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One-stop spot for easy-to-navigate, standards-aligned

instructional materials

Research-based resources that support on-grade level

instruction, remediation, and enrichment

Flexible content designed to build student engagement,

classroom discourse, and routines

Learning Target

244 Lesson 16 Comparing Accounts of the Same Topic

Theme: History in the Making Lesson 16

245Lesson 16 Comparing Accounts of the Same Topic

Introduction

Lesson 16

©Curriculum Associates, LLC Copying is not permitted. ©Curriculum Associates, LLC Copying is not permitted.

Academic Talk Use these words and phrases to talk about the text.

• compare• contrast

• firsthand account• secondhand account

• focus• information

Think Consider everything you’ve learned so far about firsthand and secondhand accounts. How are they the same? How is the focus of each account different? Use the Venn diagram below to compare and contrast each type of account and organize your thinking.

Read When you compare accounts of the same topic, you are studying the writer’s viewpoint. A firsthand account is written by someone who witnessed or took part in an event as it happened. Someone who heard or read about an event writes a secondhand account. You can compare the information or facts each writer chooses to emphasize.

Comparing and contrasting firsthand and secondhand accounts of the same event or topic will help you develop a deeper understanding of what happened.

Comparing Accounts of the Same Topic

Talk Imagine that the boy and the girl write down their thoughts about the Galveston Hurricane of 1900. Based on the details in the cartoons, how would the two accounts be the same, and how would they be different?

In 1900, a powerful hurricane wrecked the city of Galveston, Texas. It destroyed many homes. This boy watched the hurricane as it was happening. His description of the event would be a firsthand account that includes his thoughts and feelings. He wants to retell what he experienced.

The girl was not in Galveston in 1900. She knows about the hurricane from reading a book written about it many years later. The book would be a secondhand account with a broader focus. It would include background information and other details from research.

I learned about the Galveston

hurricane by reading a new book about it.

Firsthand Account

Both

Secondhand Account

I am going to write down everything I have seen so that I can remember it.

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.

Gives Teachers Their Time Back

Provides Access to Trusted Resources

Supports an Engaged Classroom

Teacher Toolbox supports differentiated whole class and small group instruction.Access a digital collection of teacher- and student-led instructional resources. A powerful complement to the i-Ready Diagnostic, Teacher Toolbox provides you with a wealth of K–8 content that helps you deliver data-driven instruction that’s rooted in research.

Available for:

• Mathematics Grades K–8

• English Language Arts Reading Grades K–8 and Writing Grades 2–5

| 3© 2020 Curriculum Associates, LLC. All rights reserved.

Teacher Toolbox makes i-Ready even more powerful.

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Lesson 1: Understand Place Value

4.NBT.A.1 (M), 4.NBT.A.2 (M)

Lesson 2: Compare Whole Numbers

4.NBT.A.2 (M)

Lesson 3: Add and Subtract Whole Numbers

4.NBT.B.4 (M)

Lesson 4: Round Whole Numbers

4.NBT.A.3 (M)

Unit 1: Math in Action: Work with Whole Numbers

4.NBT.A.2 (M), 4.NBT.B.4 (M),

4.NBT.A.3 (M)

Unit 1: End-of-Unit Resources

Math Center ActivitiesTools for InstructionPrerequisite Ready Lessons

Lesson Quizzes,Unit Assessments

Small Group Differentiation

Interactive Tutorials Practice & Problem Solving Book

Ready Instruction Book

Student-Led Activities

Teacher-Led ActivitiesReteachAssessPracticeInstruct

Whole Class

Unit 1: Number and Operations in Base Ten, Part 1

Program Implementation Classroom Resources (Spanish)Classroom Resources Assessment Practice

Teacher Toolbox

Program

Ready Common Core

Subject

Math

Informed by Your i-Ready DataAccess Teacher Toolbox’s standards-aligned resources for both whole class and small group instruction.

See pages 6–7 for how i-Ready reports connect to Teacher Toolbox.

410

530

Typical 477

Stretch 490

Key

PDF

Number and Operations

Placement by Domain

Grade 4439

Can Do

Developmental Analysis

Next Steps and Resources for Instruction

Read and write whole numbers through hundred millions in expanded form and standard form and identify the value of the digits.

Compare and order numbers through hundred millions.

Add multi-digit numbers.

Multiply a whole number by a power of 10 or a multiple of 10.

Compare two decimals to hundredths, including amounts of money.

Identify fractions that name part of a whole (denominators of 2, 3, 4, 5, 6, 8, 10, 12).

Standards

Standards

Standards

Standards

Standards

Standards

At grade levels 3–5, this domain addresses four operations with whole numbers with an emphasis on multiplication and division, as well as understanding of and computation with decimals and fractions. Test results indicate that Danielle could benefit from practicing multi-digit whole number operations and fraction concepts.

Test results suggest that Danielle would benefit from intervention focused on skills and concepts related to quantitative reasoning and representation. Instruction that connects understanding of number relationships with computation and problem-solving skills will strengthen Danielle’s mathematics abilities across domains. This priority places Danielle in Instructional Grouping 2.

Base Ten Base Ten

Fractions

– Subtract multi-digit numbers.Subtract multi-digit numbers

Tools for Instruction

Subtract Multi-Digit Numbers

Additional ResourcesReady® Mathematics instruction or digital access to Ready through Teacher Toolbox

Learn More

• Grade 4 Lesson 1: Understand Place Value Lesson 3: Add and Subtract Whole Numbers

– Multiply three-digit numbers by one-digit numbers.Multiply three-digit numbers by one-digit numbers


Multiply Three-Digit Numbers by One-Digit Numbers

Additional ResourcesReady Mathematics instruction or digital access to Ready through Teacher Toolbox

Learn More

• Grade 4 Lesson 11: Multiply Whole Numbers

– Recognize that in a multi-digit whole number, a digit in one . . . Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right


Learn More

• Grade 4 Lesson 1: Understand Place Value

Fractions

– Write equivalent fractions, including fractions in simplest form. Write equivalent fractions, including fractions in simplest form


Equivalent Fractions


Learn More

• Grade 4 Lesson 13: Understand Equivalent Fractions

– Decompose a fraction into a sum of fractions with like denominators. Decompose a fraction into a sum of fractions with like denominators


Fractions as Sums


Learn More

• Grade 4 Lesson 13: Understand Equivalent Fractions Lesson 15: Understand Fraction Addition and Subtraction

– Compare two fractions with different numerators and different . . .Compare two fractions with different numerators and different denominators using a visual fraction model


Compare Fractions


Learn More


– Compare two fractions with unlike denominators. Compare two fractions with unlike denominators


Compare Fractions


Learn More

• Grade 4 Lesson 14: Compare Fractions

– Add and subtract fractions with like denominators. Add and subtract fractions with like denominators


Adding Fractions and Mixed Numbers


Learn More

• Grade 4 Lesson 15: Understand Fraction Addition and Subtraction Lesson 16: Add and Subtract Fractions

