Standard #: LAFS.4.RI.1.1


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Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.


General Information

Subject Area: English Language Arts
Grade: 4
Strand: Reading Standards for Informational Text
Idea: Level 2: Basic Application of Skills & Concepts
Date Adopted or Revised: 12/10
Date of Last Rating: 02/14
Status: State Board Approved
Assessed: Yes

Test Item Specifications

    Item Type(s): This benchmark may be assessed using: TM , EBSR , MS , ST , MC item(s)
    N/A

    Assessment Limits :
    Items may ask the student to use details from the text to explain what the text says explicitly or implicitly. The items may require the student to draw inferences from the text.
    Text Types :
    The items assessing this standard may be used with one or more grade-appropriate informational texts. Texts may vary in complexity.
    Response Mechanisms :
    The Enhanced Item Descriptions section on page 3 provides a list of Response Mechanisms that may be used to assess this standard (excluding the Editing Task Choice item type). The Sample Response Mechanisms may include, but are not limited to, the examples below.
    Task Demand and Sample Response Mechanisms :

    Task Demand

    Identify text-based support for a statement about what the text says explicitly or implicitly.

    Sample Response Mechanisms

    Selectable Text

    • Requires the student to select words or phrases from the text to answer questions about what the text says explicitly or implicitly.
    • Requires the student to select a statement about what the text says explicitly or implicitly and then to select words or phrases to support the statement. 
    EBSR
    • Requires the student to select an inference and then to select a detail or details from the text to support the inference. 
    Multiple Choice
    • Requires the student to select direct quotations or descriptions of textual evidence to support an explicit or implicit statement from the text. 
    Multiselect
    • Requires the student to select multiple details or quotations to support an explicit or implicit statement from the text. 
    Table Match
    • Requires the student to complete a table by matching inferences with supporting evidence from the text.


Related Courses

Course Number1111 Course Title222
5008060: Health - Grade 4 (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
5010010: English for Speakers of Other Languages-Elementary (Specifically in versions: 2014 - 2015, 2015 - 2022 (course terminated))
5010020: Basic Skills in Reading-K-2 (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 and beyond (current))
5010030: Functional Basic Skills in Communications-Elementary (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
5021060: Social Studies Grade 4 (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 - 2023, 2023 and beyond)
5010045: Language Arts - Grade Four (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
7710015: Access Language Arts - Grade 4 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022 (current), 2022 - 2023, 2023 and beyond)
7721015: Access Social Studies - Grade 4 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023 (current), 2023 and beyond)
5011040: Library Skills/Information Literacy 4 (Specifically in versions: 2016 - 2022 (current), 2022 - 2023, 2023 and beyond)
7708040: Access Health Grade 4 (Specifically in versions: 2020 and beyond (current))
5010104: Introduction to Debate Grade 4 (Specifically in versions: 2020 - 2022 (current), 2022 and beyond)


Related Access Points

Access Point Number Access Point Title
LAFS.4.RI.1.AP.1a Refer to details and examples in a text that are relevant to explaining what the text says explicitly.
LAFS.4.RI.1.AP.1b Refer to details and examples in a text that are relevant to drawing basic inferences from an informational text.


Related Resources

Lesson Plans

Name Description
The Civil Rights Movement in Florida: Tallahassee Bus Boycott

African-Americans in Tallahassee boycotted the bus system for nearly seven months after the arrest of two Florida A&M University (FAMU) students for sitting beside a white woman. During the boycott, African-Americans in Tallahassee used car pools to get to and from work and for other necessary transportation. Twenty-one members of the Inter Civic Council were convicted on charges of operating an illegal transportation system for arranging the car pool without a franchise. In this lesson students analyze primary source images to write journal responses focused on what they learned about the Tallahassee Bus Boycott.

Railroads Change Florida: Henry Flagler in Florida

Henry Flagler was the founder of what became the Florida East Coast Railway. During the 1880s and 1890s, Henry Flagler expanded train lines through Jacksonville and down the East coast to Miami.

