ELAR au28

1

Grade 4 Read/Write

Teacher Facing
August 28, 2024

Unit 1: Personal Narratives: My Story, My Voice
Lesson 13

Grade 4 Read/Write

Unit 1: Personal Narratives: My Story, My Voice
Lesson 13

Student Facing
August 28, 2024

Read the following paragraphs. Then answer the questions./ Lee los siguientes párrafos. Luego responde las preguntas.

Do Now/Hazlo ahora

88

It is Zeus’s will that there will be no wars until the end of the
Olympics. Woe to the city that does not obey this command.
Sparta once broke the truce by attacking another city. It had
to pay a large fine of silver coins called drachmas.

Read the dictionary entry for the word fine.

Excerpt from “An Athlete’s Journal” used with permission from HMH © Houghton Mifflin Harcourt Publishing Company

La voluntad de Zeus es que no haya guerras hasta el final de
los Juegos Olímpicos. ¡Habrá desdicha para la ciudad que no
obedezca este mandamiento! Una vez, Esparta rompió la
tregua al atacar otra ciudad. Tuvo que pagar una gran multa
en monedas de plata llamadas dracmas.

Lee los siguientes significados del diccionario.

Excerpt from “An Athlete’s Journal” used with permission from HMH © Houghton Mifflin Harcourt Publishing Company

1. Which definition most closely fits the way the

word fine is used in the text?

A. Definition 1
B. Definition 2
C. Definition 3
D. Definition 4

1. ¿Qué definición de multa se usa en el párrafo?

A. Definición 1
B. Definición 2
C. Definición 3
D. Definición 4

fine /fīn/ noun
1. a sum of money charged as punishment
2. a high quality wine
3. the place where a piece of music finishes
4. to punish someone by making them pay

multa/ sustantivo

1. una suma de dinero cobrada como castigo
2. un vino de alta calidad
3. el lugar donde termina una pieza musical
4. castigar a alguien haciéndole pagar

Read the following paragraphs. Then answer the questions./ Lee los siguientes párrafos. Luego responde las preguntas.

Do Now/Hazlo ahora

99

The journey from Rhodes to Olympia was long. I will stay
here for the next month and train with those who think
they can beat me. We are living in tents, with each person
setting up his own camp.

Read the dictionary entry for the word train.

Excerpt from “An Athlete’s Journal” used with permission from HMH © Houghton Mifflin Harcourt Publishing Company

El viaje de Rodas a Olimpia fue largo. Me quedaré aquí
durante el próximo mes y tendré que entrenar con
aquellos que creen que pueden vencerme. Vivimos en
tiendas de campaña y cada persona monta su propio
campamento.
Lee los siguientes significados del diccionario.

Excerpt from “An Athlete’s Journal” used with permission from HMH © Houghton Mifflin Harcourt Publishing Company

2. Which definition most closely fits the way the
word train is used in the text?

A. Definition 1
B. Definition 2
C. Definition 3
D. Definition 4

2. ¿Qué definición de entrenar usa en el párrafo?

A. Definition 1
B. Definition 2
C. Definition 3
D. Definition 4

entrenar / verbo

1. para enseñar habilidades o acciones
2. instruir
3. hacer que tome una forma particular
4. prepararse para estar en una competencia atlética

train /trān/ verb

1. to teach skills or actions
2. to instruct
3. to cause to take a particular shape
4. to prepare to be in an athletic contest

11

LO: SWBAT evaluate details
read to determine key ideas.

12

DOL: Given a personal
narrative, students will
correctly evaluate details
read to determine key ideas
in at least 4 of 5 questions.

1313

1414

Vocabulary
Vocabulario

Cognate
Cognado

Translation
Traducción

Definition
Definición

Personal Narrative

narrativa personal

un escrito de no ficción contado en
primera persona por alguien que
estuvo involucrado en los eventos
que se describen

Key Ideas

ideas claves

ideas importantes a lo largo de una
obra que respaldan el mensaje
central, el tema, el tono, etc.

