Identify the authors purpose in different sections of a newspaper
Duration Approximately 50 minutes Necessary Materials Provided: Direct Teaching Example Chart Not Provided: newspapers with multiple sections and purposes, chart paper, markers Lesson Plan DIRECT TEACHING will explain that newspapers contain many different types of texts written by different authors; and the authors purposes vary throughout a newspaper. I will show an example of a news article in which the authors purpose is to inform. I will chart characteristics of the news article indicate that the authors purpose is to inform. (Direct Teaching and Guided Practice Example Chart is provided below in Teacher and Student Materials.) THINK CHECK Ask: How did I use clues from the article to help me figure out that the author's purpose was to inform? Students should respond that the article contains facts, doesn't have any opinions, is about real people in real places, and/or has a photograph about a real event. GUIDED PRACTICE will look at two other sections in a newspaperthe comics and editorials. We will analyze the characteristics of each section and chart their purposeto entertain and persuade. (Direct Teaching and Guided Practice Example Chart is provided below.) INDEPENDENT PRACTICE will explore a newspaper and choose three texts with the purpose to entertain, to inform, and to persuade. You will explain in writing how you know the authors purpose for each of the three pieces. Note: You will need to provide newspapers so that each student finds an article that fits each of the authors purposes. A Sunday paper is a good choice, because it usually has more sections. TIP: If you do not have access to a large amount of newspapers, have students complete the Independent Practice in small groups, so that they can share a newspaper. Build Student Background Knowledge Before beginning the lesson, explain that you are going to work with newspapers. Show students how newspapers have changed over time. Hundreds of years ago, in ancient Rome, leaders posted announcements carved in stone. In China, news was printed on silk. In Italy, information was handwritten on news sheets, and then, eventually the news was printed on paper with the invention of a printing press in Germany. Now, people can get printed newspapers or read about the news on the Internet, paper-free. LESSONS & UNITS: AUTHOR'S PURPOSE 4TH GRADE UNIT Lesson 1: Identifying Authors Purpose in a Newspaper CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 T H GRADE UNI T Lesson 1: Direct Teaching Example Chart Notes: Bold text is charted by the teacher during Direct Teaching. (I) Underlined text is charted with the class during Guided Practice. (We) To Inform (news article) To Entertain (comics) To Persuade (editorial) Gives facts Cartoon Facts WIT o!inions No opinions Funny Tries to con"ince the reader to agree with the author May include poto!raps Fictional Usually about a contro"ersial sub#ect "#out real people and real places 2010 Urban Education Exchange. All rights reserved 1 Learning Outcome Classify and categorize examples of each of the three purposes: to entertain, to inform, and to persuade Duration Approximately 50 minutes Necessary Materials Provided: Example Semantic Map, Independent Practice Worksheet Not Provided: chart paper, markers, student-chosen books Lesson Plan DIRECT TEACHING will explain that good readers always pay attention to the type of text they are reading and consider the authors purpose for writing the material. I will create a semantic map of sources found under each category of authors purpose--to entertain, to inform, to persuade. (Example semantic map is provided; see Guided Practice Example Chart below in Teacher and Student Materials.) THINK CHECK Ask: How did I identify the author's purpose of a text? Students should respond that you looked for clues in the text about why the author wrote the text. GUIDED PRACTICE will share our text examples brought from home. We will categorize each text example by the authors purpose and explain our categorization. INDEPENDENT PRACTICE will go to our class, school, or community library. You will find at least one example of a text for each authors purposeto entertain, to inform, to persuade. You will identify your text and explain your categorization. (Student Independent Practice worksheet is provided below.) TIP: Make it fun! Turn the Independent Practice into a library scavenger hunt by giving your students clues to the type of texts they should find. Then have students categorize their findings by the authors purpose. LESSONS & UNITS: AUTHOR'S PURPOSE 4TH GRADE UNIT Lesson 2: Categorizing Texts According to Authors Purpose CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 T H GRADE UNI T Lesson 2: Guided Practice Chart Example Semantic Map 2010 Urban Education Exchange. All rights reserved Entertai n Inform Persuade 1 Comics Movies Fictional books Poems Fairy tales Jokes Plays News articles Encyclopedia ictionary !"esaurus #tlas Maps $io%rap"ies Nonfiction texts Editorials #dvertisements Campai%n speec"es Commercials &eviews CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 T H GRADE UNI T Lesson 2: Independent Practice Worksheet Name: ______________________________________ Date: ________________ Directions: Write the name of one example text you found for each authors purpose. Explain how you know the purpose of each text. 1. To persuade: Text example: _______________________________________________________ ___________________________________________________________________ How do you know ___________________________________________________ ___________________________________________________________________ ___________________________________________________________________ !. To entertain: Text example: _______________________________________________________ ___________________________________________________________________ How do you know ___________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ". To inform: Text example: _______________________________________________________ ___________________________________________________________________ How do you know ___________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2010 Urban Education Exchange. All rights reserved 1 Learning Outcome Change an authors purpose Duration Approximately 50 minutes Necessary Materials Provided: Students Get Healthy Passage- Direct Teaching Example Passage, Dont Miss the Festival at Olympia!