re-read the entire story again. Highlight or underline the most important detail in

every paragraph. You should have no more than one or two sentences underlined in every paragraph.

Use those details that you underlined to write a ve-sentence summary. Remember, a summary

only includes the most important details of the story. Be sure to check your spelling, punctuation

and capitalization.

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Fill in the K-W-L Chart below. You may use information you learned from reading the story from 1st

Period and from your background knowledge. You should have at least four lled in for each area.

KWhat I Know

WWhat I Want to Know

LWhat I Learned

1.

2.

3.

4.

1.

2.

3.

4.

1.

2.

3.

4.


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Log onto the Washington Capitals website at WashingtonCaps.com. Read some of the articles about

the history of the team. Pay special attention to the article about the birth of the NHL:

http://capitals.nhl.com/club/page.htm?bcid=his_EarlyLeagues

Read the story and write a ve-sentence summary about what happened to cause the NHL to be

formed. While youre on the website, be sure to look at Nicklas Backstroms, Joel Wards and other

players current statistics and bios.

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________


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OvertimeGrade 4


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Teacher Notes

This lesson can be taught using either the whole group or as a small group/individual re-teaching or

review lesson.

It is suggested that the 1st Period story be completed by the whole class. This allows for pre-reading

discussion that is necessary for the rest of the lesson. You will notice suggested pre-reading questions,

although others, along with follow up questions with related topics, would also be appropriate.

It is expected that students have some prior knowledge of what graphic organizers are.


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OvertimeGrade 4


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R

eading-AnalyzingInformation:4thGradeReadingComp

rehension

StudentName:

_________

_______________________________

CATEGORY

4

3

2

1

FindingMainIdea

Studentwasableto

recognizethemainideain

everyparagraphthatwas

asked.

Highlightingwas

correctandaccurate.

Studentfoundthemainidea

inallbuttwoparagraphs.

Studentwasablet

ofind

mainideainallbu

tfour

paragraphsread.H

e/shemay

havemisinterprete

dsome

detailsand/ortopic

sentences.

Studenthadthedifficulty

understandingthemainidea

andusingitcorrectlyin

comprehendingwhathe/she

wasreading.

He/shewasno

t

abletofindthemainideain

mostparagraphstheyread.

K-W-LChart

Studentfilledoutallpartsof

theK-W-LChartwith

informationthatiscomplete,

detailedandcorrect.Student

clearlyspenttimethinking

aboutwhattowritebefore

he/shewroteit.

Whileth

estudentfilledout

theentirechart,someideas

arenotcompletelythought

outonepartisnotfilledout

correctly

.

Studentdidnotfillouttwo

partsontheK-W-Lchart.

TheK-W-LChartisnot

completed.

3rdPeriodSummary

Studentfollowedthefive

sentencerule,usedthemain

ideasandK-W-Lchartto

writeathoughtfuland

interestingsummaryintheir

ownwords.Therearefewor

nospellingorgrammar

errors.

Studentincludedfive

sentence

s,butcopiedwords

fromthe

storyorthe

summaryisnotinterestingto

thereade

r.Studentmadeone

ortwospelling/grammar

errors.

Studentdidnotfollow

directionsandwro

tetoo

manyortoofewsentences.

He/shedidnotpro

ofreadto

checkforspelling,

capitalizationand

grammar.

Student'sworkwasnot

completeandwasdifficultto

readduetomany

misspellingsorgrammar

errors..

OvertimeSummary

Studentfollowedthefive

sentencerule,usedthemain

ideasandK-W-Lchartto

writeathoughtfuland

interestingsummaryin

his/herownwords.Thereare

fewornospellingor

grammarerrors.

Studentincludedfive

sentence

s,butcopiedwords

fromthe

storyorthe

summaryisnotinterestingto

thereade

r.Studentmadeone

ortwospelling/grammar

errors.

Studentdidnotfollow

directionsandwro

tetoo

manyortoofewsentences.

He/shedidnotpro

ofread

theirworktocheckfor

spelling,capitalizationand

grammar.

Student'sworkwasnot

completeandwasdifficultto

readduetomany

misspellingsorgrammar

errors.

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Caps Reading Grade4 COL

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