Detail

detalles

hecho o idea que apoya o dice más
sobre una idea central o principal

Cognates and Lesson Specific Vocabulary

Cognados y vocabulario específico de la lección

15

Vocabulary
Vocabulario

Cognate
Cognado

Translation
Traducción

Definition
Definición

Adept

apto

tener gran habilidad o
habilidad

Flawless

impecable

sin defecto ni
imperfección

Gazed

miró

fijar los ojos en una
mirada firme e intensa.

Cognates and Lesson Specific Vocabulary

Cognados y vocabulario específico de la lección

16

personal narrative

(noun)

a piece of nonfiction
writing told in the first

person by someone who
was involved in the events

being described

detail
(noun)

fact or idea that supports

ortells more about a
central, or main, idea

key ideas

(noun)

important ideas

throughout a work that

support the central

message, theme, tone,

etc.

Academic Vocabulary

17

Personal Narratives

Memoirs

Autobiographies

Diary Entry

Anecdotes

includes direct

quotes

provides factual

evidence about the

writer's life

describes the

setting and culture
the person lived in

told in first person

based on a memory

or event

follows a sequence

of events

18

DETAILS are:

★ specifics
★ ideas
★ facts, or
★ points

included by an author
that contribute to the
purpose and message.

What are DETAILS?

19

Readers look for the ____________
between the _______ and how the
details are _________ to determine
what _________ the details focus on
and support.
Readers determine the key ideas in
a text to ________ the overarching
_________ of a text.

Determine KEY IDEAS

relationships

key ideas

organized

infer

message

details

21

How can readers determine KEY IDEAS?

Identify important details

Organize and connect details

Determine the key ideas

What should readers ask themselves when

determining KEY IDEAS?

What is the main
topic of the text?

What does the author

want the reader to

understand?

What information

is repeated or
emphasized?

What are the
most important
ideas supporting
the central idea?

My first day of soccer practice was a mix of
nervousness and excitement. When I arrived at the
field, I saw many kids my age kicking balls around.
Our coach, Mr. Johnson, taught us how to dribble
the ball between cones, which was harder than it
looked. I kept accidentally kicking the ball too far,
but I didn't give up. Next, we practiced passing with
partners. My partner, Sarah, gave me tips on how
to aim better. By the end of practice, I had made
new friends and felt more confident with the ball.
Even though I was tired, I couldn't wait for the next
practice. On the way home, I told my mom all about
my awesome day and how I was already falling in
love with soccer.

My First Soccer Practice
What is the main topic of the text?

What information

is repeated or
emphasized?

What does the
author want the

reader to

understand?

What are the most

important ideas
supporting the
central idea?

My first day of soccer practice was a mix of nervousness and

excitement. When I arrived at the field, I saw many kids my age
kicking balls around. Our coach, Mr. Johnson, taught us how to

dribble the ball between cones, which was harder than it looked. I

kept accidentally kicking the ball too far, but I didn't give up. Next, we
practiced passing with partners. My partner, Sarah, gave me tips on

how to aim better. By the end of practice, I had made new friends

and felt more confident with the ball. Even though I was tired, I

couldn't wait for the next practice. On the way home, I told my mom
all about my awesome day and how I was already falling in love with

soccer.

My First Soccer Practice

Identify important details

My first day of soccer practice was a mix of nervousness and

excitement. When I arrived at the field, I saw many kids my age
kicking balls around. Our coach, Mr. Johnson, taught us how to

dribble the ball between cones, which was harder than it looked. I

kept accidentally kicking the ball too far, but I didn't give up. Next, we
practiced passing with partners. My partner, Sarah, gave me tips on

how to aim better. By the end of practice, I had made new friends

and felt more confident with the ball. Even though I was tired, I

couldn't wait for the next practice. On the way home, I told my mom
all about my awesome day and how I was already falling in love with

soccer.