- Guided Practice Example Passage, Fashion Do or Dont- Independent Practice Passage and Worksheet Not Provided: chart paper, markers Lesson Plan DIRECT TEACHING will explain that changing the language in a piece of writing can change the authors purpose. I will read Students Get Healthy aloud and identify the purpose--to inform. Then, I will change the language of the text to make its purpose persuasive. I will use the characteristics of persuasive texts to help me revise and add language to the passage that convinces the reader to think or do something. I will add opinions, feelings, expert information, and language convincing the reader to take action, in order to make the purpose of the passage to persuade the reader that the new law is good. (Passages are provided. See Direct Teaching Teacher Example Passage below in Teacher and Student Materials.) THINK CHECK Ask: How did I change the author's purpose of the text? Students should respond that you revised the words and phrases in the text based on characteristics of another author's purpose. GUIDED PRACTICE will identify the authors purpose of the passage, Dont Miss the Festival at Olympia! (Passages are provided. See Guided Practice Teacher Example Passage below.) Then, using the characteristics of entertaining texts, we will change the purpose of the passage to entertain. We will add humor, fictional elements, and imaginary information to entertain the reader. INDEPENDENT PRACTICE will read the passage, Fashion Do or Dont, (passage is provided) and identify the authors purpose. You will then rewrite the passage, changing the authors purpose by choosing from the two remaining purposes. (Student Independent Practice is provided below.) Build Student Vocabulary nutritious Tier 2 Word: nutritious Contextualize the word as it is used in the story In their place are more nutritious choices, such as granola bars, nuts, water, and juice. Explain the meaning student- friendly definition) Nutritious means that something contains vitamins and minerals that are good for your body. The author of the passage means that we can replace unhealthy foods with foods that are good for your body. Students repeat the word Say the word nutritious with me: nutritious. Teacher gives examples of When I eat nutritious foods, I feel healthy and strong. When I do not eat nutritious foods, I lose energy and gain weight. LESSONS & UNITS: AUTHOR'S PURPOSE 4TH GRADE UNIT Lesson 3: Changing an Authors Purpose the word in other contexts Students provide examples What is an example of a nutritious food? Start by saying, One example of a nutritious food is ___________________. Students repeat the word again. What word are we talking about? Nutritious. Additional Vocabulary Words requires, farewell Build Student Background Knowledge Explain that you are going to read a passage about Olympia, a city located in Greece. Greece is a country in Southern Europe. Point to Greece on your classroom map or globe. Olympia was the site of the first Olympic Games held 1170 years ago. The first Olympics were meant to honor Zeus, the King of Gods in Greek mythology (stories of the gods). Zeus was thought to rule at Mount Olympus, and was also believed to be the god of thunder and sky long ago. LESSONS & UNITS: AUTHOR'S PURPOSE 4TH GRADE UNIT Lesson 3: Changing an Authors Purpose CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 T H GRADE UNI T Lesson 3: Direct Teaching Passage 2 Notes: Black is original text from Weekly Reader. Underlined text is added by teacher as an example of persuasive language during Direct Teaching. (I) Students Need to Get Healthy! A great new U.S. law requires that schools provide healthier choices for students. Public schools across the country are going on a health kick. Thanks to a new federal law, students are saying farewell to fatty foods and hello to better eating habits in school. They are also exercising more during the school day. Students should realize the need for healthy eating and exercise on their own, but unfortunately they need the help of the U.S. government to create such protective laws. New School Rules t!s up to schools to decide how they will comply with the law. "lthough, most schools should feel a sense of responsibility for their students, many districts are mandating or re#uiring, schools to provide healthier choices for lunch. n Tennessee, most schools have removed sugary snacks and soft drinks from vending machines. n their place are more nutritious choices, such as granola bars, nuts, water, and $uice. t sounds like Tennessee is a good place to go to school% n &lorida, 'issouri, and Texas, some schools have new rules that restrict desserts such as cupcakes and lollipops from parties. Students should not be eating those types of foods anyway. nstead, school officials are encouraging teachers and parents to provide more nutritious treats. To get kids to exercise more, the northwestern 'innesota district of Perham (ent has added more physical activity to the school day. )opefully one day, schools will re#uire students to complete a certain amount of cardio exercise in a day. 'any school districts are also making sure that kids have recess every day. f your school has not encouraged healthy eating and exercise, you should write a letter to your local officials demanding them to do more to encourage healthy living in young people. Black Text !opyright " #$$% &eekly 'eader !orporation. (ll rights reserved. Weekly Reader is a registered trademark of &eekly 'eader !orporation. Used by permission. )rom Weekly Reader Senior, Student Edition* +$,#$,$%. Underlined Text " #$+$ Urban -ducation -xchange. (ll rights reserved. 1 CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 T H GRADE UNI T Lesson 3: Guided Practice Passage 2 Notes: Black is original text. Underlined text is added by the class as an example of entertaining language during the Guided Practice. (We) A Funny Festival at Olympia! The Festival at Olympia is supposed to showcase the worlds greatest athletes all in one place. The Funniest Festival at Olympia is supposed to showcase the worlds greatest comedians. Adonia was determined to make it the Funniest Festival at Olympia in Greek History! Every year !or the Festival at Olympia athletes and spectators come !rom great distances to take part in this ama"ing ceremony to honor #eus. For the Funniest Festival at Olympia Adonia planned to enter the stadium in a tiny car dressing up as a clown and doing !lips through the air! $ast year !or the Festival at Olympia over a thousand spectators arrived to show their support !or hundreds o! athletes !rom all over Greece. This year !or the Funniest Festival at Olympia thousands o! spectators would arrive with a %it o! laughter as Adonia per!ormed her routine. Adonia planned to enter the three legged hop races the water %alloon toss and the &walking on your hands' race! (oon it was time !or the opening ceremony. Adonia "oomed in with her tiny car popped out