measuring up to the standards sample pack

The sample pack features:

• 3 full student lessons with complete Teacher Edition lessons • 1 full Table of Contents for your grade level • Correlation to the standards

Developed to meet the rigor of the standards, Measuring Up employs support for using and applying critical thinking skills with direct standards instruction that elevate and engage student thinking.

Standards-based lessons feature introductions that set students up for success with:

Vocabulary in Action

Relevant real-world connections

Clearly identifi ed learning goals

Connections to prior learning

Guided Instruction and Independent Learning strengthen learning with:

Deep thinking prompts

Collaborative learning

Self-evaluation

Demonstration of problem-solving logic

Application of higher-order thinking

Flexible design meets the needs of whole- or small-group instruction.Use for:

Introducing standards

Reinforcement or standards review

Intervention

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Measuring Up Live 2.0 blends instructional print resources with online, dynamic assessment and practice. Meet the needs of all students for standards mastery with resources that pinpointstudent needs with customized practice.

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Measuring Up to the Standards Sample Pack

ELA | Grade 4 | Lessons 25, 26, 27

[ 256 ] masteryeducation.com | English Language Arts | Level D Copying is prohibited.

WORDS TO KNOW

detail

example

explicitly

inference

refer

UN

IT 4 Lesson 25

REFER TO DETAILS AND EXAMPLES IN A TEXT

INTRODUCTIONReal-World Connection

MUSIC CONNECTION

Amaya is a very good singer. At school, she loves to sing the national anthem of the United States. She wants to learn more about national anthems. Her mother showed her a website with diff erent anthems from many nations. Amaya played the music as she read the words. She could tell that people would be proud to sing these anthems to honor their countries, but how could she tell? What words in the songs made people feel proud? We will practice the skills in Guided Instruction and Independent Practice and revisit Amaya and her songs at the end of the lesson.

What I Am Going to Learn● How to draw inferences in a text

● How to refer to details and examples in a text to support my inferences

What I May Already Know

● I know how to ask and answer questions about a text.

● I know how to refer to the text to fi nd my answers to questions about a text.

Vocabulary in ActionAuthors of nonfi ction texts often share facts and information with their readers. There are many ways to share facts.

● A detail is a small piece of information. An author uses details to share ideas.

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[ 257 ]Unit 4 | Informational Text | masteryeducation.comCopying is prohibited.

REFER TO DETAILS AND EXAMPLES IN A TEXT Lesson 25

● An example is a special type of detail. Authors often use examples to simplify their ideas.

● Sometimes information is stated explicitly in a text. In explicit texts, authors say exactly what they mean. You can fi nd explicit details by reading exactly what the text says. Here is an example.

A text might say, “As soon as the light turned green, the driver behind us started honking his horn.” How would you tell your friends about what you read? You would say to them, “The author said that the light turned green and the driver behind them started honking.” You pull specifi c details from the text. You restate them in your own words.

● Some information is not explicit, but it is still part of the author’s message. To fi gure out what the author means, readers can combine clues from the text with what they already know. This is called making an inference. Here is an example of an inference.

We can make an inference about the driver in the text above. We can infer that he is in a hurry. How do we know? The author uses details to tell us. The driver begins honking “as soon as the light turns green.” Also, the driver honks “loudly.” From these details, we can draw the inference that the driver is in a rush.

● Refer to the text for details and examples. Referring to the text means mentioning details from the text to show where you found the information and how you came up with your inference.

GUIDED INSTRUCTION Read the following passage from the website Amaya found.

National Anthems: Songs of FreedomA national anthem is a country’s offi cial song. It is usually a patriotic song with moving words and music that make people feel proud. Most national anthems tell about the history or traditions of a country. These songs celebrate the country’s freedom and independence. People often sing national anthems for special occasions, like national holidays, military events, school events, and sporting events.

The national anthem of the United States is called “The Star Spangled Banner.” The words were written by Francis Scott Key in 1814. He was writing about a battle against the British Navy. During the battle, British ships attacked Fort McHenry in Baltimore, Maryland. They shot many bombshells from their ships, but they could not capture the fort. The morning after the battle, Key wrote, “our fl ag was still there,” waving over “the land of the free and the home of the brave.”



Lesson 25 REFER TO DETAILS AND EXAMPLES IN A TEXT

When Americans hear the anthem, they stand, face the fl ag, and remove their hats. Some even sing along. People in other countries also stand still when their national anthems are played. Some hold their hand over their heart. Others stand at attention, saluting their fl ag.

Amaya used a chart to record some details from the text. She wrote what each detail says explicitly. She also wrote what she knows. Then she made some inferences. Can you fi ll in the last row?

DETAIL WHAT I KNOW INFERENCE

“When Americans hear the anthem, they stand, face the fl ag, and remove their hats.” (paragraph 3)

The fl ag is a symbol of America.

People know where the fl ag is located.

“The morning after the battle, Key wrote, ‘our fl ag was still there,’ waving over ‘the land of the free and the home of the brave.’” (paragraph 2)

The United States won the battle of Fort McHenry.

Francis Scott Key was deeply moved by the battle.

“People in other countries also stand still when their national anthems are played.” (paragraph 3)

Read this text from the website Amaya found about national anthems. Look for details and examples. Think about what the author wants you to fi gure out.

O Canada The national anthem of Canada is a song called “O Canada.” Canada has two offi cial languages, so the song has words in both English and French. The song is about Canadians’ love for their country and freedom. The song was written in 1880 in French. An English version was written in 1906. The original French words are the same today, but the English words have been changed several times. Since 1980, when “O Canada” offi cially became the national anthem, some people have tried to get the government to change some of the words again.

TIPS AND TRICKSInferences combine details from a text with what you know. Use a chart like the one at right to help you.

THINK ABOUT ITWhen did the words to “O Canada” change? This is a detail.




Part AWhich inference is best supported by the text?

Ⓐ Most Canadians think the anthem should only be in one language.

Ⓑ Some Canadians are unhappy with the words of “O Canada.”

Ⓒ Few Canadians think the national anthem is set to beautiful music.

Ⓓ Many Canadians prefer the French version of the anthem.

Part BUnderline two details that best support the answer to Part A.

HINT, HINTRemember that when you make an inference, you must support it with details or examples from the text.

Color in the traffi c signal that shows how you are doing with the skill.

I am stuck.

I almost have it.

I understand

the skill.

How Am I Doing?

What questions do you have?

Explain the diff erence between explicit text and inferences.

How do you make inferences every day in your normal reading or

even in conversations with friends?




INDEPENDENT PRACTICERead the memoir. Then answer the questions that follow.

Yia-Yia’s Danceby Laurie Halse Anderson | Genre: Memoir

1 My Yia-Yia, my beautiful grandmother—she dances like a ribbon, like a smooth, sun-glinting, wind-tossed ribbon.

2 Yia-Yia was born in a tiny village in Greece. Her four brothers, her grandparents, and all the aunts, uncles, and cousins danced around a bonfi re long into the night when she was born. Her mother and father had waited many years for a girl child. Their love for her was as deep as the sea. Her father took her outside to the happy relatives when she was only one hour old. She opened her eyes. She watched the fi relight and smoke curl up to the stars that hung above their village.

3 Just as she was learning how to walk, the family packed up everything they owned and crossed the ocean in a ship. The sailors taught her how to dance to the music of a pipe, while sea gulls sang overhead.

4 When she got bigger, she twirled and whirled on her way to school in the morning. She snapped her fi ngers and clicked her heels on the way home in the afternoon. There was always work to be done at her house—fl oors to scrub and pots to wash and clothes to iron and schoolwork to fi nish late into the night at the kitchen table. She held a tune in her heart and tapped out a beat with her toes, so the time passed quickly by.

5 Back then my Papou stood tall and strong. He fell in love with the way Yia-Yia’s black hair glowed in the candlelight of their church. He talked to each one of her four brothers and her father and then her mother to get permission to sit next to her on the stoop and drink lemonade. They ate sweet cakes she made with her slender hands. When he asked her to marry him he had a spot of honey on his chin.

6 At their wedding, her feet barely touched the ground. The voices of the singers and the perfume of the incense coiled around her heart and made her eyes wet. Wearing their wedding crowns, she and her beloved walked three times around the altar and became partners for life.

7 Later came babies—my mom, my Aunt Helena, and my Uncle Costas. Yia-Yia danced with them all so they wouldn’t fuss. She played old records and whispered stories of a faraway village. With a baby in her arms, she hummed the tunes of far away.

[ ]

READING NOTES




She high-stepped her way from the kitchen to the laundry room, from the grocery to the church. She tied back her long hair with scarves of blue and green.

8 When the children grew older she taught them the right steps: chin up, back straight, eyes clear and steady. She kissed Papou on the chin when he came home in the evening, tired from the mill. She pulled him to the soft chair and served him thick coff ee and fi gs while dinner cooked.

9 Uncle Costas married Aunt Tessa, and Aunt Helena married Uncle Roy, and my mom married my dad. Then came the grandchildren—roly-poly grandchildren who loved pastries and cookies and a spinning grandmother who hummed.

10 These days the best place to see my Yia-Yia dance is at the church festival. The guitar music rings in my ears, and the salty-sweet tastes of Greece fi ll my mouth. Yia-Yia and Papou sit at the end of a long table. They watch the young people dance in graceful lines that snake in and out of the room. They smile at their friends and wave to their children and grandchildren, but Yia-Yia does not dance . . . until the band plays the sailor’s song. She takes the snow-white handkerchief from Papou’s jacket pocket and slides the scarf from her hair. Everyone in the room stops to watch her.

