TEACHER GUIDE 4 IN
ISBN: 978-0-8294-5733-9 Copyright © 2024 Loyola Press All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher. “The Crow and the Pitcher,” “The North Wind and the Sun,” and “Pop-Corn” are part of the Public Domain. Image Credits Teacher Guide Cover balloon (c) © Veronica/AdobeStock; sky background © EwaStudio/AdobeStock; gondola detail (bc) © JulPo/Getty Images. Common Art Border © cherezoff/Getty Images. Step 2 Printable Dictionary icon © Gannet77/E+/Getty Images. Step 3 Printable Partners Work icon © Don Mason/Tetra Images/Getty Images; Fluency icon, Grammar icon, Writing icon © bubaone/DigitalVision/Getty Images. Step 4 Printable Question Mark icon © NicoElNino/iStock/Getty Images. Book Covers © Sundance Newbridge Publishing. i, iii © Veronica/AdobeStock. ii © GlobalStock/E+/Getty Images. iv © Nadzeya_Dzivakova/iStock/Getty Images Plus. vii, 34 Step 1 Printable (tr) © Jupiter Images/Getty Images. ix © skegbydave/iStock/Getty Images Plus. 27 Step 5 Printable (tr) © Chat Karen Studio/Shutterstock.com. 35 Step 5 Printable (tr) © Chat Karen Studio/Shutterstock.com. 37 Step 5 Printable (tr) © Jupiter Images/Getty Images. www.voyagesinenglish.com/reading 24 25 26 27 28 29 30 31 TPS 10 9 8 7 6 5 4 3 2 1
TEACHER GUIDE 4
Program Overview See pages iv–ix to learn more about how you can empower your students’ learning through Reading in Action. Welcome to Reading in Action! You are in the right place to connect reading, writing, and grammar with a spirit of independent learning. Encountering and working with grammar and writing concepts within the context of reading helps children master important reading skills as well as provides excellent opportunities for reallife grammar- and writing-skill acquisition and application. The flexible format enhances already established literacy instruction. The Explorations in this guide build key reading skills (vocabulary, fluency, and comprehension) and reinforce grammar and writing concepts taught through the Voyages in English program. As part of the Loyola Press family of literacy products, Reading in Action provides the tools necessary for students to develop as effective, powerful communicators. In addition to Reading in Action, the following programs work together in any literacy block to crystallize student success. • Voyages in English (grammar and writing) • Phonics in Action (phonological and phonemic awareness and phonics) • Vocabulary in Action (vocabulary) • English Skills in Action (English Language Learning and English Language Development) • Exercises in English (grammar) Reading in Action • Program Overview ii
Table of Contents Answer Keys The Body in Motion/Eye on the Universe . . . . . . 38 What a Job!/America’s Coasts ................ 39 Wind Power/Clocks from Time to Time ........40 Mars/A Rain Forest Adventure ................ 41 Parks for People/Our History with Horses . . . . . 42 Our Water Supply/For a Good Cause ......... 43 Creative Writing/Mud Builders ...............44 Temporary Homes/Health Technology ........45 Literary Reflection/Poetry ....................46 Implementation ............................iv Program Components .....................vi Explorations The Body in Motion ............................ 2 Eye on the Universe ............................ 4 What a Job! .................................... 6 America’s Coasts .............................. 8 Wind Power .................................. 10 Clocks from Time to Time ..................... 12 Mars ......................................... 14 A Rain Forest Adventure ...................... 16 Parks for People .............................. 18 Our History with Horses ....................... 20 Our Water Supply ............................ 22 For a Good Cause ............................ 24 Creative Writing .............................. 26 Mud Builders ................................. 28 Temporary Homes ............................ 30 Health Technology ............................ 32 Literary Reflection ............................ 34 Poetry ........................................ 36 iii www.voyagesinenglish.com/reading • GRADE 4
Implementation STEP 1 STEP 2 STEP 3 STEP 4 STEP 5 BASIC FIVE-STEP EXPLORATION STRUCTURE Start and end the Exploration in conjunction with the start and end of your Voyages in English grammar section or writing chapter. Expect to keep each learning center “open” for as long as you take to complete your Voyages in English grammar section or writing chapter. TEACHER-LED Introduce Book and Main Grammar Concept or Writing Genre in conjunction with first Voyages in English lesson. SELF-MONITORED Reading Vocabulary and Grammar or Writing Concept One WITH A PARTNER Reading Fluency and Grammar or Writing Concept Two SELF-MONITORED Reading Comprehension and Grammar or Writing Concept Three TEACHER-LED Review Reading and Grammar or Writing Concept in conjunction with last Voyages in English lesson. Students take online assessment. INDEPENDENT LEARNING THROUGHOUT Learning Center Instruction Designate an area in the classroom to be your Reading in Action learning center, such as near your classroom library. Rotate materials in the learning center with each new Exploration. For each Exploration, stock the learning center with the designated books, copies of the Printable for each step, writing paper, pencils, and any additional materials as described in this guide. Be sure to post the Step 3 Printable for partner work. Exploration Pacing Steps 1 and 5 for each Exploration require some limited guided instruction from the teacher. Steps 2, 3, and 4 are self-guided and self-paced. When beginning a new section or chapter of Voyages in English, introduce each book as described. Once introduced, follow your normal Voyages in English pacing and allow students to complete the Exploration during independent work time in your literacy block. There is no need to match formal instructional dates or times with concepts taught through the book—self-pacing allows for skill building through natural encounters with reading, grammar, and writing concepts. When students complete an Exploration, have them take the Online Vocabulary and Comprehension Assessment and email the results. (Grammar and writing assessments are conducted through the Voyages in English program.) iv Reading in Action • Implementation