with her clown costume and honked her clown nose. (he and her dog did !lips through the air. The stadium was roaring with laughter. The Festival was o!! to a !unny start! Black Text !opyright " Weekly #eader !orporation. $ll rights reser%ed. Weekly Reader is a registered trademark of Weekly #eader !orporation. Used by permission. Underlined Text " &'(' Urban )ducation )xchange. $ll rights reser%ed. 1 CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 T H GRADE UNI T Lesson 3: Independent Practice Worksheet Name: ______________________________________ Date: ________________ Directions: Read the passage. Identify the authors purpose (to entertain, to persuade, or to inform). Then rewrite the artice so that it has a different purpose. Fashion Do or Dont Should public schools require students to wear uniforms? NO! A uniform requirement violates, or disregards, the right to freedom of expression. That right is protected by the First Amendment to the U.S. onstitution. !" thin# students shou$d choose their o%n c$othing sty$es, rather than be to$d to %ear a specific uniform,! fifth grader &ay$ie 'i$ay(ong from Aurora, )issouri, to$d WR News. *er c$assmate +ade F$eet%ood agrees. !&ids shou$d be a$$o%ed to %ear different sty$es of c$othes.! Some parents are %orried about the expense. ,$mira %ou$d offer uniforms at a price bet%een -./ and -0/. !+hat1s the schoo$ district going to do for peop$e %ho can1t afford them2! as#ed one ,$mira father at a recent pub$ic meeting. !hat is the authors purpose" _______________________________ Rewrite the artice so that it has a different purpose. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Te#t: $opyright % &''( !ee)y Reader $orporation. * rights reser+ed. Weekly Reader is a registered trademar) of !ee)y Reader $orporation. ,sed -y permission. .rom Weekly Reader 4, Student Edition, (/0/'1. 2uestions: % &'3' ,r-an 4ducation 4#change. * rights reser+ed. 1 CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 T H GRADE UNI T Lesson 3: Independent Practice Worksheet ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Te#t: $opyright % &''( !ee)y Reader $orporation. * rights reser+ed. Weekly Reader is a registered trademar) of !ee)y Reader $orporation. ,sed -y permission. .rom Weekly Reader 4, Student Edition, (/0/'1. 2uestions: % &'3' ,r-an 4ducation 4#change. * rights reser+ed. 2 CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 T H GRADE UNI T Lesson 3: Direct Teaching Passage 1 Students Get Healthy! A new U.S. law requires that schools provide healthier choices for students. Public schools across the country are going on a health kick [2006]. Thanks to a new federal law, students are saying farewell to fatty foods and hello to better eating habits in school. They are also exercising more during the school day. New School Rules t!s u" to schools to decide how they will com"ly with the law. #any districts are mandating or re$uiring, schools to "ro%ide healthier choices for lunch. n Tennessee, most schools ha%e remo%ed sugary snacks and soft drinks from %ending machines. n their "lace are more nutritious choices, such as granola bars, nuts, water, and &uice. n 'lorida, #issouri, and Texas, some schools ha%e new rules that restrict desserts such as cu"cakes and lolli"o"s from "arties. nstead, school officials are encouraging teachers and "arents to "ro%ide more nutritious treats. To get kids to exercise more, the northwestern #innesota district of Perham (ent has added more "hysical acti%ity to the school day. #any school districts are also making sure that kids ha%e recess e%ery day. Text: Copyright 2006 Weekly Reader Corporation. All rights reserved. Weekly Reader is a registered trademark of Weekly Reader Corporation. sed !y permission. "rom Weekly Reader Senior, Student Edition# $0%20%06. 1 CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 T H GRADE UNI T Lesson 3: Guided Practice Passage 1 Dont Miss the Festival at Olympia! Have you ever wished that you could see the worlds greatest athletes all in one place? Then make sure that you buy your tickets for the Festival at Olympia, the greatest Greek sports event in history !very year, athletes and spectators come from great distances to take part in this ama"ing religious ceremony to honor #eus$ The athletes swear an oath to #eus that they have been training for the competition for ten months %ccording to &omulus Oculus, the fastest man in the world, the Festival at Olympia 'gives athletes a chance to show their best skills, and compete in the most e(citing events$) *ast year, over a thousand spectators arrived in Olympia to show their support for hundreds of athletes from all over Greece$ The festival lasts five days$ +ith events like the chariot races, the pentathlon, sprinting, and bo(ing, no true sports fan can afford to miss the Festival at Olympia ,uy your tickets now-dont delay There are only .// days left until the ama"ing Festival at Olympia Text: Copyright Weekly Reader Corporation. All rights reserved. Weekly Reader is a registered trademark of Weekly Reader Corporation. Used by permission. 1 Unit Extension Ideas Have students read a reading passage provided on the website, identify the authors purpose, and give examples from the text to support their answers. Then, have students rewrite the passage with a new purpose. Provide students with a controversial topic such as, Should boys and girls go to school together? or a topic based on a current event. Have students write an editorial supporting their opinions. Students can share their editorials with classmates or send them into a local newspaper. Have students write an advertisement for a made-up product, persuading the class to use the product. Students can write poems or create comic strips as a way to practice writing for the purpose of entertaining the reader. Show students short clips of movies, sitcoms, cartoons, documentaries, and news broadcasts. Have them identify the purpose of each clip. Have students explore the Internet and give examples of websites they find that have the purpose of entertaining, informing, and persuading. More Books for Teaching Author's Purpose Indian in the Cupboard by Lynne Reid Banks The Kid Who Invented the Popsicle: and Other Surprising Stories about Inventions by Don L. Wulffson A Weekend with Picasso by Florian Rodari Stuart Little by E. B. White Sideways Stories from Wayside School by Louis Sachar A Cache of Jewels by Ruth Heller Earthquakes by Seymour Simon Double Fudge by Judy Blume LESSONS & UNITS: AUTHOR'S PURPOSE 4TH GRADE UNIT Unit Level Materials CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 T H GRADE UNI T Classroom Display AP Authors Purpose Definition: The reason why the author has written the text for readers.