11 She dances. Her arms glide like the wings of a swan. Her feet stomp and her legs leap, harder and higher than the youngest girl. Her proud face is strong, like the faces in the paintings in the church. The music grows louder, and her children and grandchildren cheer. She throws back her head. Her dark, silver-streaked hair comes alive like a moonless night lit by shimmering silver stars. It curls in the air like the smoke rising from a village bonfi re.

This question has two parts. First, answer Part A. Then, answer Part B.

1. Part AWhich inference is best supported the details in paragraph 2?

Ⓐ Yia-Yia had a small family.

Ⓒ Yia-Yia’s family had little money.

Ⓑ Yia-Yia’s family was excited.

Ⓓ Yia-Yia’s village was very small.

Part BUnderline two sentences in paragraph 2 that best support the answer to Part A.

HINT, HINTRemember that an inference is something that you have to fi gure out. It is not stated explicitly in the text.




2. Which detail is explicitly stated in paragraph 3?

Ⓐ Yia-Yia’s family owned few things.

Ⓑ Yia-Yia’s family loved to travel by sea.

Ⓒ Yia-Yia’s family were sailors and dancers.

Ⓓ Yia-Yia’s family moved when she was little.


3. Part AWhich inference is best supported by the details in paragraph 4?

Part BUnderline two sentences from paragraph 4 that best support your answer to Part A.


4. Part ARead this sentence from paragraph 8.

“When the children grew older she taught them the right steps: chin up, back straight, eyes clear and steady.”

Which inference can you make from this sentence?

Ⓐ Yia-Yia was teaching the children how to walk.

Ⓑ Yia-Yia was teaching the children how to dance.

Ⓒ Yia-Yia was telling the children how to sit up straight.

Ⓓ Yia-Yia was teaching the children to show respect for Papou.

3.

TIPS AND TRICKSNotice how the author uses the words “right steps.” Think about how this relates to what Yia-Yia would be good at teaching.




Part BWhat does this sentence state explicitly?

Ⓐ Yia-Yia always stood tall.

Ⓑ Yia-Yia’s children liked learning from her.

Ⓒ Yia-Yia taught her children to keep their chins up.

Ⓓ Yia-Yia’s children were adults when they began dancing.

5. Match each detail with the inference it supports.

“There was always work to be done at her house—fl oors to scrub and pots to wash and clothes to iron and schoolwork to fi nish late into the night . . .” (paragraph 4)

Respect for family is an important Greek tradition.

“He talked to each one of her four brothers and her father and then her mother to get permission to sit next to her on the stoop and drink lemonade.” (paragraph 5)

Family history and traditions were important to Yia-Yia.

“She played old records and whispered stories of a faraway village. With a baby in her arms, she hummed the tunes of far away.” (paragraph 7)

Yia-Yia was expected to help with housework.

6. Reread paragraphs 10 and 11 and make an inference from the text. Write your inference below. Explain how you made this inference. Refer to at least two explicit details from the text to support your inference.

6.




EXIT TICKET

Now that you know how to refer to details and examples to make inferences in a text, let’s revisit the Real-World Connection.Remember, Amaya wondered how she could tell what words in the national anthem and other anthems made people feel proud. Can you answer Amaya’s question? How can she tell which words in the songs would make people feel proud? What should she look for? Using what you learned in this lesson, answer Amaya’s question on the lines below.



WORDS TO KNOW

main idea

determine

support

key detail

clarify

Lesson 26DETERMINE MAIN IDEA AND SUPPORTING DETAILS


SCIENCE CONNECTION

Riley really enjoys science about animals. When she can, Riley likes to help sick animals feel better. She has just fi nished reading a book about guinea pigs. Riley’s mother asks her what the book is about. Riley tells her mother all about the book. She describes all of the details about feeding guinea pigs. She lists all the steps in taking care of them. She also tells how long guinea pigs live. Her mother may not have time to listen to all of these details. How can Riley change what she says to her mother and tell her only the important points? We will practice the skills in Guided Instruction and Independent Practice and revisit Riley and her story at the end of the lesson.

What I Am Going to Learn● How to determine the main idea of a text

● How to identify key details that support the main idea of a text

What I May Already Know ● I know how to ask and answer questions about a text.

● I know how to refer to the text to fi nd answers to questions about the text.



Lesson 26 DETERMINE MAIN IDEA AND SUPPORTING DETAILS

Vocabulary in ActionAs you read, you will sort through a lot of information. When people ask, “What’s this about?’ they want to know the main idea.

● The main idea is the most important point in a text. The main idea can also be the most important idea in a paragraph. Sometimes, the main idea is stated directly in the text. The author will often state the main idea in a complete sentence. This sentence usually comes at the beginning or the end of a paragraph. However, sometimes you will have to fi gure out the main idea on your own.

● You can determine, or fi gure out, the main idea of a text when you read.

Look for key words.

Key words will help you fi gure out the topic.

● Authors support the main idea by giving more information and details.

● A key detail is a piece of information that describes and supports the main idea.

● Key details can also help clarify the main idea or explain it in more detail.

Not every sentence will be a key detail.

If a specifi c sentence does not help you understand the main idea, it might not be a key detail.

GUIDED INSTRUCTION Now read this informational text about steam power. Try to fi gure out its main idea and key details.

How Do Steam Engines Move?First, a fi re is lit inside a boiler. The water inside the boiler starts to produce steam as the water boils. The steam that is generated builds and builds pressure, and this pressure pushes into a cylinder. Inside this cylinder is a piston attached to the train’s wheels. The steam pressure inside the cylinder moves the piston and turns the wheels. With enough steam from the boiling water, the train engine can reach speeds of around 50 miles per hour.

Train with steam engine

TIPS AND TRICKSThis text does not state the main idea in a sentence. However, the title lets you know that the topic of the text is steam engines.



DETERMINE MAIN IDEA AND SUPPORTING DETAILS Lesson 26

Part AWhat is the main idea of this text?

Ⓐ Steam engines have boilers and cylinders.

Ⓑ Steam engines move with steam from boiling water.

Ⓒ Steam engines are very powerful machines.

Ⓓ Steam engines reach speeds of 50 miles per hour.

Part BUnderline three key details in the text that best support the answer in Part A.

Complete the chart by listing the key details you found in the passage and how they support the main idea.

KEY DETAIL WHAT IT EXPLAINS ABOUT THE MAIN IDEA

HINT, HINTAsk yourself, “What is the most important point the author is trying to make about the topic of steam engines?” Choose an answer choice that connects to the whole text.





I am stuck.

I almost have it.

I understand

the skill.

How Am I Doing?


Explain the diff erence between a topic and a main idea.

Think about your everyday conversations with friends. When have

you told them the main idea of something?

TURN AND TALKYou are writing a book about steam engines. Work with a partner to research and describe the contents for another chapter on the subject that wasn’t covered in this passage. Then write a paragraph of information that explains the contents of the new chapter. Tell how it links to the ideas in previous chapters.




INDEPENDENT PRACTICERead the article. Then answer the questions that follow.

Protecting the Bighorn SheepGenre: Magazine Article

1 The bighorn sheep is a sheep that lives in the Rocky Mountains of North America. In 1999, the bighorn sheep was labeled an endangered species. Being endangered means that there are few left of its kind on Earth. It’s shocking because there were once over a million bighorns in North America! By 1960, the number had decreased to just around 15,000. Sadly, that number continued to drop.

2 The population of bighorn sheep was reduced due to hunting and diseases caught from domestic sheep. Another big reason was habitat changes caused by people developing the land that used to be home to many bighorns.

3 When the bighorn sheep was placed on the endangered species list, it meant that hunting of the animals had to stop. A serious eff ort was organized to protect the remaining bighorn population. National parks created sanctuary areas that helped to conserve, or protect, the endangered animals. National parks protect many diff erent kinds of wildlife. Because of these eff orts, the bighorn is doing much better today.

4 In some states, such as New Mexico, the bighorn sheep has been taken off the endangered list. However, it is still a protected species. More work is being done to ensure that the sheep will continue to thrive. If an animal is taken off the endangered list, it is usually due to the sad event of extinction, which means there is no more of that species on the planet. For the bighorn sheep, it was a sign that the population is growing again.

5 Scientists are now able to move the sheep to their natural habitats, such as Yosemite National Park. Years before, bighorns had disappeared from the park altogether. To ensure there is no risk of a disease, scientists give each sheep a full checkup before sending it to a healthy herd. They also tag the sheep so they can keep track of their movements.

6 The bighorn sheep is a great example of how endangered animals can be brought back from the edge of extinction. The process takes time, research, resources, and hardworking people, but it is worth all the investment to protect an amazing animal.

Bighorn sheep in the Rocky Mountains

THINK ABOUT ITThe main idea explains what a text is mostly about, so read all the text before determining the main idea.




1. Read the following sentences from “Protecting the Bighorn Sheep.” Place the sentences in the chart below to show which sentence is the main idea of the article and which sentences are key details.

“When the bighorn sheep was placed on the endangered species list, it meant that hunting of the animals had to stop.” (paragraph 3)

“In some states, such as New Mexico, the bighorn sheep has been taken off the endangered list.” (paragraph 4)

“The bighorn sheep is a great example of how endangered animals can be brought back from the edge of extinction.” (paragraph 6)

MAIN IDEA

KEY DETAIL

KEY DETAIL


2. Part AWhat is the main idea of paragraph 1?

Ⓐ The bighorn sheep lives in the Rocky Mountains.