Alternate Implementation Models Whole-Group Instruction The flexible format of Reading in Action also allows each Exploration to be used during whole-group instruction. For each Exploration, make copies of the Printable for each step and any additional materials. Also have enough books available for each student in your class (to be purchased separately in six packs). When beginning a new section or chapter of Voyages in English, introduce each book as described in Step 1 during the whole-group portion of your literacy block. For each Exploration, have students read the book independently prior to each step or read it together in round-robin style, page by page, or paragraph by paragraph. Use the Printable to guide the class through each step. For Step 3, have students work with a partner to practice fluency and the designated grammar or writing concept. Circulate around the classroom and listen as each pair reads aloud. To wrap up the Exploration, complete the review activity with the whole class, have students work independently on the Step 5 Printable, and have them take the Online Vocabulary and Comprehension Assessment. STEP 1 STEP 2 STEP 3 STEP 4 STEP 5 WHOLE GROUP Introduce Book and Main Grammar Concept or Writing Genre in conjunction with first Voyages in English lesson. WHOLE GROUP Reading Vocabulary and Grammar or Writing Concept One WHOLE GROUP WITH PARTNER WORK Reading Fluency and Grammar or Writing Concept Two WHOLE GROUP Reading Comprehension and Grammar or Writing Concept Three WHOLE GROUP AND SELF-MONITORED Review Reading and Grammar or Writing Concept in conjunction with last Voyages in English lesson. Students take online assessment. WHOLE GROUP Introduce Book and Main Grammar Concept or Writing Genre in conjunction with first Voyages in English lesson. SMALL GROUP Reading Vocabulary and Grammar or Writing Concept One SMALL GROUP WITH PARTNER WORK Reading Fluency and Grammar or Writing Concept Two SMALL GROUP Reading Comprehension and Grammar or Writing Concept Three SMALL GROUP AND SELF-MONITORED Review Reading and Grammar or Writing Concept in conjunction with last Voyages in English lesson. Students take online assessment. STEP 1 STEP 2 STEP 3 STEP 4 STEP 5 Small-Group Instruction Reading in Action can also be used for small-group instruction. For each Exploration, make copies of the Printable for each step and any additional materials as described in this guide. When beginning a new section or chapter of Voyages in English, introduce each book to the whole class as described in Step 1. Once introduced, follow your normal Voyages in English pacing. For Steps 2, 3, 4, and 5, meet with students during your small-group instruction block. Have students read the book before you meet with them or conduct your typical round-robin reading sessions. Once the book is read, use the Printable to guide students through each step. Step 3 is for partner work, so have students work together to practice fluency and the designated grammar or writing concept. For fluency, listen as each pair reads and provide guidance as needed. To wrap up the Exploration, complete the review activity with each small group, have students work independently on the Step 5 Printable, and have them take the Online Vocabulary and Comprehension Assessment. v www.voyagesinenglish.com/reading • GRADE 4
Program Components Each grade contains a thoughtfully curated collection of books for students. They are designed to align and integrate with corresponding Voyages in English lesson concepts. Teachers will appreciate a straightforward and easy-to-use five-step instructional process that allows educators the flexibility to implement this program. The Materials specify required items for the learning center or for teacher-led activities. The Action Plan lists the outcomes of each step. The corresponding Voyages in English section or chapter is clearly noted. Lead students in the Step 5 review activity or game. Access all the resources for an Exploration through the Digital Library. An at-a-glance overview of the Exploration is provided. During Step 1, introduce the book and main concept from Voyages in English. Grade 4 Teacher Guide Teacher-Led STEP 1 Access all the resources for this Exploration through the Digital Library. Sel -Monitored Introduction Read aloud the Step 2 Printable directions to the class. Tell students to read For a Good Cause on their own and complete the worksheet during independent work time. Remind students to return books and materials to their proper location when finished. STEP 2 INTRODUCE THE BOOK Display the cover of For a Good Cause. Ask: What do you see on the cover? What do you think the title means? Show students some of the interior images. Then have a volunteer read aloud the first paragraph on page 4. Ask: If you could do one thing to make the world a better place, what would it be? Tell students that a cause is something people care about and work to support, often by convincing other people that it is important for them, too. INTRODUCE THE TOPIC: PERSUASIVE WRITING Tell students: Persuasive writing tries to convince readers to think or act in a certain way. Sometimes it is used to urge people to support a good cause. Ask: Have you ever been convinced to do something by persuasive writing, such as an ad in a magazine or on the internet? What persuaded you? Say: Advertising is another form of persuasive writing. Then guide students through the first Voyages in English Writing Lesson in Grade 4, Chapter 5: What Makes Good Persuasive Writing? INTRODUCE THE LEARNING CENTER Point out the learning center. Tell students that they should complete Steps 2–4 during independent work time. Explain that Steps 2 and 4 have worksheets. Add that in Step 3 they will work with a partner and follow the directions on the poster displayed in the center. If you wish to introduce all steps at once, take time on this first day to present the directions for Steps 2–4 by following the Introduction directions that follow on this page and the next. ACTION PLAN Read the book to build vocabulary Complete vocabulary and topic practice MATERIALS For a Good Cause Copies of Step 2 Printable Answer Key, p. 43 STEP 1 Teacher-Led Reading: Build background for reading; tap prior knowledge. Writing: Identify elements of