– Add and subtract mixed numbers with like denominators.Add and subtract mixed numbers with like denominators




Learn More

• Grade 4 Lesson 17: Add and Subtract Mixed Numbers

– Solve word problems by adding and subtracting fractions . . . Solve word problems by adding and subtracting fractions with like denominators that refer to the same whole




Learn More

• Grade 4 Lesson 16: Add and Subtract Fractions

Diagnostic 1

459 Grade 409/14/19

Danielle Baker Grade 5Diagnostic Results

Grade 4 (459)Standard Error +/- 12

Grade 4

Grade 4

Grade 4

Grade 3

Overall


Algebra and Algebraic Thinking

Measurement and Data

Geometry

Subject

Math

Diagnostic

Diagnostic 1 (09/14/19)

Placement Definition

Standard View

Norm and Lexile PerformanceNational Norm and Quantile® Performance



Geometry

Grade 4446459Grade 4

436Grade 3

4 Mathematics INSTRUCTION










† This Diagnostic used to establish Growth Measures.

Diagnostic 2: Not Started

Diagnostic 1

On Grade Level (480-530)

Mid On Grade Level (498)

The average annual growth for a student at this grade and placement level.

Stretch Growth

An ambitious but attainable level of annual growth that puts on-grade level students on a path to achieve/maintain advanced proficiency levels.

Typical Growth

HelpAssess & TeachRosters Regina MooreReports

410

530

Typical 477

Stretch 490

Key

PDF


Placement by Domain

Grade 4439

Can Do

Developmental Analysis

Next Steps and Resources for Instruction

Read and write whole numbers through hundred millions in expanded form and standard form and identify the value of the digits.

Compare and order numbers through hundred millions.

Add multi-digit numbers.

Multiply a whole number by a power of 10 or a multiple of 10.

Compare two decimals to hundredths, including amounts of money.

Identify fractions that name part of a whole (denominators of 2, 3, 4, 5, 6, 8, 10, 12).

Standards

Standards

Standards

Standards

Standards

Standards

At grade levels 3–5, this domain addresses four operations with whole numbers with an emphasis on multiplication and division, as well as understanding of and computation with decimals and fractions. Test results indicate that Danielle could benefit from practicing multi-digit whole number operations and fraction concepts.

Test results suggest that Danielle would benefit from intervention focused on skills and concepts related to quantitative reasoning and representation. Instruction that connects understanding of number relationships with computation and problem-solving skills will strengthen Danielle’s mathematics abilities across domains. This priority places Danielle in Instructional Grouping 2.

Base Ten Base Ten

Fractions

– Subtract multi-digit numbers.Subtract multi-digit numbers


Subtract Multi-Digit Numbers

Additional ResourcesReady® Mathematics instruction or digital access to Ready through Teacher Toolbox

Learn More

• Grade 4 Lesson 1: Understand Place Value Lesson 3: Add and Subtract Whole Numbers

– Multiply three-digit numbers by one-digit numbers.Multiply three-digit numbers by one-digit numbers


Multiply Three-Digit Numbers by One-Digit Numbers


Learn More

• Grade 4 Lesson 11: Multiply Whole Numbers

– Recognize that in a multi-digit whole number, a digit in one . . . Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right


Learn More

• Grade 4 Lesson 1: Understand Place Value

Fractions

– Write equivalent fractions, including fractions in simplest form. Write equivalent fractions, including fractions in simplest form


Equivalent Fractions


Learn More

• Grade 4 Lesson 13: Understand Equivalent Fractions

– Decompose a fraction into a sum of fractions with like denominators. Decompose a fraction into a sum of fractions with like denominators


Fractions as Sums


Learn More


– Compare two fractions with different numerators and different . . .Compare two fractions with different numerators and different denominators using a visual fraction model


Compare Fractions


Learn More


– Compare two fractions with unlike denominators. Compare two fractions with unlike denominators


Compare Fractions


Learn More

• Grade 4 Lesson 14: Compare Fractions

– Add and subtract fractions with like denominators. Add and subtract fractions with like denominators




Learn More

• Grade 4 Lesson 15: Understand Fraction Addition and Subtraction Lesson 16: Add and Subtract Fractions

– Add and subtract mixed numbers with like denominators.Add and subtract mixed numbers with like denominators




Learn More

• Grade 4 Lesson 17: Add and Subtract Mixed Numbers

– Solve word problems by adding and subtracting fractions . . . Solve word problems by adding and subtracting fractions with like denominators that refer to the same whole




Learn More

• Grade 4 Lesson 16: Add and Subtract Fractions

Diagnostic 1

459 Grade 409/14/19

Danielle Baker Grade 5Diagnostic Results

Grade 4 (459)Standard Error +/- 12

Grade 4

Grade 4

Grade 4

Grade 3

Overall




Geometry

Subject

Math

Diagnostic

Diagnostic 1 (09/14/19)

Placement Definition

Standard View

Norm and Lexile PerformanceNational Norm and Quantile® Performance



Geometry

Grade 4446459Grade 4

436Grade 3











† This Diagnostic used to establish Growth Measures.

Diagnostic 2: Not Started

Diagnostic 1

On Grade Level (480-530)

Mid On Grade Level (498)

The average annual growth for a student at this grade and placement level.

Stretch Growth

An ambitious but attainable level of annual growth that puts on-grade level students on a path to achieve/maintain advanced proficiency levels.

Typical Growth



Teacher Toolbox


4.NBT.A.1 (M), 4.NBT.A.2 (M)


4.NBT.A.2 (M)


4.NBT.B.4 (M)


4.NBT.A.3 (M)


4.NBT.A.2 (M), 4.NBT.B.4 (M),

4.NBT.A.3 (M)









Whole Class


Compare Whole NumbersTeacherp. 8a–15c

Compare Whole Numbers - SlidesCompare Whole Numbers Studentp. 8–15


Teacher Toolbox

Program

Ready Common Core

Subject

Math

Access to all K–8 resources, for on-level instruction,

remediation, and enrichmentTeacher Toolbox


4.NBT.A.1 (M), 4.NBT.A.2 (M)


4.NBT.A.2 (M)


4.NBT.B.4 (M)


4.NBT.A.3 (M)


4.NBT.A.2 (M), 4.NBT.B.4 (M),

4.NBT.A.3 (M)









Whole Class



Teacher Toolbox

Program

Ready Common Core

Subject

Math

Each lesson is organized by standard and offers a range of resources.