Ⓑ The bighorn sheep slowly decreased in numbers.

Ⓒ The bighorn sheep can be found in North America.

Ⓓ The bighorn sheep was labeled an endangered species.

Part BUnderline three key details from the paragraph that best support the answer to Part A.

TIPS AND TRICKSLook for details in paragraph 1 that support each answer choice.




3. Which two key details best support the main idea that humans were responsible for decreasing the bighorn sheep population?

Ⓐ “It’s shocking because there were once over a million bighorns in North America!” (paragraph 1)

Ⓑ “Another big reason was habitat changes caused by people developing the land that used to be home to many bighorns.” (paragraph 2)

Ⓒ “When the bighorn sheep was placed on the endangered species list, it meant that hunting of the animals had to stop.” (paragraph 3)

Ⓓ “In some states, such as New Mexico, the bighorn sheep has been taken off the endangered list.” (paragraph 4)

Ⓔ “To ensure there is no risk of a disease, scientists give each sheep a full checkup before sending it to a healthy herd.” (paragraph 5)

Ⓕ “The process takes time, research, resources, and hardworking people, but it is worth all the investment . . .” (paragraph 6)

4. Read each of the statements on the left about paragraph 3. Then, match each with its correct explanation on the right.

National parks protect many types of wildlife. Main idea of paragraph

Hunting bighorns ended once they were put on the endangered species list.

Key detail that supports the main idea

Sanctuary areas contributed to helping the bighorns.

Not a key detail


5. Part AWhat key detail does the author include in paragraph 4 to help support the main idea of the article?

Ⓐ The possibility of extinction aff ects many animals.

Ⓑ Endangered animals are protected in many diff erent ways.

Ⓒ Bighorn sheep are protected against hunters.

Ⓓ Bighorns are being taken off the endangered list in some states.




Part BHow does this key detail support the article’s main idea?



Ⓐ Sheep can be tagged to track their movements.

Ⓑ Bighorns can be safely returned to their natural habitats.

Ⓒ Scientists make sure the animals are not at risk for disease.

Ⓓ Yosemite National Park is home to large bighorn populations.

Part BUnderline the key detail from the paragraph that best supports the answer to Part A.

7. If someone asks you what the article “Protecting the Bighorn Sheep” is about, how can you describe the main idea without giving too much information? Write the main idea and include key details from the text.

7. TIPS AND TRICKSBe sure you only include key details in your response.




EXIT TICKET

Now you know how to use key details to determine the main idea of a text. Let’s revisit the Real-World Connection. Look at this passage from the book that Riley was telling her mom about. The topic of this passage is guinea pigs. What point is the author trying to make about guinea pigs? Use the key words in the text to determine the main idea.

Feeding Your Guinea PigGuinea pigs like to chew lots of grass hay. This hay helps their bodies digest their food. Guinea pigs also enjoy fresh vegetables, such as carrots, cucumbers, and Brussels sprouts. They can have fruit once or twice a week. It’s also a good idea to give a pet guinea pig pellets that have extra vitamins. Vitamins help keep your pet healthy. Guinea pigs should be given fresh water each day. Remember to change the water if it becomes dirty.

Some guinea pigs like carrots.



UN

IT 4 WORDS TO KNOW

summary

topic sentence

main idea

supporting detail

Lesson 27 SUMMARIZE A TEXT


TECHNOLOGY AND MEDIA

Brett’s science class read an article about robots. Brett thinks the article is interesting. He wants to share the article with his friends, but he left it at school. Brett decides to explain it in his own words. He explains the information that is important but also includes some details that do not help his friends understand parts of the article. How can Brett make sure he tells his friends the important points? We will practice the skills in Guided Instruction and Independent Practice and revisit Brett and his friends at the end of the lesson.


● How to identify the key details in a text that support the main idea

● How to use the main idea and supporting details to provide a summary of the text



● I know how to refer to the text to fi nd answers to questions.

THINK ABOUT ITDo you know what a summary is? Before you read any further, try to write a defi nition for summary in your own words. Use the information about how Brett explained the article to help you.

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SUMMARIZE A TEXT Lesson 27

THINK ABOUT ITAnalyze the supporting details in each paragraph, and ask yourself what they tell you about the main idea.

Vocabulary in Action● A summary is a short explanation of what a text says. A summary

should not include every detail from the text. It should include the most important details in the article. When writing a summary, the ideas should be in your own words.

● In informational texts, each paragraph has a topic sentence. The topic sentence often tells the main idea of the paragraph. Look for topic sentences while you read. Topic sentences will help you recognize what information is most important.

● Summaries should include the main idea of the text. The main idea describes the point the author is trying to make. The main idea is sometimes stated as the topic sentence of the fi rst paragraph.

● A supporting detail supports the main idea of the text. Supporting details also support the main idea of each paragraph. They can be key details that explain important information in the text. A good summary tells how the main idea and supporting details are developed.

GUIDED INSTRUCTION As you read this article, underline or write down the topic sentence of each paragraph. Then, look at the supporting details. What do these details tell you about the topic of each paragraph? Write your responses in complete sentences in your own words. Do this for each paragraph. Then, put your sentences together into a short paragraph. This is your summary!

Robot LaborToday, robots are doing many of the jobs that people once did. In factories, robots help build cars and other machines. Years ago, workers on an assembly line did the same task all day long. For example, one worker might just attach car doors. Another might install the windshields, perhaps hundreds of them every day. Today, robots do a lot of these jobs so people don’t have to.

Robots can also do jobs that are dangerous for humans. For example, underwater robots are used to explore shipwrecks. If a robot is damaged or destroyed, it can be replaced, unlike a human.

Not everyone likes the idea of robots replacing humans. Some worry that robots are taking too many jobs away from people. Often one robot can do the work of many people. Robots do not get tired, and they do not need to be paid. If robots do all of our work, how will people make a living?




Part AWhich is the best summary of the text?

Ⓐ A long time ago, people had to do jobs like attaching car doors and windshields. Now, robots can do many of these jobs and they never get tired.

Ⓑ One robot can replace many human workers. Some people think this is good, but others don’t think so. They worry that pretty soon nobody will be able to fi nd a job because of robots.

Ⓒ Robots today do many of the factory jobs that people used to do. Also, robots can do some jobs that would be dangerous for people. However, some people think robots will soon make it hard for people to fi nd work.

Ⓓ Robots are good because they can do jobs that nobody wants to do. Some jobs are just too dangerous for people. People don’t have to do the same job over and over all day because of robots.

Part BUnderline the topic sentence in each paragraph that best supports the answer to Part A.

Read this article that Brett read in class.

Careers in RoboticsImagine a robot that could cook your dinner, clean your room, or build you a new house. Would you like to create such a robot? If so, you should think about a career in robotics. Today, many kinds of jobs involve working with robots.

People who design robots are called mechanical engineers. They decide what the robots will look like and what work they will do. They also decide how the parts of a robot will work together.

Robotics engineers also work with robots. Most robots have computers inside that act like the human brain. Robotics engineers write computer programs that tell robots what to do and how to do it. Robotics engineers must know a lot about computers because these programs are very complicated.

If you like fi xing things, then you might make a good robotics technician. Even a well-made robot can break. Robotics technicians fi x robots and check for mechanical problems to make sure they don’t break down. Robots are very complex machines, so technicians must have lots of training.

HINT, HINTLook for the answer that contains the main idea and all of the key details from the text.




Look at the chart below that Brett fi lled out about the article he read in class. Fill in the empty boxes.

TOPIC SENTENCE MAIN IDEA/SUPPORTING DETAIL

Paragraph 1: “Today, many kinds of jobs involve working with robots.”

Main Idea: There are many diff erent jobs for people who like robots.

Paragraph 2: “People who design robots are called mechanical engineers.”

Supporting Detail: Mechanical engineers design robots and plan how they will work.

Paragraph 3: “Robotics engineers also work with robots.”

Supporting Detail:

Paragraph 4: “Robotics technicians fi x robots and check for mechanical problems to make sure they don’t break down.”

Supporting Detail:


I am stuck.

I almost have it.

I understand

the skill.

How Am I Doing?


What strategies can help you fi nd the main idea?

Think about your discussion in class every day. Describe a time

when you gave a summary of something to a friend or a teacher.





Green Screen TechnologyGenre: Essay

1 Green screen technology allows us to put an image or video on diff erent backgrounds. If you have ever watched the news on television, you have seen this technology in action. The weather report is a good example. A weather reporter appears to be standing in front of a large map. The map moves and changes to show the weather patterns, but if you were in the studio you would see that there is no map at all. Behind the reporter is nothing but a large, green wall! How then do we see the map on TV?

2 Green screen technology removes all of the green color from the video image, and then replaces it. Once the green background is gone, another scene or backdrop can be added. The new backdrop can be almost anything: a weather map, a desert island, or the slopes of Mount Everest. Special software combines the two images, making it seem as if the person in front of the green screen is really somewhere else.

3 When green screen technology was fi rst developed, it was mainly used by professional photographers and fi lmmakers. The original green screen technology was called Chroma Key. It was fi rst used in the 1930s in Hollywood. Since then, green screens have been used in many movies for special eff ects. In fact, most of the movies we see today wouldn’t be possible without the use of a green screen.

4 Green screen technology is not used just in Hollywood these days. Digital software has made green screen technology available to more people. Many cameras, tablets, and smartphones have green screen applications. With a little practice, almost anyone can learn how to take green screen photos and videos and add a backdrop.





1. Part AWhich sentence best summarizes paragraph 1?

Ⓐ In a TV studio, weather reporters are really standing in front of a green wall, not a map.