persuasive writing. STEP 2 Sel -Monitored Reading: Build vocabulary skills using context. Writing: Write topic sentences. STEP 3 With a Partner Reading: Read familiar text to develop fluency. Writing: Identify facts and opinions. STEP 4 Sel -Monitored Reading: Answer questions to demonstrate understanding. Writing: Identify compound subjects and predicates. STEP 5 Teacher-Led Writing: Demonstrate understanding of key elements used in persuasive writing. Reading: Recall and explain key details from nonfiction writing. ASSESS Sel -Monitored After Step 5, distribute the URL for the online assessment and have each student complete it independently. ACTION PLAN Introduce the book Introduce persuasive writing MATERIALS For a Good Cause Voyages in English Grade 4, Chapter 5 PERSUASIVE WRITING For use with Voyages in English Grade 4 • Chapter 5 2STEP PERSUASIVE WRITING: TOPIC Read each topic and decide if you are for or against it. Then write a sentence stating your point of view. 1. painting murals on public walls 2. building a small dog park on every street corner 3. planting a community garden on every lawn 4. filling in a lake with soil to make room for homes For a Good Cause VOCABULARY Imagine you work at a dog training school. The school needs help raising dogs that assist people. Write a paragraph describing what you need help with and what the dogs will do. Include the words in the box and underline them. Use the For a Good Cause glossary to confirm word meanings. alert Assistance Dogs companions participate volunteers www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4442 Reading in Action • Grade 4 24 Reading in Action • For a Good Cause With a Partner STEP 3 STEP 5 Teacher-Led Sel -Monitored STEP 4 Play a Game Divide students into two teams. Write the following causes on the board: helping build homes, preserving national parks, making art in your neighborhood, and helping people in the community. Have students choose a topic they support and write a statement of fact or opinion about it using a sentence with a compound subject or a compound predicate. Have students from each team take turns sharing their sentences with the group and asking the other team to identify whether it is a statement of fact or opinion to get a point. Repeat the activity as time allows. The team with the most points at the end wins. Review Using the Step 5 Printable, have students write a persuasive essay and then write a book review on For a Good Cause. Ask volunteers to share their reviews with the class. ACTION PLAN Play a review game Complete a book review Write a persuasive essay Introduction Read the Step 4 Printable directions to the class. Tell students to read For a Good Cause on their own and then complete the worksheet during their independent work time. Remind students to return books and materials to their proper location when finished. Introduction Post the Step 3 Printable in the learning center and read aloud the fluency instructions. Then demonstrate how to complete the facts and opinions activity. Assign partners and have them complete the activity during independent work time. Remind students to return books and materials to their proper location when finished. MATERIALS For a Good Cause Copies of Step 5 Printable Blank paper Answer Key, p. 43 ACTION PLAN Read the book to check comprehension Identify compound subjects and predicates MATERIALS For a Good Cause Copies of Step 4 Printable Answer Key, p. 43 ACTION PLAN Read the book to build fluency Complete facts and opinions practice with a partner MATERIALS For a Good Cause Step 3 Printable Blank paper Answer Key, p. 43 Print and display this poster in your Reading in Action learning center for partner work. 3STEP PERSUASIVE WRITING TIP Both facts and opinions are used as reasons in persuasive writing. A fact is a statement that can be proved. You can check facts using a reliable website or in a book at the library. An opinion is a statement about a person’s judgment, belief, or feeling about a topic. Opinions cannot be proved true or false. Words such as should, could, believe, and feel often signal opinions. FLUENCY TIP Use an enthusiastic voice when you read persuasive writing. This will show listeners that the author feels strongly about the topic. This may help convince them to agree. But don’t forget to sound concerned too, especially if you are reading about a serious problem. FACTS AND OPINIONS PRACTICE 1. Read the sentences below. Decide whether each sentence states a fact or an opinion. On a separate sheet of paper, identify each sentence as a fact or an opinion. a. Every year, close to a million people come to the Everglades in South Florida. b. The Everglades is one of the most beautiful places on Earth. c. This photo shows Marjory Stoneman Douglas standing in the Everglades with some saw grass. d. The spoonbill uses its bill to scoop up frogs, small fish, and shellfish. e. It is very important to protect the habitats of water birds such as spoonbills. f. The jetport proposed for southern Florida in 1969 was a terrible plan. g. Douglas wrote a column about conservation for a newsletter published by Friends of the Everglades. 2. Compare responses with your partner’s. Discuss how you know whether each sentence is a fact or an opinion. FLUENCY PRACTICE 1. First reading: Read For a Good Cause together with your partner. Take turns reading every other page. This may take more than one reading session. 2. Second reading: Reread pages 22–26 with your partner for fluency. Alternate paragraphs. Practice reading with expression. Use an enthusiastic voice so your listener knows that what you are reading is important. 3. After the second reading, discuss the answers to these questions with your partner: Was the author able to convince us that each of the four causes is important? Why or why not? For a Good Cause PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4443 Reading in Action • Grade 4 Book Review 5STEP For a Good Cause PERSUASIVE WRITING WORKSHOP Think of a cause that you care about. On a separate sheet of paper, write a short persuasive essay that convinces readers to support your point of view. Remember Start with an introduction that states your topic and your point of view. Include both facts and opinions in your essay. Include at least one sentence that has a compound subject and one that has a compound predicate. It is important to learn about organizations that support good causes because One cause I would like to volunteer for is I would volunteer for this cause because Rating: I gave this book stars because Title: For a Good Cause Author: Patricia Baehr Fiction or Nonfiction (circle one) What did you think about For a Good Cause? Write a review. Then share your review with others. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4445 Reading in Action • Grade 4 4 STEP COMPOUND SUB ECTS AND PREDICATES Underline the subject in each sentence below. Then identify the sentences with compound subjects. Write compound or not compound on the line. 1. Stanley Goldstein and Mary Proenza created a magnificent mural in Los Angeles. 2. School children, teachers, art lovers, tourists, and reporters came to view the mural. 3. Mary recruited volunteers from California art colleges. Underline the predicate in each sentence below. Then identify the sentences with compound predicates. Write compound or not compound on the line. 4. Goldstein painted a cityscape showing Olvera Street and drew a grid over his painting. 5. Magenta, turquoise, lime green, and orange are some of the mural’s glowing hues. 6. Many art critics have written about the piece and consider it one of the city’s most beautiful murals. COMPREHENSION Read For a Good Cause. Then answer the questions. 1. What do the volunteers at Habitat for Humanity do? (pages 4–7) 2. How are Habitat for Humanity and the Mural Arts Program alike? (pages 4–7, 16–20) 3. How did Marjory Stoneman Douglas help save the Everglades from disappearing? (pages 8–13) 4. How do volunteers at PAWS help with training Service Dogs? (page 26) For a Good Cause www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4444 Reading in Action • Grade 4 25 www.voyagesinenglish.com/reading • GRADE 4 Grade 4 Books • 15 full-color books provided in packs of six • Informational texts and essays • High-interest topics ground each Exploration vi Reading in Action • Program Components
Step 2 Printable During Step 2, students practice newly acquired vocabulary words and Grammar or Writing Concept One from Voyages in English. All vocabulary words appear in the book. The grammar or writing concept is clearly labeled and is introduced in Voyages in English. The activities in Reading in Action allow for students to build upon the grammar or writing concept in a natural way. Accessing the Printables The Digital Library is the key to managing the resources that accompany Reading in Action. With an access code provided by your administrator, the Digital Library eliminates the hassle of juggling printed worksheets and accessing assessments. Step 1 Printable For the Literary Reflection Exploration, students get to select the book they want to read! To help students work through the Exploration, they use a Step 1 Printable. For the Poetry Exploration, students read a poem provided on a Step 1 Printable. For the Creative Writing Exploration, students read fables provided on a Step 1 Printable. For all other Explorations, students will be provided a book to read. 2STEP PERSUASIVE WRITING: TOPIC Read each topic and decide if you are for or against it. Then write a sentence stating your point of view. 1. painting murals on public walls 2. building a small dog park on every street corner 3. planting a community garden on every lawn 4. filling in a lake with soil to make room for homes For a Good Cause VOCABULARY Imagine you work at a dog training school. The school needs help raising dogs that assist people. Write a paragraph describing what you need help with and what the dogs will do. Include the words in the box and underline them. Use the For a Good Cause glossary to confirm word meanings. alert Assistance Dogs companions participate volunteers www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4442 Reading in Action • Grade 4 YOUR TURN 1. Choose a story or a play that you have read recently. List the title and author. Title: Author: 2. What is the setting, and why is it important? 3. Which character in the book do you find most interesting? Which character do you relate to the most? 4. Which event do you find most interesting or exciting? Which is the most important event? 5. Which setting, character, or event would you like to focus on in your literary reflection? Literary Re lection 1 STEP CHOOSING A TEXT FOR YOUR LITERARY REFLECTION Have you ever finished a great story and wanted to tell all your friends about it? Have you ever read an interesting play that you’d like to write about? Now is your chance! You can share your ideas in a literary reflection. STUDENT MODEL David, a fourth grader, needed to choose a story or play he liked. Then David’s teacher told the class to choose a setting, a character, or an event to focus on for a literary reflection. She told her students to answer these questions to help them. What is the setting, and why is it important? Which character in the book do you find most interesting? Which character do you relate to the most? Which event do you find most interesting or exciting? Which is the most important event? David answered the questions about his favorite book, Night of the Spadefoot Toads by Bill Harley. He decided to write about Ben, the main character. He thought Ben was smart and independent. In his opinion, everyone should have a friend like Ben. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4463 Reading in Action • Grade 4 vii www.voyagesinenglish.com/reading • GRADE 4