2010 Urban Education Exchange. All rights reserved 1 Why did the author write this book or passage? What does the author want me to think, feel, or believe? An authors purpose may be to: inform persuade entertain show teach convince expressillustrate explain prove inspire CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 T H GRADE UNI T Classroom Display Authors Purpose Definition: The reason why the author has written the text for readers. P..!. " Persuade, nform, or !ntertain 2010 Urban Education Exchange. All rights reserved 2 dentifying an authors purpose is as easy as P..!.#
CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 t h GRADE UNI T Reading Passage
Text: Copyright 2007 Weekly Reader Corporation. All rights reserved. Weekly Reader is a registered trademark of Weekly Reader Corporation. Used by permission. 2010 Urban Education Exchange. All rights reserved.
Animal Instinct Hours before giant waves pounded coastlines in South Asia, many animals started behaving strangely. In Sri Lanka, elephants trumpeted frantically and fled to higher ground. Bats and flamingos deserted low- lying areas. Many other animals escaped unharmed. Wildlife experts are amazed that many animals survived the tsunami 1 . The series of huge waves killed thousands of people in South Asia and East Africa in 2004. Experts say animals might have sensed the approaching waves and moved to higher ground. "I think animals can sense disaster. They know when things are happening in nature," said an official at the national wildlife department in Sri Lanka.
Philippe Desmazes/AFP/Getty Images Elephants sharp senses may have warned them about the tsunami.
1 tsunami: a very large ocean wave that is produced by an under-the-sea earthquake or volcano eruption
CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 t h GRADE UNI T Reading Passage
Text: Copyright 2007 Weekly Reader Corporation. All rights reserved. Weekly Reader is a registered trademark of Weekly Reader Corporation. Used by permission. 2010 Urban Education Exchange. All rights reserved.
More Wild Stories Other stories of odd animal behavior before the tsunami have also surfaced. Giant waves flooded low-lying parts of Yala National Park in Sri Lanka, uprooting 2 trees and killing hundreds of people. Wildlife officials reported, however, that few animals died. The park is home to hundreds of animals, including elephants, monkeys, leopards, tigers, deer and water buffalo. In Thailand, elephants carrying tourists from Japan bolted for the hills, and other elephants broke free of their chains. In one fishing village, nearly 1,000 locals escaped safely after birds squawked madly. Making 'Sense' of It Why might animals have known trouble was on the way? Forget special powers. Instead, experts say that animals have better senses of hearing, smell and sight than humans do. Those sharp senses help warn animals when natural disasters, such as volcanic eruptions or earthquakes, are about to happen. "It doesn't surprise me that animals had an early warning of the tsunami," animal expert Michael Dee of the Los Angeles Zoo told Weekly Reader. "The senses of certain species are far stronger than what any human has." Dee points out that dogs, for example, have a stronger sense of smell than humans and that cats can see better in the dark than people. Scientists say that animals might have felt the vibrations 3 from the earthquake that set off the tsunami. In addition, many animals, including elephants, pigeons, and dogs, can also pick up infrasound. That is a sound that is too low in pitch for humans to hear. "Elephants can hear or feel other elephants grumble up to 2 miles away, so they probably felt the earthquake," said Dee. "Their first instinct would be to move away from the direction of the sound." An instinct is a natural, untaught behavior or reaction.
2 uprooting: pulling up so that even the roots come out of the ground 3 vibration: trembling motion
CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 t h GRADE UNI T Reading Passage
Text: Copyright 2007 Weekly Reader Corporation. All rights reserved. Weekly Reader is a registered trademark of Weekly Reader Corporation. Used by permission. 2010 Urban Education Exchange. All rights reserved.
Before the tsunami struck, animals may have started to flee because they saw other creatures running. "Animals take their cues from other animals," said Dee. The Mystery Continues How animals sense danger has fascinated people for centuries. Most scientists are quick to point out, however, that nothing has ever been proven. Will animal instincts be used to create a warning system about natural disasters anytime soon? "I wouldn't count on [it]," said Dee. In the meantime, animals are helping out in other ways. For example, elephants are assisting in the cleanup of areas hit by the tsunami.
Hearing With Their Feet
Scientists say that elephants can pick up vibrations from earthquakes through their broad feet. Elephants' toenails are in the skin and not attached to the toes. Elephants' soles have sensitive foot pads that detect vibrations, such as those from an earthquake. That signals elephants to move to more stable ground.