Ⓑ TV weather reports use large maps to show weather patterns.

Ⓒ Green screen technology is used to place images on diff erent backgrounds.

Ⓓ Green screen technology is mainly used in weather reports to make reporters look as if they are in front of a map.

Part BUnderline the topic sentence in paragraph 1 that best supports the answer to Part A.


2. Part AWhich detail in paragraph 2 should be included in a summary of the text?

Ⓐ Green screen technology can place an image over a backdrop of a desert.

Ⓑ Green screen technology works by replacing the green color with another image.

Ⓒ Green screen technology has special software to combine images.

Ⓓ Green screen technology makes people look as if they are standing in front of something.

Part BWhich statement best explains why the answer to Part A is important to the summary?

Ⓐ It describes the diff erent parts of green screen technology.

Ⓑ It gives examples of diff erent images that green screentechnology uses.

Ⓒ It explains why people use green screen technology.

Ⓓ It shows how green screen technology works.

TIPS AND TRICKSWhen you are summarizing a passage, or even just a paragraph, ask yourself, “What are the most important details?”




3. Identify the main idea of this text and key details that would make a summary of the text. Use four of the sentences below to fi ll out the chart.

Green screens have been used in many movies for special eff ects.

Green screen technology is widely used to put video images on various backgrounds.

Green screen software works by removing the green background and replacing it with a diff erent backdrop.

The backdrop of a green screen could be a weather map, a desert island, or Mt. Everest.

Green screen has been used in Hollywood fi lms since the 1930s.

Digital software has brought green-screen technology to personal cameras and other devices.

SUMMARY OF “GREEN SCREEN TECHNOLOGY”

MAIN IDEA

SUPPORTING DETAIL (PARAGRAPH 2)







4. Part AA student wrote the following summary of paragraph 3. What makes this a weak summary?

The original green screen technology was called Chroma Key and it was fi rst used for Hollywood movies. Green screens have been used in many movies for special eff ects since the 1930s. In fact, most movies have special eff ects that wouldn’t be possible without a green screen.

Ⓐ It includes details from another paragraph.

Ⓑ It is missing the main idea of the paragraph.

Ⓒ It includes a main idea from another paragraph.

Ⓓ It is missing two important details from the paragraph.

Part BUnderline the sentence in paragraph 3 that has details that should be included in this summary.

5. A student decides to include this sentence in a summary ofparagraph 4.

Green screen technology is not used just in Hollywood anymore.

Explain why this detail is important to include in the summary.

5.




6. Write a summary of the essay, “Green Screen Technology.” Be sure to include the main idea and key details. Explain what makes this agood summary.

6. HINT, HINTBefore you start your summary, use a chart to write down the main idea of each paragraph and the details that support that idea. Use this chart to write your summary.




EXIT TICKET

Now you know how to use key details and the main idea to summarize a text. Let’s revisit the Real-World Connection. Look back at the article Brett wrote and the chart that he made to go with it. Use the chart to write a summary of the article. Remember that putting together the main idea of each paragraph becomes the summary.


Teacher Edition

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[ ii ]

Letter to Students vi

Letter to Parents and Families vii

What You’ll See in Measuring Up viii

Unit 2 LANGUAGE AND WRITING

Unit 1 REVIEWING FOUNDATIONAL SKILLSCHAPTER 1 | PHONICS AND WORD RECOGNITION

CHAPTER 1 | LANGUAGE SKILLS

CCSS

CCSS

LESSON

LESSON

RF.4.3.a, L.4.4.b 1. Use Root Words and Affi xes 1

RF.4.4.c, L.4.4.a 2. Use Context Clues for Words 10

RF.4.4.a, RF.4.4.b 3. Read for Understanding 20

L.4.5.a 4. Explain Similes and Metaphors 31

L.4.5.b 5. Recognize Idioms, Adages, and Proverbs 41

L.4.5.c 6. Identify Synonyms and Antonyms 50

CHAPTER 2 | FLUENCY

Introduction

CONTENTS

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[ iii ]

Unit 3 LITERATURE

CCSS LESSON

CHAPTER 1 | KEY IDEAS AND DETAILS

CHAPTER 2 | WRITING SKILL

CHAPTER 2 | CRAFT AND STRUCTURE

CCSS LESSONRL.4.1 14. Refer to Details and Examples in a Story 132

RL.4.3 15. Describe Characters, Setting, and Events 142

RL.4.2 16. Summarize a Story 152

RL.4.2 17. Determine the Theme 164

W.4.1, W.4.4 9. Write Opinion Pieces 77

W.4.2, W.4.4 10. Write Informative Texts 85

W.4.3, W.4.4 11. Write Narratives 96

W.4.5, W.4.6 12. Revise and Edit 106

W.4.7, W.4.8 13. Research and Gather Information 116

Unit 2 Practice Test 125

RL.4.4 18. Find the Meaning of Words, Phrases, and Allusions 173

RL.4.5 19. Identify Elements of Prose 181

L.4.6 7. Use Content Words 59

L.4.4.c 8. Use Reference Materials 68

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[ iv ]

CCSS LESSONRL.4.5 20. Identify Elements of Drama 191

RL.4.5 21. Identify Elements of Poetry 204

RL.4.6 22. Contrast Point of View in Stories 213

RL.4.7 23. Connect Presentations with Text 225

RL.4.9 24. Compare and Contrast Stories 237


CHAPTER 3 | INTEGRATION OF KNOWLEDGE AND IDEAS

Unit 4 INFORMATIONAL TEXTCHAPTER 1 | KEY IDEAS AND DETAILS

CCSS LESSONRI.4.1 25. Refer to Details and Examples in a Text 256

RI.4.2 26. Determine Main Idea and Supporting Details 265

RI.4.2 27. Summarize a Text 274

RI.4.3 28. Explain Using Specifi c Information from a Text 284

RI.4.4 29. Determine Meaning of Words 295

RI.4.5 30. Describe Structure of a Text 303

RI.4.6 31. Contrast Firsthand and Secondhand Accounts 313

CHAPTER 2 | CRAFT AND STRUCTURE

CONTENTS

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[ v ]

References Acknowledgments 363

Correlation to the Common Core State Standards 364

Glossary 369

Writing Scoring Rubrics 374

CCSS LESSON

RI.4.7 32. Interpret Diff erent Presentations 325

RI.4.8 33. Explain Reasons and Evidence 335

RI.4.9 34. Connect Multiple Texts 344


CHAPTER 3 | INTEGRATION OF KNOWLEDGE AND IDEAS

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[ 364 ] masteryeducation.com | English Language Arts | Level D

CORRELATIONS

[ 364 ] d i || EE lli hh LL AA || LL ll DD

Correlation to the Common Core State Standards

This worktext is customized to the Common Core State Standards for English Language Arts.

Common Core State Standards Lessons

Reading Standards for Literature, Grade 4

Key Ideas and Details

RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when

drawing inferences from the text.

14

RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. 16, 17

RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specifi c details in

the text (e.g., a character’s thoughts, words, or actions).

15

Craft and Structure

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).

18

RL.4.5 Explain major diff erences between poems, drama, and prose, and refer to the structural elements

of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions,

dialogue, stage directions) when writing or speaking about a text.

19–21

RL.4.6 Compare and contrast the point of view from which diff erent stories are narrated, including the

diff erence between fi rst- and third-person narrations.

22

Integration of Knowledge and Ideas

RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the

text, identifying where each version refl ects specifi c descriptions and directions in the text.

23

RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good

and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from

diff erent cultures.

24

Range of Reading and Level of Text Complexity

RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in

the grades 4–5 text complexity band profi ciently, with scaff olding as needed at the high end of

the range.

Embedded

throughout Unit 3

Reading Standards for Informational Text, Grade 4

Key Ideas and Details

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.

25

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

text.

26, 27

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.

28

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[ 365 ]Correlation to the Common Core State Standards | masteryeducation.com [ 365 ]CC ll i hh CC CC SS SS dd dd || d i


Craft and Structure

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.

29

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.

30

RI.4.6 Compare and contrast a fi rsthand and secondhand account of the same event or topic; describe

the diff erences in focus and the information provided.

31

Integration of Knowledge and Ideas

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.

32

RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. 33

RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the

subject knowledgeably.

34

Range of Reading and Level of Text Complexity

RI.4.10 By the end of 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.

Embedded

throughout Unit 4

Reading Standards: Foundational Skills, Grade 4

Phonics and Word Recognition

RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words. 1

a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and

morphology (e.g., roots and affi xes) to read accurately unfamiliar multisyllabic words in context and

out of context.

1

Fluency

RF.4.4 Read with suffi cient accuracy and fl uency to support comprehension. 2, 3

a. Read on-level text with purpose and understanding. 3

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive

readings

3

c. Use context to confi rm or self-correct word recognition and understanding, rereading

as necessary.

2

Writing Standards, Grade 4

Text Types and Purposes

W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. 9



CORRELATIONS



a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which

related ideas are grouped to support the writer’s purpose.

9

b. Provide reasons that support the opinion. 9

c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). 9

d. Provide a concluding statement or section. 9

W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 10

a. 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.

10

b. Develop the topic with facts, defi nitions, concrete details, quotations, or other information and

examples related to the topic.

10

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

10

d. Use precise language and domain-specifi c vocabulary to inform about or explain the topic. 10

e. Provide a concluding statement or section related to the information or explanation presented. 10

W.4.3 Write narratives to develop real or imagined experiences or events using eff ective technique,

descriptive details, and clear event sequences.