Program Components, continued Step 4 Printable During Step 4, students practice reading comprehension and Grammar or Writing Concept Three from Voyages in English. Page references are provided as a guide, so students can spend their time efficiently. Open-ended questions challenge students and show them that their opinions, thoughts, and feelings are important. For learning continuity, the grammar and writing concepts and the way they are defined are the same as Voyages in English. Step 3 Printable The Step 3 Printable should be displayed in the learning center. All Step 3 practice is completed with a partner. During Step 3, students practice their fluency skills and Grammar or Writing Concept Two from Voyages in English. The tips and notes in the side column not only provide support to students as they work on Step 3 but also can be applied by students outside the Exploration. 4STEP COMPOUND SUB ECTS AND PREDICATES Underline the subject in each sentence below. Then identify the sentences with compound subjects. Write compound or not compound on the line. 1. Stanley Goldstein and Mary Proenza created a magnificent mural in Los Angeles. 2. School children, teachers, art lovers, tourists, and reporters came to view the mural. 3. Mary recruited volunteers from California art colleges. Underline the predicate in each sentence below. Then identify the sentences with compound predicates. Write compound or not compound on the line. 4. Goldstein painted a cityscape showing Olvera Street and drew a grid over his painting. 5. Magenta, turquoise, lime green, and orange are some of the mural’s glowing hues. 6. Many art critics have written about the piece and consider it one of the city’s most beautiful murals. COMPREHENSION Read For a Good Cause. Then answer the questions. 1. What do the volunteers at Habitat for Humanity do? (pages 4–7) 2. How are Habitat for Humanity and the Mural Arts Program alike? (pages 4–7, 16–20) 3. How did Marjory Stoneman Douglas help save the Everglades from disappearing? (pages 8–13) 4. How do volunteers at PAWS help with training Service Dogs? (page 26) For a Good Cause www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4444 Reading in Action • Grade 4 Print and display this poster in your Reading in Action learning center for partner work. 3STEP PERSUASIVE WRITING TIP Both facts and opinions are used as reasons in persuasive writing. A fact is a statement that can be proved. You can check facts using a reliable website or in a book at the library. An opinion is a statement about a person’s judgment, belief, or feeling about a topic. Opinions cannot be proved true or false. Words such as should, could, believe, and feel often signal opinions. FLUENCY TIP Use an enthusiastic voice when you read persuasive writing. This will show listeners that the author feels strongly about the topic. This may help convince them to agree. But don’t forget to sound concerned too, especially if you are reading about a serious problem. FACTS AND OPINIONS PRACTICE 1. Read the sentences below. Decide whether each sentence states a fact or an opinion. On a separate sheet of paper, identify each sentence as a fact or an opinion. a. Every year, close to a million people come to the Everglades in South Florida. b. The Everglades is one of the most beautiful places on Earth. c. This photo shows Marjory Stoneman Douglas standing in the Everglades with some saw grass. d. The spoonbill uses its bill to scoop up frogs, small fish, and shellfish. e. It is very important to protect the habitats of water birds such as spoonbills. f. The jetport proposed for southern Florida in 1969 was a terrible plan. g. Douglas wrote a column about conservation for a newsletter published by Friends of the Everglades. 2. Compare responses with your partner’s. Discuss how you know whether each sentence is a fact or an opinion. FLUENCY PRACTICE 1. First reading: Read For a Good Cause together with your partner. Take turns reading every other page. This may take more than one reading session. 2. Second reading: Reread pages 22–26 with your partner for fluency. Alternate paragraphs. Practice reading with expression. Use an enthusiastic voice so your listener knows that what you are reading is important. 3. After the second reading, discuss the answers to these questions with your partner: Was the author able to convince us that each of the four causes is important? Why or why not? For a Good Cause PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4443 Reading in Action • Grade 4 viii Reading in Action • Program Components
Step 5 Printable For Explorations that focus on writing concepts, students demonstrate their understanding by writing a particular genre. When the focus is grammar, students complete a variety of tasks to show what they have learned. At the end of each Exploration, students complete a book review that allows them to summarize the book and synthesize what they learned or would like to learn more about. Then students rate each book and are encouraged to share their review with the rest of the class. Assessment After Step 5, access the book’s Online Vocabulary and Comprehension Assessment in your Digital Library. Each interactive assessment includes five vocabulary questions and five comprehension questions. Depending on the implementation model chosen, the assessment link may be emailed directly to students (individually, in groups, or as a class) and completed in class or at home. Students then complete and return the assessment results. Boo� Review 5STEP NOUNS REVIEW Open Eye on the Universe to pages 7–17. Write three nouns from the book that match each category. 1. common nouns 2. proper nouns Next write a sentence that includes the type of noun listed. Circle the noun. 3. noun as subject 4. noun as direct object Eye on the Universe What did you think about Eye on the Universe? Write a review. Then share your review with others. The topic from the book that interests me the most is I find this topic to be interesting because The most important thing humans have learned because of the Hubble Space Telescope is Rating: I gave this book stars because Title: Eye on the Universe Author: Sean Price Fiction or Nonfiction (circle one) www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4405 Reading in Action • Grade 4 Boo� Review 5STEP For a Good Cause PERSUASIVE WRITING WORKSHOP Think of a cause that you care about. On a separate sheet of paper, write a short persuasive essay that convinces readers to support your point of view. Remember Start with an introduction that states your topic and your point of view. Include both facts and opinions in your essay. Include at least one sentence that has a compound subject and one that has a compound predicate. It is important to learn about organizations that support good causes because One cause I would like to volunteer for is I would volunteer for this cause because Rating: I gave this book stars because Title: For a Good Cause Author: Patricia Baehr Fiction or Nonfiction (circle one) What did you think about For a Good Cause? Write a review. Then share your review with others. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4445 Reading in Action • Grade 4 Boo� Review 5STEP For a Good Cause PERSUASIVE WRITING WORKSHOP Think of a cause that you care about. On a separate sheet of paper, write a short persuasive essay that convinces readers to support your point of view. Remember Start with an introduction that states your topic and your point of view. Include both facts and opinions in your essay. Include at least one sentence that has a compound subject and one that has a compound predicate. It is important to learn about organizations that support good causes because One cause I would like to volunteer for is I would volunteer for this cause because Rating: I gave this book stars because Title: For a Good Cause Author: Patricia Baehr Fiction or Nonfiction (circle one) What did you think about For a Good Cause? Write a review. Then share your review with others. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4445 Reading in Action • Grade 4 ix www.voyagesinenglish.com/reading • GRADE 4
Teacher-Led STEP 1 Self-Monitored Introduction Read aloud the Step 2 Printable directions to the class. Tell students to read A Rain Forest Adventure on their own and complete the worksheet during independent work time. Remind students to return books and materials to their proper location when finished. STEP 2 INTRODUCE THE BOOK Read aloud the title of A Rain Forest Adventure and display the table of contents. Ask: What does the Contents page tell you about the book? Show students some of the interior pictures. Have a volunteer read aloud the first paragraph on page 4. Ask: Do you think this is a true or made-up story? Who is telling the story? Who do you think drew the pictures on the journal pages? INTRODUCE THE TOPIC: PERSONAL NARRATIVES Tell students: A narrative is a story. A personal narrative is a true story about something that happened to the writer. Then have a volunteer read aloud page 6 of A Rain Forest Adventure. Have a second volunteer read aloud the captions on Anton’s journal page on page 6. Say: The book cover says that Christine and Anton Economos wrote this book. Ask: Which parts do you think Christine wrote? Which parts do you think Anton wrote? Then guide students through the first Voyages in English Writing Lesson in Grade 4, Chapter 1: What Makes a Good Personal Narrative? INTRODUCE THE LEARNING CENTER Point out the learning center. Tell students that they should complete Steps 2–4 during independent work time. Explain that Steps 2 and 4 have worksheets. Add that in Step 3 they will work with a partner and follow the directions on the poster displayed in the center. If you wish to introduce all steps at once, take time on this first day to present the directions for Steps 2–4 by following the Introduction directions that follow on this page and the next. ACTION PLAN Read the book to build vocabulary Complete vocabulary and point-of-view practice MATERIALS A Rain Forest Adventure Copies of Step 2 Printable Answer Key, p. 41 STEP 1 Teacher-Led Reading: Build background for reading; tap prior knowledge. Writing: Identify characteristics of a personal narrative. STEP 2 Self-Monitored Reading: Build vocabulary skills using context. Writing: Identify point of view. STEP 3 With a Partner Reading: Read familiar text to develop fluency. Writing: Identify main events from the introduction, body, and conclusion. STEP 4 Self-Monitored Reading: Answer questions to demonstrate understanding. Writing: Demonstrate understanding of formal and informal language. STEP 5 Teacher-Led Writing: Demonstrate understanding of key elements used in a personal narrative. Reading: Recall and explain key details from nonfiction writing. ASSESS Self-Monitored After Step 5, distribute the URL for the online assessment and have each student complete it independently. ACTION PLAN Introduce the book Introduce personal narratives MATERIALS A Rain Forest Adventure Voyages in English Grade 4, Chapter 1 PERSONAL NARRATIVES For use with Voyages in English Grade 4 • Chapter 1 Access all the resources for this Exploration through the Digital Library. 2STEP PERSONAL NARRATIVES: POINT OF VIEW Reread pages 4–7 of A Rain Forest Adventure. Then answer the questions. 1. From whose point of view is most of the personal narrative told? 2. How can you tell that this book is written in the first-person point of view? 3. Does the book include another person’s point of view? Whose? Explain how this point of view is shown. 1. The rain forest’s is the layer that is above the ground and below the tops of the lowest trees. 2. A is a rain forest bird with a long, colorful beak that it uses to gather and crush fruits and nuts. 3. The rain forest’s is the layer where 70 percent of the plants and animals live. 4. Plants called live on rain forest trees. Rain water collects inside these plants’ flowers, and poison-dart frogs place their tadpoles in the little flower pools. 5. Mushrooms and other types of break down dead leaves and other dead plant parts. 6. The is the largest cat in North and South America. VOCABULARY Choose the word that best completes each sentence. To help you with word meanings, use the page numbers from A Rain Forest Adventure to find each word in context. A Rain Forest Adventure bromeliads (pages 20–21) canopy (pages 15–33) fungi (page 30) jaguar (page 30) toucan (pages 12–13) understory (pages 8–16) www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4426 Reading in Action • Grade 4 16 Reading in Action • A Rain Forest Adventure SAMPLE