Leigh Haeger CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 t h GRADE UNI T Question Sheet Name: Date: Animal Instinct Questions _____ 1. The author wrote this to a. advise the readers to listen to their animals. b. inform the readers about amazing animal instincts. c. convince the readers to take better care of animals. d. tell readers about warning signs of natural disasters. _____ 2. Animals knew that something was wrong because a. the! felt vibrations in the "arth. b. other animals were fleeing. c. the! heard low #itched sounds. d. all of the above. _____ $. The author included a %uote from &ichael Dee because a. he is an animal e'#ert. b. he works in Thailand. c. he survived the tsunami. d. he wants animals to be treated better. _____ (. The author included the diagram a. to show the sounds that the ele#hants heard. b. to show where the ele#hants were when the! heard the vibrations. c. to show how ele#hants can feel vibrations with their feet. d. to show the size of the ele#hants) feet. _____ *. +ow could ele#hants, instincts hel# humans- ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ 2010 Urban Education Exchange. All rights reserved CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 t h GRADE UNI T Question Sheet Name: Date: Animal Instinct Answer Sheet _A. 1. The author wrote this to a. advise to the readers to listen to their animals. b. inform the readers about amazing animal instincts. c. convince readers to take better care of animals. d. tell readers about warning signs of natural disasters. _/0"_ 2. Animals knew that something was wrong because a. the! felt vibrations in the "arth. b. other animals were fleeing. c. the! heard low #itched sounds. d. all of the above. _A. $. The author included a %uote from &ichael Dee because a. he is an animal expert. b. he works in Thailand. c. he survived the tsunami. d. he wants animals to be treated better. _A._ (. The author included the diagram a. to show the sounds that the ele#hants heard. b. to show where the ele#hants were when the! heard the vibrations. c. to show how elephants can feel vibrations with their feet. d. to show the size of the ele#hants, feet. _D/_ *. +ow could ele#hants, instincts hel# humans- Answers will var!. 1f #eo#le #aid attention to ele#hants) behavior it _ could #ossibl! #rovide a warning that there has been an earth%uake or that a tsunami ma! be coming.____________________________ Suggested Additional Vocabulary: frantically, to bolt, to flee, to approach, sole 2010 Urban Education Exchange. All rights reserved CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 t h GRADE UNI T Reading Passage
Text: Copyright 2007 Weekly Reader Corporation. All rights reserved. Weekly Reader is a registered trademark of Weekly Reader Corporation. Used by permission. 2010 Urban Education Exchange. All rights reserved.
Get Up and Go! : Breakfast Boost Do you skip breakfast most mornings? If you're like most kids, you probably do! A new school year can be a good time to get into the habit of eating a healthful breakfast, say experts. Recent studies show that eating breakfast boosts both your health and your brainpower. "Breakfast supplies children with the nutrients they need and fuels them for a day of learning," nutrition expert Virginia Campbell told Weekly Reader. Nutrients are substances found in food that help your body stay strong and healthy. Eating a healthful breakfast and a balanced diet during the day will help your body get the nutrients it needs. Right Start Did you know that the word breakfast means "break the fast"? While you're asleep at night, you're fasting, or not eating. You "break the fast" when you eat a morning meal. Breakfast replenishes, or restores, the energy that is lost after a night's sleep. That is why it is often called the most important meal of the day. Breakfast Benefits 1
Studies show that kids who eat a healthful breakfast learn better, pay more attention in class, and are less likely to miss school. Experts also say that kids who eat breakfast are less likely to overeat later in the day.
1 benefit: something that promotes well-being www.freeimages.co.uk A healthful breakfast is an important start to your day. CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 t h GRADE UNI T Reading Passage
Text: Copyright 2007 Weekly Reader Corporation. All rights reserved. Weekly Reader is a registered trademark of Weekly Reader Corporation. Used by permission. 2010 Urban Education Exchange. All rights reserved.
That is good news. Along with regular exercise, eating breakfast can lower the risk of becoming obese, or severely overweight.
About 9 million kids in the United States are obese. Being overweight can lead to health problems, such as heart disease, later in life. Smile Away Breakfast eaters also have another reason to smile. Eating breakfast in the morning helps keep tooth decay at bay. A new study found that kids who do not eat breakfast are more likely to have tooth decay than kids who do. Why? Kids who skip breakfast tend to reach for sugary snacks during the day. Balanced Breakfast Experts say that if you find yourself crunched for time in the morning, don't rule out breakfast. Being creative with your morning routine can help you make time. You might try planning your outfit the night before or getting up 10 minutes early. Some families even set the breakfast table before going to bed. Leaving time for breakfast will give you the brainpower you need in school and will keep you going until the lunch bell rings. "Breakfast really helps to start your engine!" says Campbell. CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 t h GRADE UNI T Reading Passage
Text: Copyright 2007 Weekly Reader Corporation. All rights reserved. Weekly Reader is a registered trademark of Weekly Reader Corporation. Used by permission. 2010 Urban Education Exchange. All rights reserved.
Fuel Up With Breakfast! The old saying is true-you are what you eat! That's because your health depends on what you put into your body. Here are some nutrients you might find in breakfast foods: Complex carbohydrates found in foods such as cereal provide your body with energy. Your body stores up the energy and uses it when you need it! Protein also supplies your body with energy and helps fight infection. Eggs and cheese are good sources of protein. Vitamins and minerals help the body grow. Milk and other dairy products provide your body with vitamin D and calcium, a mineral that helps build strong teeth and bones. Fruits and vegetables are good sources of vitamins and minerals. You should eat at least five servings of them a day. Quick Breakfast Ideas! No time for waffles or pancakes in the morning? Don't worry! We have some quick and easy tips for a healthful breakfast: Grab that slice of leftover veggie pizza. Eat it cold or warm it up. Make a breakfast sundae. Top a bowl of yogurt with fresh fruit and granola. Toast cheese on whole-grain bread. Wash it down with a glass of cold orange juice. Got milk? Enjoy a cup with a peanut butter and banana sandwich. CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 t h GRADE UNI T Question Sheet Name: Date: Get Up and Go Questions _____ 1. The author wrote this a. to encourage parents to give their kids breakfast. b. to persuade schools to offer breakfast to kids. c. to persuade kids to eat breakfast. d. all of the above. _____ 2. The author uses boxes at the end of the passage to a. list reasons wh breakfast is important. b. give ideas for health breakfasts. c. summari!e the passage. d. give a step"b"step guide on making a health breakfast. _____ #. The author includes the section Smile Away to a. explain wh breakfast eaters are happier people. b. explain how breakfast is good for teeth. c. add humor to the passage. d. give recipes for health breakfasts. _____ $. %hich of the following is not a benefit to eating breakfast& a. 