11

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize

an event sequence that unfolds naturally.

11

b. Use dialogue and description to develop experiences and events or show the responses of

characters to situations.

11

c. Use a variety of transitional words and phrases to manage the sequence of events. 11

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. 11

e. Provide a conclusion that follows from the narrated experiences or events. 11

Production and Distribution of Writing

W.4.4 With guidance and support from adults, produce writing in which the development and

organization are appropriate to task and purpose.

9–11

W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by

planning, revising, and editing.

12

W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce

and publish writing as well as to interact and collaborate with others; demonstrate suffi cient

command of keyboarding skills to type a minimum of one page in a single sitting.

12

Research to Build and Present Knowledge

W.4.7 Conduct short research projects that build knowledge through investigation of diff erent aspects

of a topic.

13


[ 367 ]Correlation to the Common Core State Standards | masteryeducation.com [ 367 ]CC ll i hh CC CC SS SS dd dd || d i


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.

13

W.4.9 Draw evidence from literary or informational texts to support analysis, refl ection, and research. Embedded

throughout

Units 3 and 4

a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event

in a story or drama, drawing on specifi c details in the text [e.g., a character’s thoughts, words, or

actions].”).

Embedded

throughout Unit 3

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”).

Embedded

throughout Unit 4

Range of Writing

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.

Embedded

throughout

Lessons 9–13

Language Standards, Grade 4

Conventions of Standard English

L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing

or speaking.

Embedded

throughout Unit 2

L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling when writing.

Embedded

throughout Unit 2

Knowledge of Language

L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Embedded

throughout Unit 2

Vocabulary Acquisition and Use

L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing fl exibly from a range of strategies.

1–2, 8

a. Use context (e.g., defi nitions, examples, or restatements in text) as a clue to the meaning of a word

or phrase.

2

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).

1

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.

8

L.4.5 Demonstrate understanding of word relationships and nuances in word meanings. 4–6

a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. 4

b. Recognize and explain the meaning of common idioms, adages, and proverbs. 5



CORRELATIONS



c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to

words with similar but not identical meanings (synonyms).

6

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).

7



WORDS TO KNOW

detail

example

explicitly

inference

refer

UN

IT 4 Lesson 25

REFER TO DETAILS AND EXAMPLES IN A TEXT


MUSIC CONNECTION

Amaya is a very good singer. At school, she loves to sing the national anthem of the United States. She wants to learn more about national anthems. Her mother showed her a website with diff erent anthems from many nations. Amaya played the music as she read the words. She could tell that people would be proud to sing these anthems to honor their countries, but how could she tell? What words in the songs made people feel proud? We will practice the skills in Guided Instruction and Independent Practice and revisit Amaya and her songs at the end of the lesson.

What I Am Going to Learn● How to draw inferences in a text

● How to refer to details and examples in a text to support my inferences



● I know how to refer to the text to fi nd my answers to questions about a text.

Vocabulary in ActionAuthors of nonfi ction texts often share facts and information with their readers. There are many ways to share facts.

● A detail is a small piece of information. An author uses details to share ideas.




● An example is a special type of detail. Authors often use examples to simplify their ideas.

● Sometimes information is stated explicitly in a text. In explicit texts, authors say exactly what they mean. You can fi nd explicit details by reading exactly what the text says. Here is an example.

A text might say, “As soon as the light turned green, the driver behind us started honking his horn.” How would you tell your friends about what you read? You would say to them, “The author said that the light turned green and the driver behind them started honking.” You pull specifi c details from the text. You restate them in your own words.

● Some information is not explicit, but it is still part of the author’s message. To fi gure out what the author means, readers can combine clues from the text with what they already know. This is called making an inference. Here is an example of an inference.

We can make an inference about the driver in the text above. We can infer that he is in a hurry. How do we know? The author uses details to tell us. The driver begins honking “as soon as the light turns green.” Also, the driver honks “loudly.” From these details, we can draw the inference that the driver is in a rush.

● Refer to the text for details and examples. Referring to the text means mentioning details from the text to show where you found the information and how you came up with your inference.

GUIDED INSTRUCTION Read the following passage from the website Amaya found.

National Anthems: Songs of FreedomA national anthem is a country’s offi cial song. It is usually a patriotic song with moving words and music that make people feel proud. Most national anthems tell about the history or traditions of a country. These songs celebrate the country’s freedom and independence. People often sing national anthems for special occasions, like national holidays, military events, school events, and sporting events.

The national anthem of the United States is called “The Star Spangled Banner.” The words were written by Francis Scott Key in 1814. He was writing about a battle against the British Navy. During the battle, British ships attacked Fort McHenry in Baltimore, Maryland. They shot many bombshells from their ships, but they could not capture the fort. The morning after the battle, Key wrote, “our fl ag was still there,” waving over “the land of the free and the home of the brave.”




When Americans hear the anthem, they stand, face the fl ag, and remove their hats. Some even sing along. People in other countries also stand still when their national anthems are played. Some hold their hand over their heart. Others stand at attention, saluting their fl ag.

[Reading Level: 720–820L; Word Count: 190]

Amaya used a chart to record some details from the text. She wrote what each detail says explicitly. She also wrote what she knows. Then she made some inferences. Can you fi ll in the last row?

DETAIL WHAT I KNOW INFERENCE

“When Americans hear the anthem, they stand, face the fl ag, and remove their hats.” (paragraph 3)

The fl ag is a symbol of America.

People know where the fl ag is located.

“The morning after the battle, Key wrote, ‘our fl ag was still there,’ waving over ‘the land of the free and the home of the brave.’” (paragraph 2)

The United States won the battle of Fort McHenry.

Francis Scott Key was deeply moved by the battle.

“People in other countries also stand still when their national anthems are played.” (paragraph 3)

People must stop what they are doing to stand.

When people hear their national anthem, they stop what they are doing out of respect.

Read this text from the website Amaya found about national anthems. Look for details and examples. Think about what the author wants you to fi gure out.

O Canada The national anthem of Canada is a song called “O Canada.” Canada has two offi cial languages, so the song has words in both English and French. The song is about Canadians’ love for their country and freedom. The song was written in 1880 in French. An English version was written in 1906. The original French words are the same today, but the English words have been changed several times. Since 1980, when “O Canada” offi cially became the national anthem, some people have tried to get the government to change some of the words again.[Reading Level: 760–860L; Word Count: 94]

TIPS AND TRICKSInferences combine details from a text with what you know. Use a chart like the one at right to help you.

THINK ABOUT ITWhen did the words to “O Canada” change? This is a detail.




Part AWhich inference is best supported by the text?

Ⓐ Most Canadians think the anthem should only be in one language.

Ⓑ Some Canadians are unhappy with the words of “O Canada.”

Ⓒ Few Canadians think the national anthem is set to beautiful music.

Ⓓ Many Canadians prefer the French version of the anthem.

Part BUnderline two details that best support the answer to Part A.

Ⓑ

HINT, HINTRemember that when you make an inference, you must support it with details or examples from the text.


I am stuck.

I almost have it.

I understand

the skill.

How Am I Doing?


Explain the diff erence between explicit text and inferences.

How do you make inferences every day in your normal reading or

even in conversations with friends?




INDEPENDENT PRACTICERead the memoir. Then answer the questions that follow.

Yia-Yia’s Danceby Laurie Halse Anderson | Genre: Memoir

1 My Yia-Yia, my beautiful grandmother—she dances like a ribbon, like a smooth, sun-glinting, wind-tossed ribbon.

2 Yia-Yia was born in a tiny village in Greece. Her four brothers, her grandparents, and all the aunts, uncles, and cousins danced around a bonfi re long into the night when she was born. Her mother and father had waited many years for a girl child. Their love for her was as deep as the sea. Her father took her outside to the happy relatives when she was only one hour old. She opened her eyes. She watched the fi relight and smoke curl up to the stars that hung above their village.

3 Just as she was learning how to walk, the family packed up everything they owned and crossed the ocean in a ship. The sailors taught her how to dance to the music of a pipe, while sea gulls sang overhead.

4 When she got bigger, she twirled and whirled on her way to school in the morning. She snapped her fi ngers and clicked her heels on the way home in the afternoon. There was always work to be done at her house—fl oors to scrub and pots to wash and clothes to iron and schoolwork to fi nish late into the night at the kitchen table. She held a tune in her heart and tapped out a beat with her toes, so the time passed quickly by.

5 Back then my Papou stood tall and strong. He fell in love with the way Yia-Yia’s black hair glowed in the candlelight of their church. He talked to each one of her four brothers and her father and then her mother to get permission to sit next to her on the stoop and drink lemonade. They ate sweet cakes she made with her slender hands. When he asked her to marry him he had a spot of honey on his chin.

6 At their wedding, her feet barely touched the ground. The voices of the singers and the perfume of the incense coiled around her heart and made her eyes wet. Wearing their wedding crowns, she and her beloved walked three times around the altar and became partners for life.

7 Later came babies—my mom, my Aunt Helena, and my Uncle Costas. Yia-Yia danced with them all so they wouldn’t fuss. She played old records and whispered stories of a faraway village. With a baby in her arms, she hummed the tunes of far away.

[ ]

READING NOTES




She high-stepped her way from the kitchen to the laundry room, from the grocery to the church. She tied back her long hair with scarves of blue and green.

8 When the children grew older she taught them the right steps: chin up, back straight, eyes clear and steady. She kissed Papou on the chin when he came home in the evening, tired from the mill. She pulled him to the soft chair and served him thick coff ee and fi gs while dinner cooked.