Henry Flagler began the Oversea Railway in 1906 to connect Miami to Key West. This ambitious and innovative project required money, earth-moving, man-hours, and miles of bridges. In this lesson students analyze a letter from Henry Flagler to learn about about Flagler and his contributions to Florida.

Florida During World War II: World War II Homefront: Rationing

During World War II, shortages of a variety of civilian goods became commonplace. To ensure fair distribution, and that vital materials would be conserved for military use, the Federal government implemented a rationing policy on a wide variety of products. Gasoline, rubber, bicycles, shoes, sugar, fruits and vegetables, fats and oils, cheese, coffee, butter, meats, fish, certain canned goods, and even dried peas and beans were among the many products rationed for all or part of the war.

In this lesson students will use primary sources to learn how the rationing of goods effected the lives of adults and children during World War II.

Mary McLeod Bethune: Photographs of Mary McLeod Bethune and Her School

Students will use photographs that depict different aspects of the Daytona Normal and Industrial School. Students will use prior knowledge to describe what they believe a day at the Daytona Normal and Industrial School would look like. Students write using evidence from the photographs.

Mary McLeod Bethune: Primary and Secondary Sources

In this lesson, students will examine documents and decide which are primary sources and which are secondary sources. This lesson is intended to give students an introduction to the concept of primary versus secondary sources and to prepare them for future study using more complex documents.

The documents referenced in this lesson plan are from the Daniel M. Williams Papers, held by the State Archives of Florida. Williams collected various documents and photographs in order to write a biography of Mary McLeod Bethune.

Florida in the Civil War: Risking Their Lives for Salt

With the seemingly limitless supply of salt available to us today, it is hard to imagine the hardship imposed by its lack. The Confederate army's meat supply was preserved with salt. With the Union blockade in place, the Confederate states turned to local sources for this important mineral. Salt production became a crucial endeavor for citizens of Florida. In this lesson students will compare Confederate and Union perspectives of the salt works using an illustration, a letter and an excerpt from a memoir.

What Did You Say Happened to the Everglades?

In this lesson, students will conduct a close reading of an informational article about pythons in the Everglades. Students will use a variety of strategies to determine the meaning of selected academic words in context, and they will sort selected tier 3 words into categories and examine the relationships between words in a category. Students will also answer text-dependent questions about the article and identify and describe the cause/effect structure used throughout the article. Students will complete an informational paragraph about the events that are occurring in the Everglades using text evidence to support their ideas. Graphic organizers, answer keys, and a writing rubric have been provided with the lesson.

How Important is the Amazon Rainforest?

In this lesson, students will conduct a close reading of an informational article about the destruction of the Amazon rain forest. Students will use a variety of strategies to determine the meaning of selected academic words in context, and they will sort selected tier 3 words into categories and examine the relationships between words in a category. Students will also answer text-dependent questions about the article and identify and describe the cause/effect structure used throughout the article. Students will write an informational paragraph about the events that are occurring in the Amazon rain forest. Graphic organizers, answer keys, and a writing rubric have been provided with the lesson.

The Tree that Saved the Day!

In this lesson, students will conduct a close reading of an informational picture book about a community in Africa that is saved by the planting of mangrove trees. Students will use a variety of strategies to determine the meaning of selected academic words in context. Students will also answer text-dependent questions about the book and identify and describe the cause/effect structure used throughout the book. Graphic organizers, answer keys, and a writing rubric have been provided with the lesson.

Identifying Themes in Biographies: Lessons on Theme (2 of 2)

This is the second lesson of a two-part unit on theme. Students will identify a universal theme in the biographical texts A Picture Book of Anne Frank by David Adler and Sojourner Truth by Gwenyth Swain. Students will chart significant events in each text and work to understand how these events create a universal theme in a person's life. The teacher modeling phase uses the text "Honoring King" about Dr. Martin Luther King, Jr., and the text is provided with the lesson. The first lesson in this unit has been attached as a related resource.