'ating breakfast prevents kids from exercising. b. 'ating breakfast helps kids pa attention in school. c. (reakfast restores energ after a long night)s sleep. d. 'ating breakfast lowers the risk of obesit. _____ *. +ow can kids that do not normall eat breakfast begin to add breakfast to their morning routine& _____________________________________________________ _____________________________________________________ _____________________________________________________ 2010 Urban Education Exchange. All rights reserved CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 t h GRADE UNI T Question Sheet Name: Date: Get Up and Go Answer Sheet _,-_ 1. The author wrote this a. to encourage parents to give their kids breakfast. b. to persuade schools to offer breakfast to kids. c. to persuade kids to eat breakfast. d. all of the above. _,-_ 2. The author uses boxes at the end of the passage to a. list reasons wh breakfast is important. b. give ideas for healthy breakfasts c. to summari!e the passage. d. to give a step"b"step guide on making a health breakfast. _,-_ #. The author includes the section Smile Away to a. explain wh breakfast eaters are happier people. b. explain how breakfast is good for teeth. c. add humor to the passage. d. give recipes for health breakfasts. ./0.a $. %hich of the following is a not benefit to eating breakfast& a. ating breakfast prevents kids fro! exercising. b. 'ating breakfast helps kids pa attention in school. c. (reakfast restores energ after a long night)s sleep. d. 'ating breakfast lowers the risk of obesit. _D. *. +ow can kids that do not normall eat breakfast begin to add breakfast to their morning routine& ,nswers will var. 1tudents should give ideas on adding breakfast to their morning routine such as: talking to their parents2 preparing some food the night before or getting up earlier. Suggested Additional Vocabulary: habit, balanced, infection 2010 Urban Education Exchange. All rights reserved CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 t h GRADE UNI T Reading Passage
Text: Copyright 2007 Weekly Reader Corporation. All rights reserved. Weekly Reader is a registered trademark of Weekly Reader Corporation. Used by permission. 2010 Urban Education Exchange. All rights reserved. .
The Heat is On
Polar bears reign as the kings of the Arctic. Yet there is trouble underfoot for those snow- colored creatures and other wildlife as their icy habitat 1 slips away. The Arctic is the icy, cold region located around the North Pole. In November [2004], scientists from eight countries released a report saying that the Arctic is warming twice as fast as the rest of Earth. In the report, scientists predict that at least half of the summer sea ice in the Arctic will melt by the end of this century. The scientists blame global warming for the Arctic thaw. That is the gradual 2 rise in Earth's temperature. Too Hot to Handle Arctic ice is melting at an alarming rate. Winter temperatures in the Arctic have risen between 4 and 7 degrees Fahrenheit. During the past 30 years, polar bears have lost more than 386,000 square miles of ice- -an area larger than the states of Texas and Arizona combined. More than 20,000 polar bears live in the Arctic regions. Disappearing sea ice threatens polar bears and other cold-weather animals. Polar bears use the ice as a bridge to hunt seals, their primary 3 source of food. As the sea ice disappears, the mighty predators, or hunters, catch fewer seals and risk starvation. Seals also depend on the ice to rest and give birth. Scientists fear that polar bears, seals, and other animals that rely on the ice could be wiped out by the end of the century if the warm-up continues.
1 habitat: a place where an animal naturally lives 2 gradual: changing by slight degrees 3 primary: main Leigh Haeger The Arctic Circle. CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 t h GRADE UNI T Reading Passage
Text: Copyright 2007 Weekly Reader Corporation. All rights reserved. Weekly Reader is a registered trademark of Weekly Reader Corporation. Used by permission. 2010 Urban Education Exchange. All rights reserved. .
U.S. Fish and Wildlife Service A polar bear and her cubs. Earth's Air Conditioner Some of the 4 million people who live in the Arctic have also found themselves on shaky ground. As the frozen land thaws, buildings and roads have weakened. Inuits (IH-nyoo-wets), a group of native people in the region, fish and hunt Arctic animals, including polar bears. They depend on those animals as their main source of food. Inuit hunters are also falling through thinning ice. Rising sea levels have forced some people in the Arctic to move their coastal villages inland. The report warns that melting ice could cause sea levels to continue to rise--up to 3 feet by the end of this century. Towns and cities along coastlines around the world could flood as a result. The warm-up also affects other parts of the planet. Arctic ice and snow reflect heat from the sun into space. Without the ice and snow, the planet would be much warmer. "The polar regions are essentially the Earth's air conditioner," said scientist Michael McCracken. Fossil Fuels' Fault Who cranked up the thermostat on the Arctic? Scientists say human activity is to blame for global warming. People use fossil fuels, such CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 t h GRADE UNI T Reading Passage
Text: Copyright 2007 Weekly Reader Corporation. All rights reserved. Weekly Reader is a registered trademark of Weekly Reader Corporation. Used by permission. 2010 Urban Education Exchange. All rights reserved. .
as coal, oil, and natural gas, to power cars, heat homes, and create electricity. Fossil fuels come from the remains of plants and animals that lived millions of years ago. Burning those fuels gives off gases that trap heat from the sun and add to the overheating of the Earth. To protect life in the Arctic, scientists say people need to limit their use of fossil fuels. "Climate change is not just about the future," said scientist Pal Prestud, who worked on the report. "It is happening now."
How Global Warming Works
The burning of fossil fuels releases carbon dioxide and other gases into the air. Those gases collect in a layer and trap heat from the sun. The layer of gases is like the windows in a greenhouse. The process is called the greenhouse effect. Too much of those gases in the air causes temperatures to rise. That is known as global warming.