312 4

Teacher Toolbox


4.NBT.A.1 (M), 4.NBT.A.2 (M)


4.NBT.A.2 (M)


4.NBT.B.4 (M)


4.NBT.A.3 (M)


4.NBT.A.2 (M), 4.NBT.B.4 (M),

4.NBT.A.3 (M)









Whole Class



Teacher Toolbox

Program

Ready Common Core

Subject

Math

5

A range of research-based resources for every grade and every lesson—all in one place

Using Teacher Toolbox has made teaching fun again! It used to take several hours to prepare my lesson

plans, but now I simply go to the Toolbox, identify the standard, review the Interactive Tutorials, read the

Tools for Instruction, and I’m finished! I don’t have to search for hours to find materials or spend hours modifying lessons. You’ve already done the work!

—James P., Teacher, Georgia


Program Implementation Support Pacing guidelines, discourse supports, and classroom routines support teachers with student engagement and implementing best practices.

5Assessment Tools Evaluate student achievement with Lesson Quizzes and Unit Assessments for Mathematics, Unit Interim Assessments for Reading, and rubrics for Writing.

4

1©Curriculum Associates, LLC

Copying permitted for classroom use.Grade 5 Lesson 3 Read and Write Decimals

Name ___________________________________________________________ Date ____________________

Lesson 3 QuizReady® Mathematics

Solve the problems.

1 Write 7 3 1 1 4 3 1 ·· 10

1 6 3 1 ····· 1,000 in standard form in the place-value chart.

Ones . Tenths Hundredths Thousandths

.

2 Write a decimal to match the word form of the number.

Use the decimals in the box.

300.054 0.354 3.540 30.54 3.504 3.054

a. three and fifty-four thousandths

b. three and five hundred four thousandths

c. three and five hundred forty thousandths

d. three hundred fifty-four thousandths

3 Tyler has ten coins. Each coin weighs two hundred thirty-one thousandths of an ounce.

Decide if each expression is equivalent to the weight of ten coins.

Circle all the correct answers.

A 0.231 D 2 1 3 ·· 10 1 1 ··· 100

B two and thirty-one hundredths E twenty-three and one tenth

C 2 ·· 10 1 3 ··· 100 1 1 ····· 1,000 F 231

1©Curriculum Associates, LLC

Copying permitted for classroom use.Grade 5 Unit 1 Unit Assessment—Form A

Name ___________________________________________________________ Date ____________________

Ready® Mathematics

Unit 1 Unit Assessment Form A

Solve the problems.

1 Fill in the blanks to complete the area model to solve 660 4 15.

660 4 15 is the same as 3 ? 5

?

15 15

(15 3 40 5 )

6602

(15 3 4 5 )

602

660 4 15 5

1 5

2 Which expressions have the same value as the product of 0.06 3 3.9? Circle the letter for all that apply.

A 0.234 3 1

B 2.34 3 0.1

C 23.4 3 0.01

D 234 3 0.01

E 234 3 0.001

3 Tell whether each equation is True or False.

a. 51.08 1 29.10 5 80.9 u True u False

b. 76.5 2 (21.48 1 45.94) 5 9.08 u True u False

c. 41.27 2 (16.3 1 21.98) 5 3.09 u True u False

d. 816.2 2 35.47 5 780.73 u True u False

Think-Share-Compare Routine (Grades 2–8) Rb

Allow enough time for students to persevere as they think through their solutions. Make sure students are showing the models and strategies they use.

Have partners discuss their strategies. Circulate to hear conversations and select and sequence solutions to discuss with the whole class.

Have students complete the Connect It questions or Reflect question from the Ready Instruction book. Choose key questions to discuss as a class.

Use Try It questions or practice problems corresponding to the lesson in Practice and Problem Solving.

Call on students to share their answers and solution strategies with the class. Be sure to ask students if they agree or disagree with a student’s strategy, rather than telling if the strategy is right or wrong.

Read the problem together as a class. Make sure students understand what they are being asked to do. Ask a few students to describe what the problem is about. Have several students explain what the problem is asking them to do and what information they know.

Talking can help us better

understand ways tosolve a problem.

Think-Share-Compare Routine

1. Make Sense of the ProblemRead and understand the problem or question. Think about the key information.

2. Solve and Support Your ThinkingInclude pictures, models, and/or explanations in your solutions. If you have time, show another way to solve it.

3. DiscussExplain your thinking to a partner. Discuss how your strategies are alike and different.

4. CompareCompare your strategies with the class, including the strategies in the Ready book.

5. Connect and ReflectComplete and discuss the Connect It questions.

6. ApplyApply what you have learned to a new problem. Be sure to support your answer.

Make Sense of Problems and

Persevere

SentenceStarters

Reflectand Connect

Reason, Explain, and

Critique

Questions and Sentence Starters to encourage peer and whole class conversations

Discourse Cards

©Curriculum Associates, LLC

Multimedia Content Each Ready Mathematics and Ready Reading lesson includes highly engaging Interactive Tutorials from i-Ready Personalized Instruction that complement the Ready lesson content.

2Whole Class Instruction Get access to all grade levels of Ready® lessons and practice to provide on-level instruction for Mathematics (Grades K–8) and English Language Arts (Reading Grades K–8 and Writing Grades 2–5).

1

Introduction

©Curriculum Associates, LLC Copying is not permitted.14

Use What You Know

Lesson 3 Read and Write Decimals

Lesson 3Read and Write Decimals

Jessica can read 0.32 as 3 tenths and 2 hundredths, but it is easier to understand her if she says how many hundredths that is.

To read 0.32 as a number of hundredths:

a. Write 3 tenths as a fraction.

b. Rewrite 3 tenths as an equivalent fraction with a denominator of 100.

c. Write 2 hundredths as a fraction.

d. Complete the equation to add the like fractions for 3 tenths and 2 hundredths.

···· 100 1 ···· 100 5 ·····

e. Write in words how Jessica should read the number 0.32.

f. Explain how you can use place value and fractions to read a number with two digits to the right of the decimal point.

Jessica is reading aloud from a science website. She comes across the measurements 0.32 meter and 0.543 meter. How should she read 0.32?

You already know how to read and write whole numbers and fractions. Reading and writing decimals is similar.

5.NBT.A.3a

Small Group Instruction• Prerequisite Lessons and Tools for

Instruction provide strategies for addressing specific skills.

• Math Center Activities from Ready Mathematics provide three levels of Hands-On Activities.

• For Reading Grades 3–8, Tools for Scaffolding Comprehension provide a pathway to grade-level comprehension instruction.

3Introduction


Think It Through

Lesson 1 Understand Place Value

Lesson 1Understand Place Value

What exactly does place value mean?

Place value is the value of a digit, or amount the digit is worth, based on its position in a number. You can use a place-value chart to help understand the value of each digit. The chart below shows the number 27,138.

Hundred Thousands Ten Thousands Thousands Hundreds Tens Ones

2 7 1 3 8

The 2 has a value of 2 ten-thousands, or 20,000. The 7 has a value of 7 thousands, or 7,000. The 1 has a value of 1 hundred, or 100. The 3 has a value of 3 tens, or 30. The 8 has a value of 8 ones, or 8.

Our number system is based on a pattern of tens. A digit in any place has 10 times the value it would have in the place to its right.