My First Soccer Practice

Identify important details

My first day of soccer practice was a mix of nervousness and

excitement. When I arrived at the field, I saw many kids my age
kicking balls around. Our coach, Mr. Johnson, taught us how to

dribble the ball between cones, which was harder than it looked. I

kept accidentally kicking the ball too far, but I didn't give up. Next, we
practiced passing with partners. My partner, Sarah, gave me tips on

how to aim better. By the end of practice, I had made new friends

and felt more confident with the ball. Even though I was tired, I

couldn't wait for the next practice. On the way home, I told my mom
all about my awesome day and how I was already falling in love with

soccer.

My First Soccer Practice

Organize and connect details

These details show ______________________.

Determine the key ideas

Important Details

Key Idea

1.

My first day of soccer practice was a
mix of nervousness and excitement.

2.

Our Cach Mr. Johnson, taught us
how to dribble the ball between
cones, which was harder than it
looked.

Which key idea is supported by the details in this
section?

A.

The author felt nervous about meeting the coach on
the first day of practice.

B.

The author's first soccer practice was both
challenging and exciting.

3.

By the end of practice, I had made
new friends and felt more
confident with the ball.

4.

On the way home, I told my mom
all about my awesome day and
how I was already falling in love
with soccer.

Which key idea is supported by the details in this
section?

A.

The author had a positive first experience playing
soccer.

B.

Making new friends is the most important part of
soccer.

Determine the key ideas

Important Details

Key Idea

1.

My first day of soccer practice was a
mix of nervousness and excitement.

2.

Our Cach Mr. Johnson, taught us
how to dribble the ball between
cones, which was harder than it
looked.

Which key idea is supported by the details in this
section?

A.

The author felt nervous about meeting the coach on
the first day of practice.

B.

The author's first soccer practice was both
challenging and exciting.

3.

By the end of practice, I had made
new friends and felt more
confident with the ball.

4.

On the way home, I told my mom
all about my awesome day and
how I was already falling in love
with soccer.

Which key idea is supported by the details in this
section?

A.

The author had a positive first experience playing
soccer.

B.

Making new friends is the most important part of
soccer.

29

adept

(adjective)

having great skill or

ability

gazed
(verb)

to fix the eyes in a
steady intent look

flawless
(adjective)

having no flaw or

imperfection

Content Vocabulary

Small Steps:
The Year I Got Polio
Chapter 13: The Great
Accordion Concert
(Amplify Anthology pg.37-41)

30

Read

Stop

Jot!

Read the chapter

(Anthology pg. 37-41)

Stop and ask yourself:

●what is happening in the
story?

●what are important details in
this chapter? how do the
details connect?

●what are key ideas in this
chapter?

⭐

This is important!

Underline key words

or details

❓

I don’t understand.

Readers are expected to…

1

2

3

What key idea about the accordion is supported by the
details on pg. 37?

A. The accordion was a popular hobby for patients

recovering from polio.

B. The accordion was the easiest instrument to learn for

beginners.

C. The accordion was the only instrument available at

Sheltering Arms.

D. The accordion was chosen to help with the narrator's

recovery.

33

Determine the key ideas

34

“Small Steps:The Year I Got Polio Chapter 13: The Great Accordion
Concert” Vocabulary

Definition

Examples

Image

Antonyms

attempt

35

“Small Steps:The Year I Got Polio Chapter 13: The Great Accordion
Concert” Vocabulary

Definition

Examples

Image

Antonyms

to try or seek (verb)

From my very first attempt, I hated
the accordion.

●

quit

●

drop

●

give up

attempt

36

Does Peg’s mother think Peg

will like playing the

accordion? Why?

Which sentence from the text supports
your answer.

Part B
Which sentence from the text supports
the answer to Part A?

A.

He grew red in the face.

B.

We girls covered our ears, made faces,
and booed.

C.

We pointed our thumbs down.