Leigh Haeger CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 t h GRADE UNI T Question Sheet Name: Date: The Heat is On Questions _____ 1. The author wrote this passage to a. encourage the reader to visit the arctic. b. tell the reader things that they can do to stop global warming. c. suggest that polar bears and seals be added to the endangered species list. d. inform the reader about global warming. _____ 2. The author included a diagram at the end of the passage to show a. how the Earths temperature is rising. b. the relationship between the Earth and the sun. c. that global warming does not affect the Earth. d. the different !inds of gases that ma!e up the Earths atmosphere. _____ ". The Earths temperature is rising# because a. there is less arctic ice to cool the Earth. b. the suns rays cannot escape the polluted atmosphere. c. people use a lot of fossil fuels that give off gases that are polluting the atmosphere. d. all of the above. _____ $. The author includes a section on %nuits in this passage# because they a. are ma&or contributors of global warming. b. believe that global warming is a myth. c. are greatly affected by global warming. d. are hoping for some warmer weather in the region where they live. _____ '. (ow could your life change if global warming continues as scientists thin! it will) _____________________________________________________ _____________________________________________________ _____________________________________________________ 2010 Urban Education Exchange. All rights reserved CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 t h GRADE UNI T Question Sheet Name: Date: The Heat is On Answer Sheet _*+_ 1. The author wrote this passage to a. encourage the reader to visit the arctic. b. tell the reader things that they can do to stop global warming. c. suggest that polar bears and seals be added to the endangered species list. d. inform the reader about global warming. _*+_ 2. The author included a diagram at the end of the passage to show a. how the Earth's temperature is rising. b. the relationship between the earth and the sun. c. that global warming does not affect the Earth. d. the different !inds of gases that ma!e up the Earths atmosphere. _,-E_ ". The Earths temperature is rising# because a. there is less arctic ice to cool the Earth. b. the suns rays cannot escape the polluted atmosphere. c. people use a lot of fossil fuels that give off gases that are polluting the atmosphere. d. all of the above. _*+_ $. The author includes a section on %nuits in this passage# because they a. are ma&or contributors of global warming. b. believe that global warming is a myth. . are greatl! affeted b! global warming. d. are hoping for some warmer weather in the region where they live. _D,_ '. (ow could your life change if global warming continues as scientists thin! it will) *nswers will vary. There are many things that could change if the _ Earths temperature continues to rise. The sea levels could rise____ _ because the warmer temperatures can cause ice to melt. This will force people that live near the water to relocate. .overnments may pass ___ laws that limit how much gas and electricity people are allowed to use. Suggested Additional Vocabulary: thermostat, starvation 2010 Urban Education Exchange. All rights reserved CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 t h GRADE UNI T Reading Passage
Text: Copyright 2007 Weekly Reader Corporation. All rights reserved. Weekly Reader is a registered trademark of Weekly Reader Corporation. Used by permission. 2010 Urban Education Exchange. All rights reserved.
Turn It Off! Can you imagine a week without Thats So Raven, SpongeBob SquarePants, or the NBA playoffs? The TV-Turnoff Network wants you to do just thatand imagine what you can do instead of watching TV. As a result, the theme of TV-Turnoff Week is "Imagine 1 ." The celebration takes place from April 24 to April 30. During the week-long event, TV-Turnoff officials hope to raise awareness about the harmful effects of too much television. Each American watches, on average, more than four hours of television per day, according to RealVision and the TV-Turnoff Network. In fact, kids spend more time in front of the television (1,023 hours per year) than in school (900 hours per year)! Experts say that too much time in front of the TV can have a negative 2 effect on children. Kids dont do as well in school and dont get enough exercise to stay in shape. Robert Kesten, executive director of the TV-Turnoff Network, hopes that kids will turn off the television and get involved with other interests. "Turning off the television allows children to see the real world," Kesten told Weekly Reader. "We think kids will be surprised with the new discoveries they will make if they choose to shut off the TV for a week."
1 imagine: (a) form a mental picture of; (b) think; suppose 2 negative: not positive or helpful CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 t h GRADE UNI T Question Sheet Name: Date: Turn it Off! Questions _____ 1. In this passage the author seems to be a. informing students of TV-Turnoff Week. b. convincing students to participate in TV-Turnoff Week. c. chaenging students to imagine !hat the" can do besides !atching TV. d. a of the above. _____ #. The author gives information on the negative effects of teevision a. to e$pain !h" there is a TV-Turnoff Week. b. to sho! that there is not enough evidence about the effects of teevision. c. to scare the reader. d. to encourage the reader to go to the ibrar". _____ %. The author incudes the &uote from 'obert (esten to a. incude an argument for !atching more TV. b. sho! the reader an e$ampe of someone participating in TV- Turnoff Week. c. give more information about !h" there is a TV-Turnoff Week. d. incude e$pert advice about good forms of e$ercise. _____ ). The average *merican !atches more than a. + hours of TV a da". b. 1 hour of TV a da". c. ) hours of TV a da". d. 1, hours of TV a da". _____ -. What is the main idea of this passage. _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ 2010 Urban Education Exchange. All rights reserved CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 t h GRADE UNI T Question Sheet Name: Date: Turn it Off! Answer Sheet */ 1. In this passage the author seems to be a. informing students of TV-Turnoff Week. b. convincing students to participate in TV-Turnoff Week. c. chaenging students to imagine !hat the" can do besides !atching TV. d. all of the above. */ #. The author gives information on the negative effects of teevision a. to explain why there is a TV-Turnoff ee!. b. to sho! that there is not enough evidence about the effects of teevision. c. to scare the reader. d. to encourage the reader to go to the ibrar". */ %. The author incudes the &uote from 'obert (esten to a. incude an argument for !atching more TV. b. sho! the reader an e$ampe of someone participating in TV- Turnoff Week. ". #ive $ore infor$ation about why there is a TV-Turnoff ee!. d. incude e$pert advice about good forms of e$ercise. 0I ). The average *merican !atches more than a. + hours of TV a da". b. 1 hour of TV a da". ". % hours of TV a day. d. 1, hours of TV a da". 1I -. What is the main idea of this passage. *ns!ers !i var"2 but shoud discuss TV-Turnoff !eek. Suggested Additional Vocabulary: theme, awareness, interests 2010 Urban Education Exchange. All rights reserved CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 t h GRADE UNI T Reading Passage
Text: Copyright 2007 Weekly Reader Corporation. All rights reserved. Weekly Reader is a registered trademark of Weekly Reader Corporation. Used by permission. 2010 Urban Education Exchange. All rights reserved.