Hundred Thousands Ten Thousands Thousands Hundreds Tens Ones

3 3 3 3

The 3 in the tens place has a value of 30. That is 10 times the value of the 3 in the ones place. 30 5 10 3 3

The 3 in the hundreds place has a value of 300. That is 10 times the value of the 3 in the tens place. 300 5 10 3 30

The 3 in the thousands place has a value of 3,000. That is 10 times the value of the 3 in the hundreds place. 3,000 5 10 3 300

Think How are place values related to one another?

Circle the digit in the table that has a value of 30.

4.NBT.A.1

4.NBT.A.2

i-Ready.com

©Curriculum Associates, LLC Copying is permitted for classroom use.


Number and Operations I Grade 5 I Read and Write Decimals to Thousandths I Page 1 of 2

Read and Write Decimals to ThousandthsObjective Read and write decimals to thousandths in standard, word, and expanded form.

Reading and writing decimals in standard, word, and expanded form requires an understanding of decimal place value and the relationship between fractions and decimals. This activity provides instruction and practice with reading and writing decimals while reinforcing the meaning of place value in decimals. Writing decimals in expanded form strengthens the connection between fractions and decimals, since tenths, hundredths, and thousandths are written using 1 ·· 10 , 1 ··· 100 , and 1 ····· 1,000 . By reading decimals aloud, students hear that there is no difference between saying 0.1 and 1 ·· 10 . This activity will lead to greater decimal number sense, a deeper understanding of place value, and ease with solving decimal problems, including making reasonable estimates.

Step by Step 20–30 minutes

1 Review a place-value chart.• On the board, draw a place-value chart from hundreds to thousandths without labels, but with the

decimal point.

• Ask the student to identify each whole-number place value, starting at the ones. Fill in each label as the student gives the name.

• Ask the student to identify the first place to the right of the decimal point. Fill in “tenths.” Repeat for hundredths.

• Write the numeric value for each place value word name in the chart (100, 10, 1, 1 ·· 10 , 1 ··· 100 ). Ask the student to name the last fraction in the pattern. ( 1 ····· 1,000 )

• Write thousandths to the right of hundredths in the chart.

2 Review expanded and word forms.• Write 247 in the chart.

• Ask the student to read aloud the number shown. Write “two hundred forty-seven” on the board. Point out that the name starts with the greatest place value to the left of the decimal.

• Have the student explain how to write the expanded form of the number. Record the following on the board: (2 3 100) 1 (4 3 10) 1 (7 3 1).

3 Read and write numbers with tenths.• Write 13.6 in the chart. Say: Thirteen and six tenths. Point at the decimal when you say “and.” Then write the

word form on the board.

• Tell the student to write the number in expanded form. Guide her to write (1 3 10) 1 (3 3 1) 1 ( 6 3 1 ·· 10 ) . Remind her that both fractions and decimals represent a part of a whole number, so 1 ·· 10 is one correct way to write the value of a tenth.

• Say: Four hundred two and five tenths. Have the student write the number in the chart. Lead her to write 402.5 for the number.

• Ask the student to write the word form of the number.

• Have the student write and explain the expanded form of the number. ((4 3 100) 1 (2 3 1) 1 ( 5 3 1 ·· 10 ) )

CCSS.5.NBT.A.3

Number and Operations in Base Ten | Level 5 ©Curriculum Associates, LLC

Copying permitted for classroom use.1

Go Further!

On a separate sheet of paper, write a number in standard form. Have your partner write the other two forms of the number.

Ready® Center Activity 5.11 ★★

Decimal Number Forms

What You Need• number cube (1–6)

• Recording Sheet

What You Do1. Take turns. Toss the number cube. Find that

row on the Recording Sheet. Say the form of the number that you will write. If both forms of the number have already been written, your turn ends.

2. On a separate sheet of paper, write that form of the number.

3. If your partner agrees, write that form on the Recording Sheet. Score 1 point.

4. If you are incorrect, your turn ends.

5. The first person to score 4 points wins.

Check Understanding

Write the number 25.075 in expanded form and word form.

I’m thinking of the number 4.68. I could represent this number in a place-value chart to help me write the expanded form.I could say the number out loud to help me write the word form.

GRADE 4 Sequence Ideas to Summarize 2 of 9©Curriculum Associates, LLC Copying permitted for classroom use.

TOOLS FOR SCAFFOLDING COMPREHENSION

Sequence Ideas to Summarize SCAFFOLD A

Recognizing Sequence of Information When students are not yet able to recognize how information is organized in a text, it can make it very difficult to summarize the text. In Scaffold A, students will practice identifying how information is organized in a text.

Student Outcome I can identify how information is organized in a text.

Student Materials• Text: Hydroponic Gardens: The Wave of

the Future, p. 1• Student activity, p. 2

Duration ~30 minutes

Before Reading

1 Introduce the concept of sequencing information. • Share two short summaries of something interesting you have done recently, like

volunteering, celebrating a birthday or going on a trip.

ʲ In the first summary, share the details out of order. In the second summary, say the details in order.

ʲ Ask students to talk about why the second summary was easier to understand.

• Explain that sequencing information in a logical order is an important part of sharing information. Writers need to organize information in an order that makes sense. When we summarize what we learned from a text, it is also important to think about the order we share ideas.

2 Prepare students to read the text.• Read the title of the text. Ask students to talk about what they think hydroponic

means. If students are not sure, point out words like hydrant or hydrate to show that hydroponic has something to do with water.

• Explain that as you read the text, you will be pausing to think about how the writer organized information about hydroponic gardens.

• If needed, define unknown words that may interfere with understanding, such as nutrients, congested, or produce. Use students’ prior knowledge about the words to deepen understanding.


Meet all students’ learning needs with efficiency.i-Ready reports identify the Teacher Toolbox resources that will support students on their path to proficiency.

I love that I am able to not only access materials from prior grade

levels for students who need remediation in prior standards, but I am also able to access lessons

in higher grade levels for students who need to be pushed.

—Brewer L., Teacher, Florida

Drive small group remediation and enrichment.

i-Ready’s Instructional Groupings report helps educators to differentiate their instruction by grouping students with similar instructional needs based on results of the i-Ready Diagnostic.

Students in this Grouping are One Grade Level Below in Number and Operations or Algebra and Algebraic Thinking.

Students in this grouping are having difficulty with skills and concepts related to quantitative reasoning. They may struggle with skills and concepts related to fractions and whole number operations, or they may struggle with algebraic concepts related to factors and multiples, or both.

Those students with a low score in Number and Operations are probably most challenged by fractions. They will need to focus on foundational fraction concepts in order to understand that a fraction is one number that represents a quantity, not just "one number over another number." They will need practice with how to compare fractions with different denominators or how to express fractions as equivalent fractions or decimals. Those students with a low score in Algebra and Algebraic Thinking probably lack a sound understanding of the relationship between factors and multiples and may be held back by lack of fluency with multiplication and division facts. They will particularly benefit from instruction on the concepts and skills described below in the section Algebraic Thinking. In addition to daily practice to develop fluency with basic multiplication and division facts, all students in this profile are also likely to need reinforcement of essential vocabulary.