D.

“I'll try again next week,” he said.

37

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

Part A
What key idea about Peg’s father is
supported by the details on pg. 39?

A.

Peg’s father is naturally talented
at playing instruments.

B.

Peg’s father wants to prove he is
better than Peg.

C.

Peg’s father is determined despite
facing difficulties.

D.

Peg’s father becomes angry when
he can’t do something.

38

Which sentence from pg. 38 supports the key idea that
Peg’s parents believed in her abilities? Select TWO
correct answers.

A. “What fun! You’ve always loved your piano lessons.”
B. “You will master that accordion in no time.”
C. “Why don’t you play it, if you think it’s so easy?”
D. [...] off he went to the O.T. room to borrow the

accordion.

E. My dad played piano by ear, so he didn’t need

sheet music.

Part B
Which sentence from the text supports
the answer to Part A?

A.

Certain muscles of the arms and hands are
used when pushing an accordion in and
out, […] (pg.37)

B.

We girls covered our ears, made faces, and
booed. (pg.39)

C.

“When do we get the accordion concert?”
Renée asked the minute my parents
arrived. (pg.40)

D.

He had rented an accordion from a music
store and practiced every spare second in
order to surprise us [..] (pg.41)

39

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

Part A
What key idea about Peg’s father is
supported by the details in this
chapter?

A.

He thinks playing the accordion is
easy and requires no practice.

B.

He is willing to go to great lengths
to support and encourage Peg.

C.

He is frustrated with Peg’s lack of
effort to learn to play the
accordion.

D.

He thinks playing the accordion is
not important to Peg’s recovery.

40

Peg has many reasons to try playing the
accordion. What finally causes her to start
playing it?

A. Her father learns to play a song on the accordion in

seven days.

B. Her love for music and desire to learn a new instrument.
C. Her occupational therapist, Miss Ballard's,

encouragement on practicing.

D. Her mother's excitement about her learning to play a

new instrument.

42

Based on details in this chapter, what key idea about the narrator’s
recovery is supported? Support your answer using evidence from the text.

43

The key idea about the narrator's recovery is that
learning to play the accordion was a challenging but
helpful part of the narrator's recovery process.The text
states “[...] the effort did help strengthen my arm
muscles and my fingers." This detail shows that the
accordion was chosen specifically to help Peg
strengthen muscles she needed for her recovery from
polio.

Based on details in this chapter, what key idea about the narrator’s
recovery is supported? Support your answer using evidence from the text.

44

Closing

How can readers
determine the key

ideas in a text?

Readers can determine key ideas in a text by ___________________.

Review/Repaso
Directions: Fill in the blank using a word from the word bank.
Instrucciones: Usando una palabra del banco de palabras, completa cada oracion.

infer / inferir overarching / global emphasized / enfatiza

Readers determine the key
ideas in a text to ________ the
_____________ message of a
text. They must also ask
themselves what information
is repeated or ___________.

Los lectores determinan las
ideas claves de un texto para
________ el mensaje
_____________ de un texto.
También deben preguntarse
qué información se repite o
___________.

46

DOL: Given a
personal narrative,
students will
correctly evaluate
details read to
determine key
ideas in at least 4
of 5 questions.

Demonstration of Learning

HISD 4th Grade Read Write

LSAE

Learner/Securing

Student Facing
August 28, 2024

LSAE TIME

48

LO: SWBAT evaluate details read to
determine key ideas.

LSAE: Learner/Securing

Ⓡ 4.6(G) evaluate details read to determine key ideas

49

LEARNER and

SECURING

50

DETAILS are:

★ specifics
★ ideas
★ facts, or
★ points

included by an author
that contribute to the
purpose and message.

What are DETAILS?

What should readers ask themselves when

determining KEY IDEAS?

What is the main
topic of the text?

What does the author

want the reader to

understand?

What information

is repeated or
emphasized?

What are the
most important
ideas supporting
the central idea?

