4. RI.7 Interpret information presented visually, orally ...

Essential Elements Parts A-E of Grade Four Unit 6 Priority Standards
Unit 6 - Reading: Using Language Structure and Assessing Features in Informational Text

A: Grade Specific Standard

4. RI.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.

B. Content/Concepts C. Skills/Strategies Bloom's Taxonomy
(students need to know) (students need to be able to do) Levels

Visual information Interpret information presented visually,
Oral information orally, or quantitatively (e.g., in charts,
Quantitative information graphs, diagrams, time lines, animations,
or interactive elements on Web pages)

Explain how the information contributes
to an understanding of the text.

D. Big Ideas E. Essential Questions

Interpret information presented visually, Why do strong readers pay attention to visual, oral, or
orally, or quantitatively (e.g., in charts, quantitative information when reading non-fiction text or
graphs, diagrams, time lines, animations, viewing non-fiction web pages?
or interactive elements on Web pages)
contributes to an understanding of the
text.

Essential Elements Parts A-E of Grade Four Unit 6 Priority Standards
Unit 6 - Reading: Using Language Structure and Assessing Features in Informational Text

A: Grade Specific Standard

4.L.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of
a word or phrase.

B. Content/Concepts C. Skills/Strategies Bloom's Taxonomy
(students need to know) (students need to be able to do) Levels

Context Use context as a clue to the meaning of
Definitions unknown words/phrases.
Examples
Restatements

D. Big Ideas E. Essential Questions

Strong students use context (definitions, What can students do when they encounter unfamiliar
examples, restatements) as clues to the words/phrases?
meaning of unknown words/phrases.

Essential Elements Parts A-E of Grade Four Unit 6 Priority Standards
Unit 6 - Writing: Researching and Presenting Ideas

A: Grade Specific Standard

4.W.2a Introduce a topic clearly and group related information in paragraphs and sections;
include formatting (e.g., headings), illustrations, and multimedia when useful to aiding
comprehension.

B. Content/Concepts C. Skills/Strategies Bloom's Taxonomy
(students need to know) (students need to be able to do) Levels

Topic Introduce a topic
Related information Group related information in
Paragraphs paragraphs/sections
Formatting Include formatting, illustrations, and
Illustrations multimedia to aid comprehension
Multimedia
Comprehension

D. Big Ideas E. Essential Questions

Authors can introduce a topic clearly, What can an author do to help readers understand what
group related information, format text, was written?
add illustrations and use multimedia to
aid comprehension.

Essential Elements Parts A-E of Grade Four Unit 6 Priority Standards
Unit 6 - Writing: Researching and Presenting Ideas

A: Grade Specific Standard

4.W.2b Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.

B. Content/Concepts C. Skills/Strategies Bloom's Taxonomy
(students need to know) (students need to be able to do) Levels

Topic Develop the topic with facts, definitions,
Facts concrete details, quotations, or other
Definitions information and examples related to the
Concrete details topic.
Quotations

D. Big Ideas E. Essential Questions
What can a writer do to develop a topic?
Effective writers develop topics with
facts, definitions, concrete details,
quotations, or other information and
examples related to the topic.

Essential Elements Parts A-E of Grade Four Unit 6 Priority Standards
Unit 6 - Writing: Researching and Presenting Ideas

A: Grade Specific Standard

4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research.

B. Content/Concepts C. Skills/Strategies Bloom's Taxonomy
(students need to know) (students need to be able to do) Levels

Evidence Draw evidence from literary or
Literary text informational texts to support analysis,
Informational text reflection, and research.
Analysis
Reflection
Research

D. Big Ideas E. Essential Questions

Effective writers support their analysis, How do effective writers support their analysis, reflection,
reflection, and research with evidence and research?
from the text.

Essential Elements Parts A-E of Grade Four Unit 6 Priority Standards
Unit 6 - Writing: Researching and Presenting Ideas

A: Grade Specific Standard

4.SL.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.

B. Content/Concepts C. Skills/Strategies Bloom's Taxonomy
(students need to know) (students need to be able to do) Levels

Topic Report on a topic or text
Text Recount an experience in an organized
Story manner
Experience To support main idea or theme:
Appropriate facts
Relevant details • Use appropriate facts
Descriptive details • Use relevant details
Main idea • Use descriptive details
Theme Speak clearly
Pace Speak at an understandable pace

D. Big Ideas E. Essential Questions

Effective speakers present their thoughts What are the characteristics of a well-delivered speech?
in an organized manner, use
appropriate/relevant facts and details, and
speak clearly at an understandable pace.

Essential Elements Parts A-E of Grade Four Unit 6 Priority Standards
Unit 6 - Writing: Researching and Presenting Ideas

A: Grade Specific Standard

4.SL.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and
situations where informal discourse is appropriate (e.g., small-group discussion); use formal
English when appropriate to task and situation.

B. Content/Concepts C. Skills/Strategies Bloom's Taxonomy
(students need to know) (students need to be able to do) Levels

Formal English Differentiate between contexts that call
Informal discourse for formal English and situations where
informal discourse is appropriate

Use formal English when appropriate to
task and situation.

D. Big Ideas E. Essential Questions

Certain situations call for formal English Is formal English always necessary?
but informal discourse is appropriate in
others.