Program: Imagine It! Component: TabsPDF PassVendor: Quad Graphics Grade: 4

Leveled Readers for Fluency Leveled Readers for Science

Literacy eHandbook

Online & print support for every CCSS standard!

Approaching LevelApproaching Level

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Level 4 • Unit 4 • Lesson 2

Above LevelEnglish LearnerOn LevelAbove LevelEnglish LearnerOn Level

Decide on a Question

W.4.7

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L.4.2.d.

rarely force attract related pure current core fiction

Vocabulary StrategyContext Clues

RL.4.4, RI.4.4, L.4.4.a.

BIG Idea: What steps lead to a good experiment?

Focus Questions: How could you prove that magnetism exists? How would the world be different without magnets?

Genre: Expository Text

Target StrategySummarizingRI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

ComprehensionStrategy SkillAsking Questions Cause and EffectRI.4.1, RI.4.3 RI.4.5

Comparatives, Synonyms, Root Words Plus Prefixes

L.4.4.b., L.4.4.c., L.4.5.c.

Vocabulary Spelling Words

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Word Structure

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Isabel’s Invention

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by Hema Patel

Tools of Science

1R_G4_U4_T1_A_SCI-C.indd 1 1/17/07 7:54:25 AME li h L

Is it Scientifi c?by Krissy Meadowsby Krissy Meadows

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by Krissy Meadows

Looking for Scientifi c Proof

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by Ed Couchot

Rocks to SoilRocks to Soil

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Language Arts

Reading and Responding

Preparing to Read

Program: Imagine It! Component: TabsPDF PassVendor: Quad Graphics Grade: 4

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tism Common Core State Standards

Teacher Edition Page Numbers/

CCSS Literacy eHandbook Sections

L.4.4.b. Use common, grade-appropriate Greek and Latin affi xes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).Word Structure p. 372Q

CCSLH: 6.3.C

L.4.4.c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to fi nd the pronunciation and determine or clarify the

precise meaning of key words and phrases.

Word Structure p. 372P

CCSLH: 6.3.D

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).Word Structure p. 372P

CCSLH: 6.3.G

RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to signifi cant characters found in mythology (e.g.,

Herculean).

Guided Vocabulary Practice p. 372

CCSLH: 1.2.A, 1.2.B

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.Comprehension Strategies p. 382

CCSLH: 2.1.A

RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Comprehension Strategies p. 376

Supporting the Reading p. 385A

CCSLH: 2.1.B, 2.1.C

RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientifi c, or technical text, including what happened and why, based on specifi c

information in the text.

Comprehension Strategies p. 376

CCSLH: 2.1.D, 2.1.E, 2.1.F

RI.4.4 Determine the meaning of general academic and domain-specifi c words or phrases in a text relevant to a grade 4 topic or subject area.Guided Vocabulary Practice p. 372

CCSLH: 2.2.A, 2.2.B

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/eff ect, problem/solution) of events, ideas, concepts, or information in a text or

part of a text.

Comprehension Skills p. 379

Reading with a Writer’s Eye p. 381

CCSLH: 2.2.C

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 contributes to an understanding of the text in which it appears.

Social Studies Inquiry p. 386

CCSLH: 2.3.A

RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.Reading with a Writer’s Eye p. 383

CCSLH: 2.3.B

RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.Theme Connections p. 385

CCSLH: 2.3.C

RI.4.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5

text complexity band profi ciently, with scaff olding as needed at the high end of the range.Reading Recommendation p. 374

W.4.7 Conduct short research projects that build knowledge through investigation of diff erent aspects of a topic.Inquiry Process pp. 387A–387B

CCSLH: 4.3.A

SL.4.1.b. Follow agreed-upon rules for discussions and carry out assigned roles.Discussing the Selection p. 383A

CCSLH: 5.1.A

SL.4.1.c. Pose and respond to specifi c questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the

remarks of others.

Discussing the Selection p. 383A

CCSLH: 5.1.A

SL.4.1.d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.Discussing the Selection p. 383A

CCSLH: 5.1.A

L.4.4.a. Use context (e.g., defi nitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.Guided Vocabulary Practice p. 372

CCSLH: 6.3.B

L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specifi c 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).

Guided Vocabulary Practice p. 373

CCSLH: 6.3.H

W.4.2.b. Develop the topic with facts, defi nitions, concrete details, quotations, or other information and examples related to the topic.Writing p. 387G

CCSLH: 4.1.B

W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specifi c

expectations for writing types are defi ned in standards 1–3 above.)

Writing p. 387G

CCSLH: 4.2.A

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.

Writing p. 387F

CCSLH: 4.3.A

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”).

Writing p. 387F

CCSLH: 4.3.B

W.4.10 Write routinely over extended time frames (time for research, refl ection, and revision) and shorter time frames (a single sitting or a day or two) for a

range of discipline-specifi c tasks, purposes, and audiences.

Writing pp. 387E–387H

CCSLH: 4.1.A, 4.1.B, 4.1.C, 4.3.A, 4.4.A

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.

Listening/Speaking/Viewing p. 387M

CCSLH: 5.2.A, 5.2.B, 5.2.C

L.4.2.a. Use correct capitalization.Writing p. 387H

CCSLH: 6.1.H

C

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