When Lightning Strikes Thunder provides a wake-up call to head indoors. Scientists say lightning strikes the surface of Earth about 100 times each second. Thunderstorms are most frequent during the spring and summer. During those seasons, experts 1 warn people to be especially aware of the dangers of lightning. Forces of Nature Lightning is the flash of light that occurs when electricity moves between clouds or between a cloud and the ground. The huge spark of electricity is like the tiny kind you get when you run a comb through your hair or scuff your feet on a carpet only much stronger. A lightning bolt that crackles through the air can reach a temperature of 60,000 degrees Fahrenheit. That is about five times hotter than the sun! The intense heat from lightning causes the surrounding air to expand, resulting in the loud sound known as thunder. Thunder is nature's warning to head indoors. As meteorologist Ron Holle from Tucson, Arizona, told Weekly Reader, "When thunder roars, go indoors." A meteorologist is a scientist who studies weather. Holle also recommends following the 30-30 rule. If you hear thunder less than 30 seconds after you see lightning, head indoorsthe storm is only about 6 miles away. After the storm ends, wait 30 minutes before going outside. To determine how far away lightning is, count the seconds between the flash and the thunder. Every 10 seconds equals 2 miles. Play It Safe
1 expert: a person with special skill in or knowledge of a subject
World Almanac for Kids "When thunder roars, go indoors," says meteorologist Ron Holle. CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 t h GRADE UNI T Reading Passage
Text: Copyright 2007 Weekly Reader Corporation. All rights reserved. Weekly Reader is a registered trademark of Weekly Reader Corporation. Used by permission. 2010 Urban Education Exchange. All rights reserved.
Lightning strikes the ground in the United States about 25 million times each year! Although getting hit by lightning is unlikely, it is important to stay safe. In the United States, about 60 people are killed each year by lightning. To stay safe, follow the golden rulehead for cover. "There is no place outside that is safe from lightning," Holle said firmly. "There are two safe placesinside a [permanent 2 ] building or a metal-topped vehicle."
Lightning Safety Tips Lightning expert Ron Holle shared the following tips with Weekly Reader: Find shelter in a building or a metal-topped vehicle (not a convertible), and close the windows. If you're caught outdoors, stay away from open spaces and avoid standing near tall objects, such as trees. Avoid using electrical equipment, such as computers, TVs, and phones. (Cell phones are safe to use.) Stay away from sinks and showers. Lightning can travel through water pipes. Wait 30 minutes after the last sound of thunder or flash of lightning before going outside.
2 permanent: lasting or intended to last for a very long time CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 t h GRADE UNI T Question Sheet Name: Date: When Lightning Strikes Questions _____ 1. In the paragraph header under the title of the passage, it says that thunder provides a wake up call. !hat means thunder a. wakes people up. ". is really loud. c. is a warning. d. follows lightning. _____ #. !he author wrote this a. to teach people what to do when there is a thunderstorm. ". to keep people safe. c. to inform people a"out lightning and thunder. d. all of the a"ove. _____ $. !he author included the "o% at the end of the passage to a. summari&e the article. ". provide the reader with information on 'on (olle. c. provide tips for staying safe during lightning storms. d. give the reader his opinion on lightning. _____ ). !he author pro"a"ly interviewed 'on (olle for this passage "ecause a. they are good friends. ". 'on (olle is an e%pert. c. (olle was struck "y lightning. d. (olle lives in *ri&ona. _____ +. ,hat are three lightning safety tips- _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ 2010 Urban Education Exchange. All rights reserved CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4 t h GRADE UNI T Question Sheet Name: Date: When Lightning Strikes Answer Sheet ./ 1. In the paragraph header under the title of the passage, it says that thunder provides a wake up call. !hat means thunder a. wakes people up. ". is really loud. c. is a warning. d. follows lightning. *0 #. !he author wrote this a. to teach people what to do when there is a thunderstorm. ". to keep people safe. c. to inform people a"out lightning and thunder. d. all of the above. *0 $. !he author included the "o% at the end of the passage to a. summari&e the article. ". provide the reader with information on 'on (olle. c. provide tips for staying safe during lightning storms. d. give the reader his opinion on lightning. *0 ). !he author pro"a"ly interviewed 'on (olle for this passage "ecause a. they are good friends. b. on !olle is an e"pert. c. (olle was struck "y lightning. d. (olle lives in *ri&ona. 1I +. ,hat are three lightning safety tips- *nswers will vary, "ut might include finding shelter in a "uilding or vehicle, staying away from open spaces and tall o"2ects, not using electrical e3uipment, and not standing near sinks and showers. Suggested Additional Vocabulary: spark, shelter, intense 2010 Urban Education Exchange. All rights reserved