9 Uncle Costas married Aunt Tessa, and Aunt Helena married Uncle Roy, and my mom married my dad. Then came the grandchildren—roly-poly grandchildren who loved pastries and cookies and a spinning grandmother who hummed.

10 These days the best place to see my Yia-Yia dance is at the church festival. The guitar music rings in my ears, and the salty-sweet tastes of Greece fi ll my mouth. Yia-Yia and Papou sit at the end of a long table. They watch the young people dance in graceful lines that snake in and out of the room. They smile at their friends and wave to their children and grandchildren, but Yia-Yia does not dance . . . until the band plays the sailor’s song. She takes the snow-white handkerchief from Papou’s jacket pocket and slides the scarf from her hair. Everyone in the room stops to watch her.

11 She dances. Her arms glide like the wings of a swan. Her feet stomp and her legs leap, harder and higher than the youngest girl. Her proud face is strong, like the faces in the paintings in the church. The music grows louder, and her children and grandchildren cheer. She throws back her head. Her dark, silver-streaked hair comes alive like a moonless night lit by shimmering silver stars. It curls in the air like the smoke rising from a village bonfi re.



1. Part AWhich inference is best supported the details in paragraph 2?

Ⓐ Yia-Yia had a small family.

Ⓒ Yia-Yia’s family had little money.

Ⓑ Yia-Yia’s family was excited.

Ⓓ Yia-Yia’s village was very small.

Part BUnderline two sentences in paragraph 2 that best support the answer to Part A.

Ⓑ

HINT, HINTRemember that an inference is something that you have to fi gure out. It is not stated explicitly in the text.




2. Which detail is explicitly stated in paragraph 3?

Ⓐ Yia-Yia’s family owned few things.

Ⓑ Yia-Yia’s family loved to travel by sea.

Ⓒ Yia-Yia’s family were sailors and dancers.

Ⓓ Yia-Yia’s family moved when she was little.


3. Part AWhich inference is best supported by the details in paragraph 4?

Sample response: Yia-Yia enjoyed dancing from a young age.

Part BUnderline two sentences from paragraph 4 that best support your answer to Part A.


4. Part ARead this sentence from paragraph 8.

“When the children grew older she taught them the right steps: chin up, back straight, eyes clear and steady.”

Which inference can you make from this sentence?

Ⓐ Yia-Yia was teaching the children how to walk.

Ⓑ Yia-Yia was teaching the children how to dance.

Ⓒ Yia-Yia was telling the children how to sit up straight.

Ⓓ Yia-Yia was teaching the children to show respect for Papou.

Ⓓ

3.

Ⓑ

TIPS AND TRICKSNotice how the author uses the words “right steps.” Think about how this relates to what Yia-Yia would be good at teaching.




Part BWhat does this sentence state explicitly?

Ⓐ Yia-Yia always stood tall.

Ⓑ Yia-Yia’s children liked learning from her.

Ⓒ Yia-Yia taught her children to keep their chins up.

Ⓓ Yia-Yia’s children were adults when they began dancing.

5. Match each detail with the inference it supports.

“There was always work to be done at her house—fl oors to scrub and pots to wash and clothes to iron and schoolwork to fi nish late into the night . . .” (paragraph 4)

Respect for family is an important Greek tradition.

“He talked to each one of her four brothers and her father and then her mother to get permission to sit next to her on the stoop and drink lemonade.” (paragraph 5)

Family history and traditions were important to Yia-Yia.

“She played old records and whispered stories of a faraway village. With a baby in her arms, she hummed the tunes of far away.” (paragraph 7)

Yia-Yia was expected to help with housework.

6. Reread paragraphs 10 and 11 and make an inference from the text. Write your inference below. Explain how you made this inference. Refer to at least two explicit details from the text to support your inference.

Sample response: One inference that I can draw from paragraphs 10 and 11 is that Yia-Yia is a talented dancer. One detail that supports this inference is “Everyone in the room stops to watch her.” This detail suggests that people want to watch Yia-Yia dance. Another detail that supports the inference is “Her feet stomp and her legs leap, harder and higher than the youngest girl.” This detail suggests that she moves as if she were still young.

Ⓒ

6.




EXIT TICKET

Now that you know how to refer to details and examples to make inferences in a text, let’s revisit the Real-World Connection.Remember, Amaya wondered how she could tell what words in the national anthem and other anthems made people feel proud. Can you answer Amaya’s question? How can she tell which words in the songs would make people feel proud? What should she look for? Using what you learned in this lesson, answer Amaya’s question on the lines below.

Sample answer: Amaya can look up the history of the national anthem to see the meanings of the words. Then, she can make inferences about which words in the anthem would make people feel proud.




TEACHER NOTESREAL-WORLD GOAL FOR STUDENTS• Refer to details and examples in a text to make inferences from that text.

TIPS FOR THE STRUGGLING LEARNER• Students may struggle with making inferences. Explain that they should ask themselves

questions such as “Why?” or “How do I know this?” These questions will help them explain what the text means and where they found the information.

• Students may not recognize how they could use explicit details to make inferences. Have them keep charts of explicit details from the text. Then ask them if they know how any of those events would aff ect them in real life. Remind them to use their own experiences to make inferences.

TIPS FOR THE ENGLISH LANGUAGE LEARNER• English learners may struggle with making inferences because their background knowledge

may not be the same as their English speaking classmates. Use picture books to help English learners use visual clues to infer meaning. Ask both literal and inferential guiding questions such as “What do you see?” “Why do you think ______ is ______?” Point out to students that they used what they saw and what they already know to make an inference.

ACTIVITIES FOR THE ADVANCED LEARNER• Students can research national anthems from other countries and make inferences about

the pride that society has in its country based on the words of the songs.

• Students can fi nd texts on topics that interest them, and make charts of inferences they make based on the texts. They can present these charts to the class.

9781609797034_MUSS_ELA_FL4_U4_ATE.indd 1729781609797034_MUSS_ELA_FL4_U4_ATE.indd 172 7/11/2017 11:44:26 PM7/11/2017 11:44:26 PM


WORDS TO KNOW

main idea

determine

support

key detail

clarify

Lesson 26DETERMINE MAIN IDEA AND SUPPORTING DETAILS


SCIENCE CONNECTION

Riley really enjoys science about animals. When she can, Riley likes to help sick animals feel better. She has just fi nished reading a book about guinea pigs. Riley’s mother asks her what the book is about. Riley tells her mother all about the book. She describes all of the details about feeding guinea pigs. She lists all the steps in taking care of them. She also tells how long guinea pigs live. Her mother may not have time to listen to all of these details. How can Riley change what she says to her mother and tell her only the important points? We will practice the skills in Guided Instruction and Independent Practice and revisit Riley and her story at the end of the lesson.


● How to identify key details that support the main idea of a text

What I May Already Know ● I know how to ask and answer questions about a text.

● I know how to refer to the text to fi nd answers to questions about the text.




Vocabulary in ActionAs you read, you will sort through a lot of information. When people ask, “What’s this about?’ they want to know the main idea.

● The main idea is the most important point in a text. The main idea can also be the most important idea in a paragraph. Sometimes, the main idea is stated directly in the text. The author will often state the main idea in a complete sentence. This sentence usually comes at the beginning or the end of a paragraph. However, sometimes you will have to fi gure out the main idea on your own.

● You can determine, or fi gure out, the main idea of a text when you read.

Look for key words.

Key words will help you fi gure out the topic.

● Authors support the main idea by giving more information and details.

● A key detail is a piece of information that describes and supports the main idea.

● Key details can also help clarify the main idea or explain it in more detail.

Not every sentence will be a key detail.

If a specifi c sentence does not help you understand the main idea, it might not be a key detail.

GUIDED INSTRUCTION Now read this informational text about steam power. Try to fi gure out its main idea and key details.

How Do Steam Engines Move?First, a fi re is lit inside a boiler. The water inside the boiler starts to produce steam as the water boils. The steam that is generated builds and builds pressure, and this pressure pushes into a cylinder. Inside this cylinder is a piston attached to the train’s wheels. The steam pressure inside the cylinder moves the piston and turns the wheels. With enough steam from the boiling water, the train engine can reach speeds of around 50 miles per hour.

[Reading Level: 840–940L; Word Count: 80]Train with steam engine

TIPS AND TRICKSThis text does not state the main idea in a sentence. However, the title lets you know that the topic of the text is steam engines.




Part AWhat is the main idea of this text?

Ⓐ Steam engines have boilers and cylinders.

Ⓑ Steam engines move with steam from boiling water.

Ⓒ Steam engines are very powerful machines.

Ⓓ Steam engines reach speeds of 50 miles per hour.

Part BUnderline three key details in the text that best support the answer in Part A.

Complete the chart by listing the key details you found in the passage and how they support the main idea.

KEY DETAIL WHAT IT EXPLAINS ABOUT THE MAIN IDEA

The water inside the boiler starts to produce steam as the water boils.

This detail shows how the boiler produces steam to power the engine.

The steam pressure inside the cylinder moves the piston and turns the wheels.

This detail shows how the steam powers the engine.

With enough steam from the boiling water, the train engine can reach speeds of around 50 miles per hour.

This detail shows how much power the engine can get from the steam.

Ⓑ

HINT, HINTAsk yourself, “What is the most important point the author is trying to make about the topic of steam engines?” Choose an answer choice that connects to the whole text.





I am stuck.

I almost have it.

I understand

the skill.

How Am I Doing?


Explain the diff erence between a topic and a main idea.

Think about your everyday conversations with friends. When have

you told them the main idea of something?