Close Reading of The Life and Times of the Ant This lesson will provide an in depth look at informational text that is heavy with graphic features and links science to reading. By the completion of the lesson, the students will have studied the key features and text structure of an informational text and explored content-specific vocabulary. They will use information provided to compare and contrast the lives of ants to the lives of humans.
Civil Rights for All: Women and the Fight for Voting Rights

In this lesson, students will learn about the history of the women's suffrage movement and what it took for women in America to get the right to vote. Throughout the lesson, the teacher and students will look at primary sources such as pictures and original documents, as well as videos about the movement and a PowerPoint to help build students' background knowledge. Then students and the teacher will work through a Reader's Theatre script called "Failure is Impossible" that describes the evolution of the Women's Suffrage Movement. Text-dependent questions for the script have been included. At the end of the lesson, students will work in groups to complete a timeline (an answer key is included) and then individually write an opinion piece on this topic. A rubric is provided to help teachers assess students' writing.

Everglades Adventure

Students will learn about text features, note taking, and informational writing using a series of short videos about the Everglades. As a final product, students will practice their expository writing by creating an informational brochure about the Everglades.

Snapshot Sleuths

Students will learn how to analyze primary documents and discover facets of Native American life by analyzing images of a variety of Native American villages. After careful analysis, students will write an expository paragraph based on a text-dependent question.

Differentiating Instruction: Finding the Main Idea and Supporting Details in Informational Texts

This lesson is meant to be done in small groups at the students' individual reading levels. Students will read an informational text, will identify the main idea and supporting details, and record their findings on a graphic organizer. They will use the informational text and their graphic organizer to create a summary based on the text. The students will also answer questions based on the text. As a summative assessment for the lesson, the students will repeat this activity using a different informational text and will conduct the work alone, rather than in a group.

Glow Kitty, Glow!

This lesson studies the emerging science of using glow technology (phosphorescence and fluorescence) to improve the well-being of living things. Students will be introduced to the Glow Kitten and other animals that are naturally bioluminescent or have been modified by human impact. Then students will take part in their own investigation and create a glowing carnation while considering ways this technology can be used in their own lives. Along the way, students will research books, articles, and websites and use journal entries to record their learning. Finally, students will create their own advertisement highlighting their glowing carnation and its amazing uses!

Properties of Matter: Mass, Shape, and Volume

Using the main idea and details graphic organizer, students will be able to distinguish between information given on the properties of matter – mass, shape, and volume. Students will also demonstrate their understanding of science concepts learned from reading an informational text passage on the properties of matter.

CIS Wind at Work

This lesson is using complex text to teach "close reading" strategies using the Comprehension Instructional Sequence Method (CIS). It includes a lesson plan, a National Geographic article, and a summative assessment rubric. CIS is a detailed instructional method that should be used by those who have been trained in this strategy.

Close Reading Exemplar: "The Making of a Scientist"

The goal of this two to three day exemplar is to give students the opportunity to use the reading and writing habits they've been practicing on a regular basis to absorb deep lessons from Richard Feynman's recollections of interactions with his father. By reading and rereading the passage closely, and focusing their reading through a series of questions and discussion about the text, students will identify how and why Feynman started to look at the world through the eyes of a scientist. When combined with writing about the passage, students will discover how much they can learn from a memoir.

Editorials- Facts that Support Opinions

In this resource, students will identify facts that are used to support an opinion in an editorial. Students will review three different editorials throughout the teacher modeling, guided practice, and independent practice. The practice passages are provided with the resource. With each passage, students will identify the subject of the editorial, the author's opinion, and facts that support the author's opinion.

Identifying Elements of a Biography

In this resource, students will identify and describe evidence in a text showing that it is a biography. In guided and independent practice activities students will use A Picture Book of Anne Frank by David A. Adler.

Properties of Matter: Color, Hardness, Texture, Odor, and Taste

In this lesson, students will use a compare and contrast chart (graphic organizer) to compare and contrast the different properties of matter – color, hardness, texture, odor, and taste. Students will also demonstrate the science concepts learned from reading informational text passages on the properties of matter.

Recycle This!

Students will learn about recycling renewable and nonrenewable resources while completing a model eliciting activity in which they help Sunshine School District to decide which material to start their recycling program with.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

What's your Resource: Renewable or Nonrenewable?