Operations

• Add and subtract multi-digit numbers.

• Multiply three-digit numbers by one-digit numbers.

• Divide three-digit numbers by one-digit numbers.

Students who struggle with operations involving regrouping in any of the four operations often lack the conceptual understanding that drives the algorithms. These students may benefit from working with concrete or visual models, or alternative algorithms, in order to focus on the place value concepts behind the process. Once students understand why the process works, they can be guided to see the relationship between the models and algorithms, and eventually use a more efficient algorithm alone.

Number–Fractions

• Decompose a fraction into a sum of fractions with like denominators.

• Compare fractions with unlike denominators.

• Write equivalent fractions, including fractions in simplest terms.

• Write fractions with denominators of 10 or 100 as decimals.

• Add and subtract fractions and mixed numbers with like denominators.

Use models to reinforce at every opportunity what fraction notation represents. Be consistent about reading fraction names appropriately (two-thirds rather than two over three) to help students strengthen their understanding that, for example, two-thirds means two copies of one third. Use a variety of manipulatives to assist students in exploring fractions including hundred grids, fraction strips, counters, and number lines. Provide frequent practice adding like fractions, comparing unlike fractions, and finding equivalent fractions on number lines as well as with area models and set models.

Algebraic Thinking

• Identify factor pairs for numbers to 100.

• Identify multiples of whole numbers with products to 100.

• Identify number patterns.

Identifying factors and multiples plays a role in dividing multi-digit numbers, finding a common factor to simplify fractions, and finding a common multiple to add or subtract unlike fractions. The ability to identify factors and multiples also provides a foundation for factoring algebraic expressions in later years. Give students ample opportunity to determine the factor pairs for a given number in various situations, such as finding the side lengths of all rectangles with a given area. Recognize that students often confuse the terms factor and multiple with each other; encourage students to use their own best strategies for learning the difference.

Fluency

• Know multiplication and division fact families through 100.

The students in this group may have difficulty recalling basic multiplication facts. Discuss with them strategies for remembering facts, or recalling facts based on other known facts. Give students smaller goals for remembering facts, starting first with 1s, 2s, 5s, and 10s, then moving on to the more difficult-to-recall facts. Remind students that once they know one fact in a family, they can use that fact to recall the other facts in the family. Provide daily practice as necessary. Have each student keep a personal record of which facts they know and which they still need to learn.

Essential Vocabulary

• Mathematics terms related to essential concepts at this level include fraction, numerator, denominator, equivalent, factor, multiple, product, quotient, dividend, and divisor.

Fluency with select mathematics vocabulary terms enables students to understand instruction, follow directions, process and discuss mathematical ideas, and work more confidently. Help students build essential mathematics vocabulary, especially by encouraging them to use the words in discussions.

Tools for InstructionNumber and Operations

Place Value through Hundred MillionsAdd Multi-Digit NumbersSubtract Multi-Digit NumbersMultiply by One-Digit NumbersMultiply Three-Digit Numbers by One-Digit NumbersDivide by One-Digit NumbersFractions as Sums Compare Fractions Equivalent FractionsWrite Fractions as DecimalsAdding Fractions and Mixed NumbersTools for Instruction in Spanish

Algebra and Algebraic ThinkingFactorsMultiples

Additional ResourcesReady Mathematics instruction or digital access to Ready through Teacher ToolboxLearn More

Grade 4Lesson 1: Understand Place ValueLesson 2: Compare Whole NumbersLesson 3: Add and Subtract Whole NumbersLesson 4: Round Whole NumbersLesson 5: Understand MultiplicationLesson 6: Multiplication and Division in Word ProblemsLesson 7: Multiples and FactorsLesson 8: Number and Shape PatternsLesson 9: Model Multi-Step ProblemsLesson 10: Solve Multi-Step ProblemsLesson 11: Multiply Whole NumbersLesson 12: Divide Whole NumbersLesson 13: Understand Equivalent FractionsLesson 14: Compare FractionsLesson 15: Understand Fraction Addition and SubtractionLesson 16: Add and Subtract FractionsLesson 17: Add and Subtract Mixed NumbersLesson 18: Understand Fraction MultiplicationLesson 19: Multiply FractionsLesson 20: Fractions as Tenths and HundredthsLesson 21: Relate Decimals and FractionsLesson 22: Compare Decimals

STAMSBook DLesson 1: Multiplication PropertiesLesson 2: Multiply MentallyLesson 3: Multiply by 1-Digit NumbersLesson 4: Multiply by 2-Digit NumbersLesson 5: Relate Division to MultiplicationLesson 6: Divide without RegroupingLesson 7: Divide with RegroupingLesson 8: Equivalent FractionsLesson 9: Simplify FractionsLesson 10: Decimal Place ValueLesson 11: Compare and Order DecimalsLesson 12: Relate Decimals to FractionsLesson 17: Multiply 3-Digit NumbersLesson 18: 1-Digit DivisorsLesson 19: Add and Subtract Like Fractions

STAMS SolveBook DPractice 1: Multiplication PropertiesPractice 2: Multiply MentallyPractice 3: Multiply by 1-Digit NumbersPractice 4: Multiply by 2-Digit NumbersPractice 5: Relate Division to MultiplicationPractice 6: Divide without RegroupingPractice 7: Divide with RegroupingPractice 8: Equivalent FractionsPractice 9: Simplify FractionsPractice 10: Decimal Place ValuePractice 11: Compare and Order DecimalsPractice 12: Relate Decimals to FractionsPractice 17: Multiply 3-Digit NumbersPractice 18: 1-Digit DivisorsPractice 19: Add and Subtract Like FractionsBook D Teacher GuidePractice 20: Multiplicative Comparisons

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Grouping 1(4 Students)





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Instructional Priorities

Recommendations for Teacher-Led Instruction Resources

Key

NODiagnosticLanguage

Scale Score

ALG MS GEO

Instructional Groupings PDF

Class/Report Group

Grade 5, Section 1

Grade

Grade 5

Diagnostic

Diagnostic Window 1

08/31/19 - 09/30/19

Subject

Math

Student OverallPlacement

Showing 10 of 10


Grade 4

Grade 4

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Grade 4

Grade 4

Mid 5

Grade 4

Grade 4

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Grade 4

Grade 4

Grade 4

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Early 5

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Grade 4

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Baker, Danielle

Bowers, Tara

Choi, Isabelle

Lowe, Noah

Powell, Elijah

Ramirez, Gabriella

Ruiz, Justin

Singh, Brian

Vo, Isaiah

Warren, Santino

– Hide Grouping Description

Spanish

Students in this Grouping are One Grade Level Below in Number and Operations or Algebra and Algebraic Thinking.