With a Partner STEP 3 Self-Monitored Teacher-Led Review Activity Round 1: On a sheet of paper, have students write a fact they learned about a rain forest bird, animal, insect, or plant. Then have them fold their paper and clip it to a “zip line.” Have students choose a paper (not their own), read it aloud, and tell one more fact about the same topic. Round 2: On a new sheet of paper, have students imagine that they are Anton and write one detail about the trip, using first-person point of view. Have students fold their paper and clip it to the zip line. Then have them choose a paper (not their own), read it aloud, and tell one more detail as Anton. Review Using the Step 5 Printable, have students write a personal narrative and then write a book review on A Rain Forest Adventure. Ask volunteers to share their reviews with the class. ACTION PLAN Complete a review activity Complete a book review Write a personal narrative STEP 4 STEP 5 Introduction Read the Step 4 Printable directions to the class. Tell students to read A Rain Forest Adventure on their own and then complete the worksheet during their independent work time. Remind students to return books and materials to their proper location when finished. Introduction Post the Step 3 Printable in the learning center and read aloud the fluency instructions. Then demonstrate how to complete the introduction, body, and conclusion practice. Assign partners and have them complete the activity during independent work time. Remind students to return books and materials to their proper location when finished. MATERIALS A Rain Forest Adventure Copies of Step 5 Printable Blank paper “Zip line” cord and clothes pins or clips Answer Key, p. 41 ACTION PLAN Read the book to check comprehension Practice formal and informal language MATERIALS A Rain Forest Adventure Copies of Step 4 Printable Answer Key, p. 41 ACTION PLAN Read the book to build fluency Complete introduction, body, and conclusion practice with a partner MATERIALS A Rain Forest Adventure Step 3 Printable Blank paper Answer Key, p. 41 Print and display this poster in your Reading in Action learning center for partner work. 3STEP PERSONAL NARRATIVE TIP To write an introductory sentence that grabs your readers’ attention, use a question or an interesting statement. Vivid words and phrases can also spark your readers’ interest and help draw them into your story. FLUENCY TIP Use punctuation marks to help you figure out how to best express what you read. For example, when you come to a pair of quotation marks, think about the person who is saying the words inside the marks. Try to sound the way you think that person is feeling. INTRODUCTION, BODY, AND CONCLUSION PRACTICE 1. Review A Rain Forest Adventure with your partner. Then work independently. 2. Copy the following chart onto a separate sheet of paper. Introduction Body Conclusion 3. Under Introduction, draw one main event from the Introduction to the narrative (pages 4–7). Write a sentence to describe it. 4. Under Body, draw one main event from the body (pages 8–23). Write a sentence to describe it. 5. Under Conclusion, draw one main event from the conclusion (pages 24–29). Write a sentence to describe it. 6. Meet with your partner to compare and contrast your drawings and sentences. What is alike? What is different? FLUENCY PRACTICE 1. First reading: Read A Rain Forest Adventure together with your partner. Take turns reading every other page. This may take more than one reading session. 2. Second reading: Reread pages 24–29 with your partner for fluency. Alternate paragraphs. Pay attention to punctuation marks to help you express the author’s point of view. For example, when you read a sentence ending with an exclamation mark (!), try to sound excited about the topic. 3. Using pages 4–7 of A Rain Forest Adventure as a guide, discuss this question with your partner: What does the author say in her introduction that sounds interesting and makes us want to read the rest of the book? A Rain Forest Adventure PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4427 Reading in Action • Grade 4 4STEP FORMAL AND INFORMAL LANGUAGE Underline the contraction(s) in each sentence. Then rewrite the sentence by spelling out the words that make the contractions. Ask yourself if the new sentence sounds more formal than the original sentence. 1. esse said, “I don’t think he’ll give you any trouble.” 2. The viper is poisonous, but if we leave it alone, it won’t bother us. 3. “We’ll see more animals in the canopy,” says esse. 4. We zip across the canopy. It feels like we’re flying. 5. “Ah,” says esse. “It’s a sloth.” COMPREHENSION Read A Rain Forest Adventure. Then answer the questions. 1. According to the book, in what two ways are the rain forests of the Orlich Reserve and Manuel Antonio National Park different? (page 24) 2. Study the pages of Anton’s journal shown on pages 15 and 21. How do they add to your understanding of the rain forest? 3. What is one interesting fact about a rain forest creature that you learned about? This can be a bird, an insect, or an animal. 4. Which rain forest plant do you find most interesting? Why? A Rain Forest Adventure www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4428 Reading in Action • Grade 4 Boo Review 5STEP A Rain Forest Adventure PERSONAL NARRATIVES WORKSHOP Think about a time you visited a favorite outdoor space. On a separate sheet of paper, write a personal narrative about your experience. Remember Be sure to use the first-person point of view. Include an introduction, a body, and a conclusion. Choose the best places to use formal and informal language. The information about the rain forest that surprises me most is I find this information surprising because I would/would not (circle one) like to visit a rain forest because Rating: I gave this book stars because Title: A Rain Forest Adventure Authors: Christine and Anton Economos Fiction or Nonfiction (circle one) What did you think about A Rain Forest Adventure? Write a review. Then share your review with others. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4429 Reading in Action • Grade 4 17 www.voyagesinenglish.com/reading • GRADE 4 SAMPLE