TURN AND TALKYou are writing a book about steam engines. Work with a partner to research and describe the contents for another chapter on the subject that wasn’t covered in this passage. Then write a paragraph of information that explains the contents of the new chapter. Tell how it links to the ideas in previous chapters.





Protecting the Bighorn SheepGenre: Magazine Article

1 The bighorn sheep is a sheep that lives in the Rocky Mountains of North America. In 1999, the bighorn sheep was labeled an endangered species. Being endangered means that there are few left of its kind on Earth. It’s shocking because there were once over a million bighorns in North America! By 1960, the number had decreased to just around 15,000. Sadly, that number continued to drop.

2 The population of bighorn sheep was reduced due to hunting and diseases caught from domestic sheep. Another big reason was habitat changes caused by people developing the land that used to be home to many bighorns.

3 When the bighorn sheep was placed on the endangered species list, it meant that hunting of the animals had to stop. A serious eff ort was organized to protect the remaining bighorn population. National parks created sanctuary areas that helped to conserve, or protect, the endangered animals. National parks protect many diff erent kinds of wildlife. Because of these eff orts, the bighorn is doing much better today.

4 In some states, such as New Mexico, the bighorn sheep has been taken off the endangered list. However, it is still a protected species. More work is being done to ensure that the sheep will continue to thrive. If an animal is taken off the endangered list, it is usually due to the sad event of extinction, which means there is no more of that species on the planet. For the bighorn sheep, it was a sign that the population is growing again.

5 Scientists are now able to move the sheep to their natural habitats, such as Yosemite National Park. Years before, bighorns had disappeared from the park altogether. To ensure there is no risk of a disease, scientists give each sheep a full checkup before sending it to a healthy herd. They also tag the sheep so they can keep track of their movements.

6 The bighorn sheep is a great example of how endangered animals can be brought back from the edge of extinction. The process takes time, research, resources, and hardworking people, but it is worth all the investment to protect an amazing animal.


Bighorn sheep in the Rocky Mountains

THINK ABOUT ITThe main idea explains what a text is mostly about, so read all the text before determining the main idea.




1. Read the following sentences from “Protecting the Bighorn Sheep.” Place the sentences in the chart below to show which sentence is the main idea of the article and which sentences are key details.

“When the bighorn sheep was placed on the endangered species list, it meant that hunting of the animals had to stop.” (paragraph 3)

“In some states, such as New Mexico, the bighorn sheep has been taken off the endangered list.” (paragraph 4)

“The bighorn sheep is a great example of how endangered animals can be brought back from the edge of extinction.” (paragraph 6)

MAIN IDEA “The bighorn sheep is a great example of how endangered animals can be brought back from the edge of extinction.” (paragraph 6)

KEY DETAIL “When the bighorn sheep was placed on the endangered species list, it meant that hunting of the animals had to stop.” (paragraph 3)

KEY DETAIL “In some states, such as New Mexico, the bighorn sheep has been taken off the endangered list.” (paragraph 4)



Ⓐ The bighorn sheep lives in the Rocky Mountains.

Ⓑ The bighorn sheep slowly decreased in numbers.

Ⓒ The bighorn sheep can be found in North America.

Ⓓ The bighorn sheep was labeled an endangered species.

Part BUnderline three key details from the paragraph that best support the answer to Part A.

Ⓑ

TIPS AND TRICKSLook for details in paragraph 1 that support each answer choice.




3. Which two key details best support the main idea that humans were responsible for decreasing the bighorn sheep population?

Ⓐ “It’s shocking because there were once over a million bighorns in North America!” (paragraph 1)

Ⓑ “Another big reason was habitat changes caused by people developing the land that used to be home to many bighorns.” (paragraph 2)

Ⓒ “When the bighorn sheep was placed on the endangered species list, it meant that hunting of the animals had to stop.” (paragraph 3)

Ⓓ “In some states, such as New Mexico, the bighorn sheep has been taken off the endangered list.” (paragraph 4)

Ⓔ “To ensure there is no risk of a disease, scientists give each sheep a full checkup before sending it to a healthy herd.” (paragraph 5)

Ⓕ “The process takes time, research, resources, and hardworking people, but it is worth all the investment . . .” (paragraph 6)

4. Read each of the statements on the left about paragraph 3. Then, match each with its correct explanation on the right.

National parks protect many types of wildlife. Main idea of paragraph

Hunting bighorns ended once they were put on the endangered species list.

Key detail that supports the main idea

Sanctuary areas contributed to helping the bighorns.

Not a key detail


5. Part AWhat key detail does the author include in paragraph 4 to help support the main idea of the article?

Ⓐ The possibility of extinction aff ects many animals.

Ⓑ Endangered animals are protected in many diff erent ways.

Ⓒ Bighorn sheep are protected against hunters.

Ⓓ Bighorns are being taken off the endangered list in some states.Ⓓ

Ⓑ

Ⓒ




Part BHow does this key detail support the article’s main idea?

Sample response: It shows that the efforts to save the bighorn sheep were successful.



Ⓐ Sheep can be tagged to track their movements.

Ⓑ Bighorns can be safely returned to their natural habitats.

Ⓒ Scientists make sure the animals are not at risk for disease.

Ⓓ Yosemite National Park is home to large bighorn populations.

Part BUnderline the key detail from the paragraph that best supports the answer to Part A.

7. If someone asks you what the article “Protecting the Bighorn Sheep” is about, how can you describe the main idea without giving too much information? Write the main idea and include key details from the text.

Sample response: The main idea is that bighorn sheep have been saved from the danger of extinction. The bighorn population decreased because people were hunting them and destroying their habitat. Then the species was placed on the endangered list and people worked hard to protect the sheep. Now the bighorn sheep is being taken off the endangered list in some states. Scientists are even putting the sheep back in their natural habitats.

Ⓑ

7. TIPS AND TRICKSBe sure you only include key details in your response.




EXIT TICKET

Now you know how to use key details to determine the main idea of a text. Let’s revisit the Real-World Connection. Look at this passage from the book that Riley was telling her mom about. The topic of this passage is guinea pigs. What point is the author trying to make about guinea pigs? Use the key words in the text to determine the main idea.

Feeding Your Guinea PigGuinea pigs like to chew lots of grass hay. This hay helps their bodies digest their food. Guinea pigs also enjoy fresh vegetables, such as carrots, cucumbers, and Brussels sprouts. They can have fruit once or twice a week. It’s also a good idea to give a pet guinea pig pellets that have extra vitamins. Vitamins help keep your pet healthy. Guinea pigs should be given fresh water each day. Remember to change the water if it becomes dirty.[Reading Level: 750–850L; Word Count: 79]Sample answer: The main idea is that guinea pigs should eat many different types of food.

Some guinea pigs like carrots.




TEACHER NOTESREAL-WORLD GOAL FOR STUDENTS• Use key details from the text to determine the main idea.

TIPS FOR THE STRUGGLING LEARNER• Students may struggle with diff erentiating between the topic and the main idea. Explain that

the topic is much broader than the main idea. The topic and the author’s point together make up the main idea.

• Students may not recognize which details are not important. Explain that some details may be interesting, but if the detail does not clarify the main idea it is not a key detail.

TIPS FOR THE ENGLISH LANGUAGE LEARNER• English learners may have diffi culty with the concept of key details and main idea. Skim the

text together fi rst, asking questions such as “What topic keeps coming up? What seems like it is the important point in this section?” Provide students with a graphic organizer to keep track of key details as they read.

ACTIVITIES FOR THE ADVANCED LEARNER• Students can research animals they are interested in. They can choose passages from a text

and identify the main detail of the passage that helped them fi gure it out.

• Students can write about animals or topics of their choice. Have them determine their main ideas fi rst, and then come up with key details they want to include in their essays.



UN

IT 4 WORDS TO KNOW

summary

topic sentence

main idea

supporting detail



TECHNOLOGY AND MEDIA

Brett’s science class read an article about robots. Brett thinks the article is interesting. He wants to share the article with his friends, but he left it at school. Brett decides to explain it in his own words. He explains the information that is important but also includes some details that do not help his friends understand parts of the article. How can Brett make sure he tells his friends the important points? We will practice the skills in Guided Instruction and Independent Practice and revisit Brett and his friends at the end of the lesson.


● How to identify the key details in a text that support the main idea

● How to use the main idea and supporting details to provide a summary of the text



● I know how to refer to the text to fi nd answers to questions.

THINK ABOUT ITDo you know what a summary is? Before you read any further, try to write a defi nition for summary in your own words. Use the information about how Brett explained the article to help you.




THINK ABOUT ITAnalyze the supporting details in each paragraph, and ask yourself what they tell you about the main idea.

Vocabulary in Action● A summary is a short explanation of what a text says. A summary

should not include every detail from the text. It should include the most important details in the article. When writing a summary, the ideas should be in your own words.

● In informational texts, each paragraph has a topic sentence. The topic sentence often tells the main idea of the paragraph. Look for topic sentences while you read. Topic sentences will help you recognize what information is most important.

● Summaries should include the main idea of the text. The main idea describes the point the author is trying to make. The main idea is sometimes stated as the topic sentence of the fi rst paragraph.

● A supporting detail supports the main idea of the text. Supporting details also support the main idea of each paragraph. They can be key details that explain important information in the text. A good summary tells how the main idea and supporting details are developed.

GUIDED INSTRUCTION As you read this article, underline or write down the topic sentence of each paragraph. Then, look at the supporting details. What do these details tell you about the topic of each paragraph? Write your responses in complete sentences in your own words. Do this for each paragraph. Then, put your sentences together into a short paragraph. This is your summary!