Students in this grouping are having difficulty with skills and concepts related to quantitative reasoning. They may struggle with skills and concepts related to fractions and whole number operations, or they may struggle with algebraic concepts related to factors and multiples, or both.

Those students with a low score in Number and Operations are probably most challenged by fractions. They will need to focus on foundational fraction concepts in order to understand that a fraction is one number that represents a quantity, not just "one number over another number." They will need practice with how to compare fractions with different denominators or how to express fractions as equivalent fractions or decimals. Those students with a low score in Algebra and Algebraic Thinking probably lack a sound understanding of the relationship between factors and multiples and may be held back by lack of fluency with multiplication and division facts. They will particularly benefit from instruction on the concepts and skills described below in the section Algebraic Thinking. In addition to daily practice to develop fluency with basic multiplication and division facts, all students in this profile are also likely to need reinforcement of essential vocabulary.

Operations

• Add and subtract multi-digit numbers.

• Multiply three-digit numbers by one-digit numbers.

• Divide three-digit numbers by one-digit numbers.

Students who struggle with operations involving regrouping in any of the four operations often lack the conceptual understanding that drives the algorithms. These students may benefit from working with concrete or visual models, or alternative algorithms, in order to focus on the place value concepts behind the process. Once students understand why the process works, they can be guided to see the relationship between the models and algorithms, and eventually use a more efficient algorithm alone.

Number–Fractions

• Decompose a fraction into a sum of fractions with like denominators.

• Compare fractions with unlike denominators.

• Write equivalent fractions, including fractions in simplest terms.

• Write fractions with denominators of 10 or 100 as decimals.

• Add and subtract fractions and mixed numbers with like denominators.

Use models to reinforce at every opportunity what fraction notation represents. Be consistent about reading fraction names appropriately (two-thirds rather than two over three) to help students strengthen their understanding that, for example, two-thirds means two copies of one third. Use a variety of manipulatives to assist students in exploring fractions including hundred grids, fraction strips, counters, and number lines. Provide frequent practice adding like fractions, comparing unlike fractions, and finding equivalent fractions on number lines as well as with area models and set models.

Algebraic Thinking

• Identify factor pairs for numbers to 100.

• Identify multiples of whole numbers with products to 100.

• Identify number patterns.

Identifying factors and multiples plays a role in dividing multi-digit numbers, finding a common factor to simplify fractions, and finding a common multiple to add or subtract unlike fractions. The ability to identify factors and multiples also provides a foundation for factoring algebraic expressions in later years. Give students ample opportunity to determine the factor pairs for a given number in various situations, such as finding the side lengths of all rectangles with a given area. Recognize that students often confuse the terms factor and multiple with each other; encourage students to use their own best strategies for learning the difference.

Fluency

• Know multiplication and division fact families through 100.

The students in this group may have difficulty recalling basic multiplication facts. Discuss with them strategies for remembering facts, or recalling facts based on other known facts. Give students smaller goals for remembering facts, starting first with 1s, 2s, 5s, and 10s, then moving on to the more difficult-to-recall facts. Remind students that once they know one fact in a family, they can use that fact to recall the other facts in the family. Provide daily practice as necessary. Have each student keep a personal record of which facts they know and which they still need to learn.

Essential Vocabulary

• Mathematics terms related to essential concepts at this level include fraction, numerator, denominator, equivalent, factor, multiple, product, quotient, dividend, and divisor.

Fluency with select mathematics vocabulary terms enables students to understand instruction, follow directions, process and discuss mathematical ideas, and work more confidently. Help students build essential mathematics vocabulary, especially by encouraging them to use the words in discussions.

Tools for InstructionNumber and Operations

Place Value through Hundred MillionsAdd Multi-Digit NumbersSubtract Multi-Digit NumbersMultiply by One-Digit NumbersMultiply Three-Digit Numbers by One-Digit NumbersDivide by One-Digit NumbersFractions as Sums Compare Fractions Equivalent FractionsWrite Fractions as DecimalsAdding Fractions and Mixed NumbersTools for Instruction in Spanish

Algebra and Algebraic ThinkingFactorsMultiples

Additional ResourcesReady Mathematics instruction or digital access to Ready through Teacher ToolboxLearn More

Grade 4Lesson 1: Understand Place ValueLesson 2: Compare Whole NumbersLesson 3: Add and Subtract Whole NumbersLesson 4: Round Whole NumbersLesson 5: Understand MultiplicationLesson 6: Multiplication and Division in Word ProblemsLesson 7: Multiples and FactorsLesson 8: Number and Shape PatternsLesson 9: Model Multi-Step ProblemsLesson 10: Solve Multi-Step ProblemsLesson 11: Multiply Whole NumbersLesson 12: Divide Whole NumbersLesson 13: Understand Equivalent FractionsLesson 14: Compare FractionsLesson 15: Understand Fraction Addition and SubtractionLesson 16: Add and Subtract FractionsLesson 17: Add and Subtract Mixed NumbersLesson 18: Understand Fraction MultiplicationLesson 19: Multiply FractionsLesson 20: Fractions as Tenths and HundredthsLesson 21: Relate Decimals and FractionsLesson 22: Compare Decimals

STAMSBook DLesson 1: Multiplication PropertiesLesson 2: Multiply MentallyLesson 3: Multiply by 1-Digit NumbersLesson 4: Multiply by 2-Digit NumbersLesson 5: Relate Division to MultiplicationLesson 6: Divide without RegroupingLesson 7: Divide with RegroupingLesson 8: Equivalent FractionsLesson 9: Simplify FractionsLesson 10: Decimal Place ValueLesson 11: Compare and Order DecimalsLesson 12: Relate Decimals to FractionsLesson 17: Multiply 3-Digit NumbersLesson 18: 1-Digit DivisorsLesson 19: Add and Subtract Like Fractions

STAMS SolveBook DPractice 1: Multiplication PropertiesPractice 2: Multiply MentallyPractice 3: Multiply by 1-Digit NumbersPractice 4: Multiply by 2-Digit NumbersPractice 5: Relate Division to MultiplicationPractice 6: Divide without RegroupingPractice 7: Divide with RegroupingPractice 8: Equivalent FractionsPractice 9: Simplify FractionsPractice 10: Decimal Place ValuePractice 11: Compare and Order DecimalsPractice 12: Relate Decimals to FractionsPractice 17: Multiply 3-Digit NumbersPractice 18: 1-Digit DivisorsPractice 19: Add and Subtract Like FractionsBook D Teacher GuidePractice 20: Multiplicative Comparisons

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Students

Instructional Priorities

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Key

NODiagnosticLanguage

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ALG MS GEO

Instructional Groupings PDF

Class/Report Group

Grade 5, Section 1

Grade

Grade 5

Diagnostic

Diagnostic Window 1

08/31/19 - 09/30/19

Subject

Math

Student OverallPlacement

Showing 10 of 10


Grade 4

Grade 4

Grade 4

Grade 4

Grade 4

Mid 5

Grade 4

Grade 4

Early 5

Grade 4

Grade 4

Grade 4

Grade 4

Early 5

Grade 4

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Early 5

Mid 5

Mid 5

Grade 3

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Early 5

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Grade 4

Grade 4

Grade 4

Grade 4

Early 5

Early 5

459

472

470

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470

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463

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491

Baker, Danielle

Bowers, Tara

Choi, Isabelle

Lowe, Noah

Powell, Elijah

Ramirez, Gabriella

Ruiz, Justin

Singh, Brian

Vo, Isaiah

Warren, Santino

– Hide Grouping Description

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For each small group, the report provides detailed Instructional Priorities and directs teachers to downloadable instructional resources on Teacher Toolbox that will best support that group’s learning.



