LAFS.4.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 proficiently, with scaffolding as needed at the high end of the range.
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

Related Courses

This benchmark is part of these courses.
5020050: Science - Grade Four (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))
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)
7720050: Access Science Grade 4 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 and beyond (current))
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)

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.
LAFS.4.RI.4.AP.10a: Read or listen to and recount self-selected stories, dramas, poetry and other types of increasingly complex text over time.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Lesson Plans

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.

Type: Lesson Plan

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.

Type: Lesson Plan

Motivating Students to Write for an Authentic Audience:

In this lesson, students will brainstorm survival tips for future fourth graders and incorporate these tips into a "how-to" essay. Students will use an online tool for creating an outline, and a graphic organizer and proofreading checklist are also included to help students edit their writing. A rubric is provided in this resource.

Type: Lesson Plan

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.

Type: Lesson Plan

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.

Type: Lesson Plan

Magnets and Magnetism:

This lesson demonstrates how students can apply the process of identifying main idea and supporting details to show how the force of magnetism works and how it can be useful in everyday life. The lesson provides an opportunity for students to interact with informational text and participate in a jigsaw learning activity.

Type: Lesson Plan

Physical and Chemical Changes in the Digestion Process:

This lesson demonstrates how students can determine the cause and effect relationship in the digestion process. Students will be able to determine where chemical and physical changes occur in the digestion process and support their findings from an informational text. This lesson provides students with an opportunity to apply their knowledge of physical and chemical changes in matter to the process of digestion.

Type: Lesson Plan

“Chemical Changes: Rusting and Tarnishing”:

In this integrated ELA lesson, students will determine the cause and effect relationship for types of metals that experience rusting and tarnishing. The students can also compare and contrast the chemical changes of rusting and tarnishing, which will help them further understand how matter can change. This integrated lesson will help students apply comprehension skills to better understand informational text.

Type: Lesson Plan

Chemical Changes: Burning:

This lesson demonstrates how students can apply the process of identifying main idea and supporting details to show the different ways burning can chemically change matter. The students can identify these changes and discuss the details that support these changes, which will help them further understand how burning matter is considered a chemical change.

Type: Lesson Plan

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.

Type: Lesson Plan

Student Center Activities

Comprehension: Monitor and Mend:

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

Type: Student Center Activity

Comprehension: Read and Respond:

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

Type: Student Center Activity

Comprehension: Strategies Game:

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

Type: Student Center Activity

Comprehension: Question Creation:

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

Type: Student Center Activity

Comprehension: Stop and Ask:

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

Type: Student Center Activity

Comprehension: Question Cards:

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

Type: Student Center Activity

Comprehension: Plenty of Predictions:

In this activity, students will make and confirm predictions before, during, and after reading teacher-selected text (narrative or expository) using a graphic organizer.

Type: Student Center Activity

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.

Type: Student Center Activity

Comprehension: Background Check:

In this activity, students will write words, phrases, and ideas associated with a topic prior to reading. During and after reading, they will add words and phrases from the text. As an extension, students can create a concept map that is organized by categories by grouping related words and phrases.

Type: Student Center Activity

Comprehension: Anticipation Sort:

In this activity, students will predict if text-related statements are true or false, then confirm their predictions after reading the text.

Type: Student Center Activity

Comprehension: Ask and Answer:

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

Type: Student Center Activity

Comprehension: Fiction and Nonfiction Find:

In this activity, students will identify the genres of fiction and nonfiction text and provide a reason to support their decision.

Type: Student Center Activity

Comprehension: Precise Predictions:

In this activity, students will make and confirm predictions before, during, and after reading teacher-selected text (narrative or informational) using a graphic organizer.

Type: Student Center Activity

Comprehension: Reading Repair:

In this activity, students will use multiple strategies to monitor their comprehension of text.

Type: Student Center Activity

Comprehension: Show-U-Know:

In this activity, students will use multiple strategies to monitor their comprehension of text.

Type: Student Center Activity

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.

Type: Student Center Activity

Comprehension: Strategy Success:

In this activity, students will evaluate their use of multiple reading strategies by completing a self-monitoring chart.

Type: Student Center Activity

Text Resources

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.

Type: Text Resource

Metamorphosis:

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

Type: Text Resource

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.

Type: Text Resource

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.

Type: Text Resource

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.