Students will learn about renewable and nonrenewable resources and share their ideas by writing an expository paragraph.

Original Student Tutorial

Name Description
Digging Deeper: Inferences

Learn the difference between explicit and implicit information, make an inference based on the information you read, and refer to details from the text to explain your thinking. This interactive tutorial will also help you learn about the largest turtle on earth, the Leatherback sea turle.

Student Center Activities

Name Description
Edcite: ELA Reading Grade 4-5

Students can practice answering reading comprehension questions with a text about online learning. With an account, students can save their work and send it to their teacher when complete.

Comprehension: Read and Respond

In this activity, students will use multiple reading strategies (predicting, questioning, clarifying, and summarizing) to comprehend text.

Comprehension: Strategies Game

In this activity, students will use multiple reading strategies to answer questions and comprehend text.

Comprehension: Question Creation

In this activity, students will generate and answer questions while they read to comprehend text.

Comprehension: Stop and Ask

In this activity, students will answer teacher-generated questions while reading to comprehend text.

Comprehension: Answer Know-How

In this activity, students will identify question types (right there, think and search, author and me, on my own) to comprehend text.

Comprehension: Agree to Disagree

In this activity, students will read teacher-generated statements about a text prior to reading the text and agree or disagree based on prior knowledge. Then, students will read the text and confirm or change their initial choice based on text evidence.

Comprehension: What Do You Know?

In this activity, students will activate prior knowledge and generate questions about the topic. They will then answer those questions and add what they learn during and after reading grade-appropriate text.

Comprehension: Inquisitive Inquiries

In this activity, students will answer questions about the author's purpose.

Comprehension: Ask and Answer

In this activity, students will generate and answer questions to comprehend text.

Comprehension: Incredible Inferences

In this activity, students will identify inferences by reading clues. NOTE: This is an introductory activity for making inferences.

Comprehension: Inference Innovations

In this activity, students will make inferences while reading a text.

Comprehension: More Incredible Inferences

In this activity, students will identify inferences by reading clues. NOTE: This is an introductory activity for making inferences.

Comprehension: Strategic Strategies

In this activity, students will use multiple strategies (e.g., prior knowledge, ask and answer questions, make and confirm predictions, summarize) to comprehend narrative or expository text.

Text Resources

Name Description
Green Invaders! This informational text resource is intended to support reading in the content area. This National Geographic Kids article explains how the invasion of non-native plants is threatening native food webs.
Metamorphosis

This informational text resource is intended to support reading in the content area. This article describes the complete and incomplete metamorphosis stages.

Weathering This informational text resource is intended to support reading in the content area. This article describes chemical, biological and mechanical weathering and includes causes and examples for each.
Another Link in the Food Chain This informational text resource is intended to support reading in the content area. The article describes how energy passes through food chains. Examples of each link in the chain and a description of its role in the food chain are given.

Unit/Lesson Sequences

Name Description
Weathering and Erosion: A Comprehension Instructional Sequence (CIS) Lesson Plan

This lesson plan follows the template for the Comprehension Instructional Sequence (CIS), developed to implement academic standards in English/Language Arts. This sequence scaffolds students as they read and response to complex content-area informational text. This particular lesson plan uses informational text about weathering and erosion, which ties into the 4th grade benchmark .

Honeybee Mystery--a Comprehension Instructional Sequence Lesson Plan

In this lesson tied to academic standards for English/Language Arts, students receive support as they read a complex informational text about honeybees. The teacher facilitates a close reading and writing a response-to-text.

Student Resources

Original Student Tutorial

Name Description
Digging Deeper: Inferences:

Learn the difference between explicit and implicit information, make an inference based on the information you read, and refer to details from the text to explain your thinking. This interactive tutorial will also help you learn about the largest turtle on earth, the Leatherback sea turle.

Student Center Activity

Name Description
Edcite: ELA Reading Grade 4-5:

Students can practice answering reading comprehension questions with a text about online learning. With an account, students can save their work and send it to their teacher when complete.



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