Multiply by Two-Digit Numbers I Page 1 of 2

Multiply by Two-Digit NumbersObjective Multiply a two-digit number by a two-digit number.

This activity builds on a variety of strategies that have been used previously for multiplication by one-digit numbers. Multiplication by two digits is significantly more challenging for students because of the complexity of multiplying each place value of one number by each place of the other number. Estimating before multiplying is an essential skill in determining the reasonableness of an answer. A good estimate can help students realize when a partial product has been missed or when the value of a digit has not been properly considered. This will prepare students for multiplying multi-digit numbers in the future.

Two Ways to Teach

Use Partial Products 15–20 minutes

Write 47 3 32 in vertical format. Have the student estimate the product. (50 3 30 5 1,500) Explain that when using partial products, each place of one number will be multiplied by each place of the other number. First, multiply the ones. Ask: What is 7 ones times 2 ones? (14 ones) Write the partial product 14. Then ask: What does the 4 in 47 represent? (40 or 4 tens) It is critical that the student understands and uses the place values he or she is multiplying. Have the student identify and write the partial product for 2 3 40. (80) Challenge the student to complete the last two partial products. (30 3 7 5 210 and 30 3 40 5 1,200) Demonstrate how to add the partial products to find the product of 47 and 32. (1,504) Have the student compare the product to the estimated product to ensure that the answer is reasonable. Repeat using 29 3 51. (1,479)

Use Area Models 15–20 minutes

Write “23 3 85” on the board. Ask the student to estimate the product and then write each factor in expanded form. (20 3 90 5 1,800; 20 1 3 and 80 1 5) Have the student rewrite the problem by writing the numbers in expanded form. (20 1 3) 3 (80 1 5) Demonstrate how to use an area model to find the product, explaining each step. Draw a rectangle with 4 parts as shown. First label the sides. Ask the student how to find the area of each section of the rectangle and then label the corresponding areas in the model. Guide the student to conclude that the areas of each of the four sections are 1,600, 240, 100, and 15. Have the student add the areas and check the result against the estimate of the product. (1,955) Repeat the activity by having the student multiply 64 3 79. (5,056)

Support English Learners The word model has multiple meanings in English. Clarify that, in math, the word model means a representation of a situation.

580

20

3

20 3 5 5 100

3 3 80 5 240 3 3 5 5 15

20 3 80 5 1,600

473 32

1,504

1480

2101 1,200

Introduction


Use What You Know

Lesson 3 Add and Subtract Whole Numbers

Lesson 3Add and Subtract Whole Numbers

a. What operation can you use to find the number of stamps Katie and

Steve have in all?

b. What is the sum of the digits in the ones place?

c. What is the sum of the digits in the tens place?

d. What is the sum of the digits in the hundreds place?

e. What is the sum of the digits in the thousands place?

f. Which place value has a sum greater than 10?

g. Explain how you can find the number of stamps Katie and Steve have in all.

Katie has 3,437 stamps in her collection and Steve has 942 stamps in his collection. How many stamps do Katie and Steve have in all?

In this lesson, you will use place-value understanding and basic facts to add and subtract numbers. Take a look at this problem.

4.NBT.B.4


Scaffold learning to efficiently meet grade-level standards.

Unit Overview

Whole Class

After familiarizing yourself with the needs of the students based on the data below, you may decide to address these prerequisite skills during whole class instruction.

Prerequisite Groups Unit Group A4 Students

RecommendationsPrerequisites

Unit Group D4 Students

Recommendations

Unit Group C6 Students

Recommendations

Unit Group B5 Students

Recommendations

Unit 2: Operations and Algebraic Thinking

In Lessons 6-8 of this unit, students build on their basic understanding of multiplication and division as they learn about multiplicative comparison and solve problems using multiplication and division. They also use multiplication and division facts as they find factors for whole numbers within 100.

Subject

Math

Grade

Grade 4

Unit

Unit 2 (Lessons 6-8)

Class/Report Group

Grade 4, Section 2

Ms. GreeneAssess & TeachRosters HelpReports

Prerequisites PDF

Additional Support

In-depth Review

In-depth Review

In-depth Review

In-depth Review

Madera, Isabella

Marcus, Joseph

Nguyen, Eric

Rodriguez, Jeremy

Charnas, Brendan

Jones, Aisha

Kovac, Valarie

Williams, Gerald

Chen, Nadia

Dorsey, Justin

Flores, Shandra

Martin, Holly

Medeiros, Nick

Nelson, Sean

Foster, Claire

López, Madeline

Nasuti, Kevin

O’Connor, Liam

Petrov, Mariana

Additional Support

Additional Support

Know multiplication facts.

Solve word problems with multiplication and division.

Understand the relationship between multiplication and division.

Essential Skill

Yearly Pacing for Prerequisites

Unit and LessonSupport

These unit groups are suggestions, based on students’ most recent Diagnostic Results (to view the data, see the Diagnostic Results report).

Consider lessons recently taught and skills acquired since the last Diagnostic when selecting prerequisite work.

Learning Progression

Unit Flow &Progression Video

Major Themes of Unit

Prerequisites report for Mathematics helps you support unfinished learning by integrating prerequisites into grade-level instruction.

• Group students based on their mastery of common learning needs.

• Access Teacher Toolbox resources to scaffold their on-level learning.

Introduction


Think It Through

Lesson 1 Understand the Meaning of Multiplication

Lesson 1Understand the Meaning of Multiplication

What is going on when you multiply numbers?

When you multiply, you work with equal groups.

These groups of shells are equal.

These groups of shells are NOT equal.

When you have equal groups of objects, you can multiply to find a total.

Groups are called equal groups when they all have the same number of objects.

There are 3 groups. There are 2 shells in each group.

You can write this as 3 3 2. Think of 3 3 2 as “3 groups of 2.”

3 groups of 2 shells is 6 shells in all. 3 3 2 5 6

Think Multiplication is a way to find how many in all.

Underline the sentence that tells you what equal groups are.