Read

Stop

Jot!

Read the Text

“Papadum Pizza”

Stop and ask yourself:

●what is happening in the
story?

●what are important details in
this text? how do the details
connect?

●what are key ideas in this
chapter?

⭐

This is important!

Underline key words

or details

❓

I don’t understand.

Readers are expected to…

1

2

3

53

stomach felt all
twisty (phrase):

he felt uneasy. A
sensation in the
stomach.

steam (noun):

the vapor into which
water is converted when
heated, forming a white
mist of small water
droplets in the air.

spicy
(adjective):

flavored with or fragrant
with spice

Papadum Pizza
By Carolyn Fay

1

When Devon's sister, Lil, went off to college, Devon's stomach felt all
twisty. Then Mom said that Siroj, a high-school student from India,
would be staying in their house. In Lil's room. That made Devon's
stomach feel worse. He missed his sister so much.

2

"What if I can't understand him?" Devon asked.

3

"He speaks English well," Mom said.

4

On Siroj's first day, he made some small talk and then disappeared
into his room. Lil's room, thought Devon. As days went on, Siroj started
spending more time in the rest of the house. He was in the kitchen a lot.
His cooking filled the air with steam and spice that made Devon's eyes
water.

5

"Smells wonderful!" Mom said. When Lil called a few days later,
Devon told her about Siroj's cooking.

6

"Seems too spicy for me," said Devon. "Lucky!" Lil said. "I love
Indian food."

7

"Seems too spicy for me," said Devon.

Which detail from the text supports the key
idea that Devon feels uneasy about Siroj
staying in their house?

54

A. Devon tells Lil about Siroj's cooking.

B. Devon feels all twisty when he hears about Siroj.

C. Devon thinks the food that Siroj is cooking smells

wonderful.

A. Devon talks to Siroj about his day.

1

X

X

X
?

Part B
Which sentence from the selection
supports the answer to Part A?

A.

He was in the kitchen a lot.
(paragraph 4)

B.

His cooking filled the air with steam
and spice that made Devon's eyes
water. (paragraph 4)

C.

"Smells wonderful!" Mom said.
(paragraph 5)

D.

"Seems too spicy for me," said
Devon. (paragraph 7)

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

Part A
What key idea about the narrator
is supported by the details in
paragraphs 4 through 7?

A.

The narrator is excited about
Siroj's cooking.

B.

The narrator is unsure about
trying new foods.

C.

The narrator enjoys spending
time with Siroj.

D.

The narrator misses his sister.

2

How does Mom react to Siroj's cooking?

56

A. She complains about the strong smell.

B. She enjoys the smell of the food.

C. She prefers Lil's cooking.

D. She asks Siroj to cook less often.

3

57

8

One day, Mom had to work late.

9

"Siroj will stay with you until I get home," she said. Devon's stomach flipped.
Lil had always stayed with him when Mom had to work late. When Devon got
home from school, Siroj greeted him at the door.

10

"Would you like a snack?" Siroj asked.

11

Devon shrugged. He and Lil used to cook together after school. They called
it "making messes."

12

Siroj opened the refrigerator. "How about a yogurt?"

13

"I had one at breakfast," said Devon.

14

Siroj opened a cupboard. "Pretzels?"

15

"No, thanks." Siroj smiled.

16

"Wait here." He returned with a package.

17

"An Indian snack," he said.

18

He pulled out a round, thin cracker the size of a small Frisbee. He poured oil
into a pan and fried the cracker. The kitchen filled with a peppery smell. Siroj
handed Devon a plate with the sizzling disk on it. "Papadum," he said. "Made
from lentil flour." Devon's stomach flipped again. But Lil had said she loved Indian
food. Should he try it? He broke off a piece. It was crunchy and snappy on his
tongue. "Not bad." He took another bite.

19

"Not bad," he said. It was actually really good.

20

Siroj's face crinkled into a big smile. "My sister made these," he said. "At
home, in India."