Robot LaborToday, robots are doing many of the jobs that people once did. In factories, robots help build cars and other machines. Years ago, workers on an assembly line did the same task all day long. For example, one worker might just attach car doors. Another might install the windshields, perhaps hundreds of them every day. Today, robots do a lot of these jobs so people don’t have to.

Robots can also do jobs that are dangerous for humans. For example, underwater robots are used to explore shipwrecks. If a robot is damaged or destroyed, it can be replaced, unlike a human.

Not everyone likes the idea of robots replacing humans. Some worry that robots are taking too many jobs away from people. Often one robot can do the work of many people. Robots do not get tired, and they do not need to be paid. If robots do all of our work, how will people make a living?





Part AWhich is the best summary of the text?

Ⓐ A long time ago, people had to do jobs like attaching car doors and windshields. Now, robots can do many of these jobs and they never get tired.

Ⓑ One robot can replace many human workers. Some people think this is good, but others don’t think so. They worry that pretty soon nobody will be able to fi nd a job because of robots.

Ⓒ Robots today do many of the factory jobs that people used to do. Also, robots can do some jobs that would be dangerous for people. However, some people think robots will soon make it hard for people to fi nd work.

Ⓓ Robots are good because they can do jobs that nobody wants to do. Some jobs are just too dangerous for people. People don’t have to do the same job over and over all day because of robots.

Part BUnderline the topic sentence in each paragraph that best supports the answer to Part A.

Read this article that Brett read in class.

Careers in RoboticsImagine a robot that could cook your dinner, clean your room, or build you a new house. Would you like to create such a robot? If so, you should think about a career in robotics. Today, many kinds of jobs involve working with robots.

People who design robots are called mechanical engineers. They decide what the robots will look like and what work they will do. They also decide how the parts of a robot will work together.

Robotics engineers also work with robots. Most robots have computers inside that act like the human brain. Robotics engineers write computer programs that tell robots what to do and how to do it. Robotics engineers must know a lot about computers because these programs are very complicated.

If you like fi xing things, then you might make a good robotics technician. Even a well-made robot can break. Robotics technicians fi x robots and check for mechanical problems to make sure they don’t break down. Robots are very complex machines, so technicians must have lots of training.


Ⓒ

HINT, HINTLook for the answer that contains the main idea and all of the key details from the text.




Look at the chart below that Brett fi lled out about the article he read in class. Fill in the empty boxes.

TOPIC SENTENCE MAIN IDEA/SUPPORTING DETAIL

Paragraph 1: “Today, many kinds of jobs involve working with robots.”

Main Idea: There are many diff erent jobs for people who like robots.

Paragraph 2: “People who design robots are called mechanical engineers.”

Supporting Detail: Mechanical engineers design robots and plan how they will work.

Paragraph 3: “Robotics engineers also work with robots.”

Supporting Detail: Robotics engineers write computer programs for robots.

Paragraph 4: “Robotics technicians fi x robots and check for mechanical problems to make sure they don’t break down.”

Supporting Detail: Robotics technicians repair broken robots and keep them running smoothly.


I am stuck.

I almost have it.

I understand

the skill.

How Am I Doing?


What strategies can help you fi nd the main idea?

Think about your discussion in class every day. Describe a time

when you gave a summary of something to a friend or a teacher.





Green Screen TechnologyGenre: Essay

1 Green screen technology allows us to put an image or video on diff erent backgrounds. If you have ever watched the news on television, you have seen this technology in action. The weather report is a good example. A weather reporter appears to be standing in front of a large map. The map moves and changes to show the weather patterns, but if you were in the studio you would see that there is no map at all. Behind the reporter is nothing but a large, green wall! How then do we see the map on TV?

2 Green screen technology removes all of the green color from the video image, and then replaces it. Once the green background is gone, another scene or backdrop can be added. The new backdrop can be almost anything: a weather map, a desert island, or the slopes of Mount Everest. Special software combines the two images, making it seem as if the person in front of the green screen is really somewhere else.

3 When green screen technology was fi rst developed, it was mainly used by professional photographers and fi lmmakers. The original green screen technology was called Chroma Key. It was fi rst used in the 1930s in Hollywood. Since then, green screens have been used in many movies for special eff ects. In fact, most of the movies we see today wouldn’t be possible without the use of a green screen.

4 Green screen technology is not used just in Hollywood these days. Digital software has made green screen technology available to more people. Many cameras, tablets, and smartphones have green screen applications. With a little practice, almost anyone can learn how to take green screen photos and videos and add a backdrop.






1. Part AWhich sentence best summarizes paragraph 1?

Ⓐ In a TV studio, weather reporters are really standing in front of a green wall, not a map.

Ⓑ TV weather reports use large maps to show weather patterns.

Ⓒ Green screen technology is used to place images on diff erent backgrounds.

Ⓓ Green screen technology is mainly used in weather reports to make reporters look as if they are in front of a map.

Part BUnderline the topic sentence in paragraph 1 that best supports the answer to Part A.


2. Part AWhich detail in paragraph 2 should be included in a summary of the text?

Ⓐ Green screen technology can place an image over a backdrop of a desert.

Ⓑ Green screen technology works by replacing the green color with another image.

Ⓒ Green screen technology has special software to combine images.

Ⓓ Green screen technology makes people look as if they are standing in front of something.

Part BWhich statement best explains why the answer to Part A is important to the summary?

Ⓐ It describes the diff erent parts of green screen technology.

Ⓑ It gives examples of diff erent images that green screentechnology uses.

Ⓒ It explains why people use green screen technology.

Ⓓ It shows how green screen technology works.

Ⓒ

Ⓑ

Ⓓ

TIPS AND TRICKSWhen you are summarizing a passage, or even just a paragraph, ask yourself, “What are the most important details?”




3. Identify the main idea of this text and key details that would make a summary of the text. Use four of the sentences below to fi ll out the chart.

Green screens have been used in many movies for special eff ects.

Green screen technology is widely used to put video images on various backgrounds.

Green screen software works by removing the green background and replacing it with a diff erent backdrop.

The backdrop of a green screen could be a weather map, a desert island, or Mt. Everest.


Digital software has brought green-screen technology to personal cameras and other devices.

SUMMARY OF “GREEN SCREEN TECHNOLOGY”

MAIN IDEA Green screen technology is widely used to put video images on different backgrounds.


Green screen software works by removing the green background and replacing it with a different backdrop.




Digital software has brought green screen technology to personal cameras and other devices.





4. Part AA student wrote the following summary of paragraph 3. What makes this a weak summary?

The original green screen technology was called Chroma Key and it was fi rst used for Hollywood movies. Green screens have been used in many movies for special eff ects since the 1930s. In fact, most movies have special eff ects that wouldn’t be possible without a green screen.

Ⓐ It includes details from another paragraph.

Ⓑ It is missing the main idea of the paragraph.

Ⓒ It includes a main idea from another paragraph.

Ⓓ It is missing two important details from the paragraph.

Part BUnderline the sentence in paragraph 3 that has details that should be included in this summary.

5. A student decides to include this sentence in a summary ofparagraph 4.

Green screen technology is not used just in Hollywood anymore.

Explain why this detail is important to include in the summary.

Sample response: This sentence is important to include in the summary because it is the main idea of paragraph 4.

Ⓑ

5.




6. Write a summary of the essay, “Green Screen Technology.” Be sure to include the main idea and key details. Explain what makes this agood summary.

Sample response: Green screen technology allows people on TV or in movies to look as if they are in places they really are not. The technology takes out all of the green color of an image and replaces it with a different image or video. When the technology was fi rst developed in the 1930s, it was used mostly by fi lmmakers. Now, with today’s technology, almost anyone can learn how to use a green screen. This is a good summary of the article because it includes the information from the topic sentence of each paragraph, which supports the main idea of the article. The summary does not include small details, such as specifi c places that can be used as a backdrop.

6. HINT, HINTBefore you start your summary, use a chart to write down the main idea of each paragraph and the details that support that idea. Use this chart to write your summary.




EXIT TICKET

Now you know how to use key details and the main idea to summarize a text. Let’s revisit the Real-World Connection. Look back at the article Brett wrote and the chart that he made to go with it. Use the chart to write a summary of the article. Remember that putting together the main idea of each paragraph becomes the summary.

Sample answer: There are many different jobs for people who like robots. Mechanical engineers design robots and plan how they will work. Robotics engineers write computer programs for robots. Robotics technicians repair broken robots and keep them running smoothly.




TEACHER NOTESREAL-WORLD GOAL FOR STUDENTS• Use key details and main ideas to summarize a text.

TIPS FOR THE STRUGGLING LEARNER• Students may struggle to fi nd details that are important to include in the summary. Explain

that they should think about how they would explain the text to someone who has never read it.

• Students may not recognize which details are not important. Explain that some details may be interesting, but if the detail does not clarify the main idea it is not a key detail and does not need to be included in the summary.

TIPS FOR THE ENGLISH LANGUAGE LEARNER• English learners may have diffi culty with the concept of summarizing. Skim the text

together fi rst asking questions such as “What is the important part of this paragraph? What does the author want you to know about in this section?” Provide students with a graphic organizer to keep track of key details as they read.

ACTIVITIES FOR THE ADVANCED LEARNER• Students can read about careers they are interested in. They can use what they learned in

the lesson to summarize the text and share it with a small group in class.

• Students can create summaries of favorite TV shows or movies and present their summaries to the class.


measuring up to the standards sample pack

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