3.OA.A.1

Tools for Scaffolding Comprehension (Grades 3–8) support you in understanding the progression of comprehension standards across grade levels and provides scaffolds to prepare all students to access grade-level Reading instruction.

Tools for Scaffolding Comprehension

Subject

Reading

Grade

4

Make Inferences in Informational TextsRefer to details and examples in a text when

explaining what the text says explicitly and

when drawing inferences from the text.RI.4.1

Standard Teacher StudentTitle

Showing 26 of 26

Comprehension Progression

Grade Level Outcome

Guide for Scaffolding Comprehension

Describe What Happened and Why

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.

RI.4.3

Connect Important IIdeas in a TextDetermine the main idea of a text and explain

how it is supported by key details. RI.4.2

RI.4.2 Sequence Ideas to SummarizeSummarize the text.

RI.4.5 Describe Text StructuresDescribe the overall structure of events,

ideas, concepts, or information in a text or

part of a text.

Compare and contrast a firsthand and

secondhand account of the same event or

topic; describe the differences in focus and

the information provided.

RI.4.6 Understand How Point of View Impacts Meaning

Determine which skills best support students as they work towards grade-level comprehension outcomes. Each skill has corresponding Tools for Scaffoldingresources, all available on this page.

Get recommendations for addressing gaps in comprehension. The guide helps you use i-Ready data to scaffold grade-level comprehension work, when to teach Foundational Skills, how to support English learners, and more.

Ms. GreeneAssess & TeachRosters HelpReports

Access guidance on using Diagnostic data to address comprehension needs.

• Get differentiated scaffolds and texts aligned to priority skills.

• Get even more support for grade-level instruction on Teacher Toolbox!

Learning Target

Summarizing Informational Texts

Lesson 5

Lesson 5 Summarizing Informational Texts66

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Introduction

Read Writers of informational texts organize their information around main ideas and key details about a topic.

To summarize a text, briefly restate the main idea and key details about the topic. Only include details that are important—details that answer questions about the main idea. Put your information in an order that makes sense, and be sure to use your own words.

Read the text below. How would you summarize it in a sentence or two?

Summarizing a text by briefly restating the main idea and key details will deepen your understanding of the information you read.

Even the Toothbrush Has a HistoryThe toothbrush has a history dating back thousands of years. Ancient Egyptians used toothbrushes made from the frayed ends of twigs. In the 1400s, the Chinese invented the first bristle toothbrush. The bristles were made from pig hairs attached to a bamboo handle. In 1938, the invention of nylon led to a modern toothbrush made of soft bristles. These improvements led to today’s toothbrush, which comes in all shapes and sizes. But the basic job of the tool has not changed much. The toothbrush is still used to keep our teeth healthy and clean.

RI.4.2 . . . summarize the text.


i-Ready.com


Reading Comprehension I Grades 4–5 I Summarize Informational Text I Page 1 of 3

Summarize Informational TextSummarizing is a strategy in which students capture the main points from what they read, in their own words. A strong summary highlights the important information, while still being much shorter than the text itself. It also typically reflects the structure of the text and does not include any personal opinions or judgments from the reader. When readers can summarize what they read, they become better comprehenders of text. Help students see that during and after reading, summarizing helps them to monitor comprehension, retain information, and organize ideas for studying or writing.

Four Ways to Teach

Teach a Process for Summarizing 20–30 minutes

Explain that when readers summarize informational text, they retell the most important facts or ideas. Say, When you summarize, you decide what to include from the text and what to leave out.

• Model the Keep, Delete, Substitute process for deciding what to include from the text and what to leave out.

• Display a brief informational text, and have students follow along as you read it. Identify the main idea of the text. Then return to the text line by line, and help students identify important and unimportant information. Mark up the displayed text as you model the Keep, Delete, Substitute process.

Keep Highlight main ideas and key details.

Delete Draw lines through information that is unnecessary, unimportant, or repetitive.

Substitute Substitute general terms for specific terms (e.g., animals for rabbits, squirrels, and deer). Make notes about your substituted terms.

• Reread what remains in the marked-up text. Select a topic sentence or make one up. Then model writing a summary based on what is displayed in the marked-up text.

• For independent practice, make copies of another text, and have students work with partners to practice the Keep, Delete, Substitute process.

Build a Summary 20–30 minutes

Provide students with a hands-on way to practice the summarizing process.

• Write a summary of a familiar informational text on index cards, one sentence per card. Prepare cards for the central idea and other important ideas, as well as for details of lesser importance.

• Work with students to analyze the information on each card to decide whether to keep or delete it.

• When students have reduced the cards to the most essential, they should arrange them in order to build a summary that reflects the structure of the original text.

• Reflect on the activity as a group by discussing why the omitted details were not important.

GRADE 4 Sequence Ideas to Summarize 2 of 9©Curriculum Associates, LLC Copying permitted for classroom use.

TOOLS FOR SCAFFOLDING COMPREHENSION

Sequence Ideas to Summarize SCAFFOLD A

Recognizing Sequence of Information When students are not yet able to recognize how information is organized in a text, it can make it very difficult to summarize the text. In Scaffold A, students will practice identifying how information is organized in a text.

Student Outcome I can identify how information is organized in a text.

Student Materials• Text: Hydroponic Gardens: The Wave of

the Future, p. 1• Student activity, p. 2

Duration ~30 minutes

Before Reading

1 Introduce the concept of sequencing information. • Share two short summaries of something interesting you have done recently, like

volunteering, celebrating a birthday or going on a trip.

ʲ In the first summary, share the details out of order. In the second summary, say the details in order.

ʲ Ask students to talk about why the second summary was easier to understand.

• Explain that sequencing information in a logical order is an important part of sharing information. Writers need to organize information in an order that makes sense. When we summarize what we learned from a text, it is also important to think about the order we share ideas.

2 Prepare students to read the text.• Read the title of the text. Ask students to talk about what they think hydroponic

means. If students are not sure, point out words like hydrant or hydrate to show that hydroponic has something to do with water.

• Explain that as you read the text, you will be pausing to think about how the writer organized information about hydroponic gardens.

• If needed, define unknown words that may interfere with understanding, such as nutrients, congested, or produce. Use students’ prior knowledge about the words to deepen understanding.

New for the 2020–2021 School Year

Identify critical prerequisite skills for accessing on-grade level mathematics standards.

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4.NBT.A.1 (M), 4.NBT.A.2 (M)


4.NBT.A.2 (M)


4.NBT.B.4 (M)


4.NBT.A.3 (M)


4.NBT.A.2 (M), 4.NBT.B.4 (M),

4.NBT.A.3 (M)









Whole Class



Teacher Toolbox

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Ready Common Core

Subject

Math

I love all aspects of Teacher Toolbox! It is easy to navigate and find resources

quickly, aligned with our standards. The content of each lesson is right where

we want our students to be, plus it deepens their understanding with thorough explanations.

I also appreciate the prerequisite information for my struggling learners.

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