21

"Do you miss her?" Devon blurted.

greeted (verb):

give a polite word
or sign of welcome
or recognition to
(someone) on
meeting.

cupboard (noun):

a cabinet or small
recess with a door
and typically
shelves, used for
storage.

sizzling
(adjective):

very hot

crunchy
(adjective):

making a sharp
noise when bitten
or crushed and (of
food) pleasantly
crisp.

Which detail from the text supports the key idea
that Siroj is trying to share his culture with
Devon?

58

A. Siroj offered Devon a treat from his homeland.
B. Siroj fried the papadum in oil.
C. Siroj offered Devon crunchy pretzels.
D. Siroj greeted Devon at the door with a big

smile.

4

X

X
X
?

Which sentence from paragraph 18 supports the
key idea that Devon finds the papadum surprisingly
good?

59

A.He returned with a package.

B. He poured oil into a pan and fried the

cracker.

C. It was crunchy and snappy on his tongue.

D. "Not bad." He took another bite.

5

Which detail from the text supports the key idea that
Siroj tries to make Devon comfortable?
Select TWO correct answers.

A. Siroj smiled and greeted Devon at the door.

B. Siroj fried the cracker in a pan with oil.

C. Siroj went to his room and stayed there.

D. Siroj offered Devon different snacks.

E. Siroj spent a lot of time in the kitchen.

6

Complete the following sentence.

61

Initially Devon feels ______________ about trying the papadum.

7

Indifferent

Excited

Hesitant

Happy

62

15

"Every day," Siroj said. He slid another papadum into the pan.
"Usually we eat these with sauces."

16

"Like tomato sauce?" Devon said.

17

"Lil and I put sauce and cheese on English muffins to make
mini pizzas. I wonder how these would taste with..." He stopped,
suddenly embarrassed. This was Siroj's special food from home.

18

But Siroj tilted his head from side to side and said, "Why not?"
Siroj fried up more papadums. Devon added sauce and cheese.
Siroj put them in the oven for just a few minutes.

19

The flat brown pizzas crunched in their mouths when they ate
them.

20

"Not bad," Siroj said. "I'll have to tell my sister."

21

Then he laughed. Devon couldn't help laughing, too. They
made another batch. The kitchen smelled of tomatoes, cheese and
zingy pepper when Mom called to say she was on her way home.

22

"Shall I pick up food?" she asked.

23

"You don't need to," said Devon. "We have dinner covered."

24

"Really?" Mom sounded surprised.

25

"Yep," said Devon.

26

"Siroj and I have been making messes.”

batch (noun)

the quantity of
bread, cookies,
dough, or the like,
made at one
baking.

63

SCR

Look-fors in SCR responses:
❏ A complete response will provide

one of the possible responses.

❏ Evidence is accurately used to

support the response.

❏ The response and the evidence

to support it are based on the
text.

1 point
✔

2 points

✔

✔

✔

8

What key idea about the narrator, Devon, is
supported in the text?

64

8

The text supports the key idea that while Devon is initially
resistant to change he gradually becomes more
open-minded.Devon feels uneasy when Siroj, a new house
guest, takes over his sister's room and introduces
unfamiliar cooking smells. However, his attitude shifts from
discomfort to acceptance as he tries and enjoys the
papadum Siroj prepares.This experience illustrates
Devon's adjustment and openness to new experiences,
culminating in a personal connection with Siroj.

What key idea about the narrator, Devon, is
supported in the text?

What do Devon and Siroj use to modify the
papadums in their cooking experiment?

65

A.Butter and jam
B. Sauce and cheese
C. Olive oil and herbs
D. Salt and pepper

9

How did Siroj react to Devon’s idea of adding sauce and
cheese to the papadums?

A.He was upset and refused.

B. He ignored Devon's suggestion.

C. He was enthusiastic and agreed to try it.

D. He suggested a different recipe instead.

10