Teacher-Led STEP 1 Self-Monitored Introduction Read aloud the Step 2 Printable directions to the class. Tell students to read Health Technology on their own and complete the worksheet during independent work time. Remind students to return books and materials to their proper location when finished. STEP 2 INTRODUCE THE BOOK Display the cover of Health Technology and discuss the image. Say: Look at the title and then the image. Why do you think the author chose this image for a book called Health Technology? What do you think this book will be about? Show students some of the interior images. Have a volunteer read aloud page 4. Ask: What are some ways you use different kinds of technology? Are they helpful? Why or why not? How do people decide which technology to buy or use? INTRODUCE THE TOPIC: CONSUMER REVIEWS Tell students: A consumer is someone who buys a product, such as a phone or game. A consumer might also use a service, like riding a city bus. Ask students for examples of ways they are consumers. Say: A consumer review describes a product or service. Then it makes a recommendation about whether or not a consumer should buy or use it. The purpose of consumer reviews is to help the audience make good choices about what to buy or use. Then guide students through the first Voyages in English Writing Lesson in Grade 4, Chapter 9: What Makes a Good Consumer Review? INTRODUCE THE LEARNING CENTER Point out the learning center. Tell students that they should complete Steps 2–4 during independent work time. Explain that Steps 2 and 4 have worksheets. Add that in Step 3 they will work with a partner and follow the directions on the poster displayed in the center. If you wish to introduce all steps at once, take time on this first day to present the directions for Steps 2–4 by following the Introduction directions that follow on this page and the next. ACTION PLAN Read the book to build vocabulary Complete vocabulary and introduction practice MATERIALS Health Technology Copies of Step 2 Printable Answer Key, p. 45 STEP 1 Teacher-Led Reading: Build background for reading; tap prior knowledge. Writing: Identify elements of a consumer review. STEP 2 Self-Monitored Reading: Build vocabulary skills using context. Writing: Analyze the introduction to a consumer review. STEP 3 With a Partner Reading: Read familiar text to develop fluency. Writing: Add linking words and phrases to sentences. STEP 4 Self-Monitored Reading: Answer questions to demonstrate understanding. Writing: Match domainspecific words to their meanings. STEP 5 Teacher-Led Writing: Demonstrate understanding of key elements used in a consumer review. Reading: Recall and explain key details from nonfiction writing. ASSESS Self-Monitored After Step 5, distribute the URL for the online assessment and have each student complete it independently. ACTION PLAN Introduce the book Introduce consumer reviews MATERIALS Health Technology Voyages in English Grade 4, Chapter 9 CONSUMER REVIEWS For use with Voyages in English Grade 4 • Chapter 9 Access all the resources for this Exploration through the Digital Library. 2STEP CONSUMER REVIEW: INTRODUCTION Read this introduction to a consumer review about a new health technology. Are you into high-performance climbing? FitClimbers has a new smartshirt for rock climbers who want to collect data about their body during a climb. This shirt allows you to monitor your movement, breathing, heart rate, and eye gazing up to 15,000 feet. It’s comfortable and light, and it has sensors that send signals to your team on the ground, so you can focus on your climb. 1. Circle the sentence that gets the reader’s attention. Did it grab your attention? Explain. 2. Underline the topic sentence. Does it clearly describe the main idea? Explain. 1. nanobots 2. nanotechnology 3. preventive medicine 4. telemedicine 5. text-to-speech system 6. ventilators a. the science of stopping disease before it happens b. technology used from a distance to provide health care c. machines that help people breathe d. a process by which text typed into a computer is translated into speech e. the science of building microscopic electronic devices f. tiny robots that do work inside a body Health Technology VOCABULARY Match each term from Health Technology to its definition. Then choose three of the terms and write a short paragraph about how health technology helps people. Circle the terms in your paragraph. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4459 Reading in Action • Grade 4 32 Reading in Action • Health Technology SAMPLE
With a Partner STEP 3 Self-Monitored Teacher-Led Introduction Read the Step 4 Printable directions to the class. Tell students to read Health Technology on their own and then complete the worksheet during their independent work time. Remind students to return books and materials to their proper location when finished. Review Activity Divide students into small groups. Tell them to imagine they have purchased computerized eyeglasses from an online store and now they want to leave a review on the store’s website. Have groups write a review that includes a rating and comments that would grab the reader’s attention. The review can be a positive or negative review, but it should be fair and realistic. Then invite groups to share their reviews with the class. Discuss how students would find the review helpful. Review Using the Step 5 Printable, have students write a consumer review and then write a book review on Health Technology. Ask volunteers to share their reviews with the class. ACTION PLAN Complete a review activity Complete a book review Write a consumer review STEP 4 STEP 5 Introduction Post the Step 3 Printable in the learning center and read aloud the fluency instructions. Then demonstrate how to complete the linking words and phrases practice. Assign partners and have them complete the activity during independent work time. Remind students to return books and materials to their proper location when finished. MATERIALS Health Technology Copies of Step 5 Printable Blank paper Answer Key, p. 45 ACTION PLAN Read the book to check comprehension Match domain-specific words to their meanings MATERIALS Health Technology Copies of Step 4 Printable Answer Key, p. 45 ACTION PLAN Read the book to build fluency Complete linking words and phrases practice with a partner MATERIALS Health Technology Step 3 Printable Blank paper Answer Key, p. 45 Print and display this poster in your Reading in Action learning center for partner work. 3STEP FLUENCY TIP End punctuation can help you read with expression. When you see a period, pause at the end of the sentence. When you see a question mark, let your voice go up as the sentence ends. Then pause briefly so your listener can think about the question. LINKING WORDS AND PHRASES 1. Read the sentences below. They are in the correct order, but they are missing linking words and phrases. On a separate sheet of paper, rewrite the sentences as a paragraph using linking words and phrases to show how the ideas are connected. Combine sentences as needed. Sometimes doctors need help figuring out what is wrong with a patient. They use special machines to find out what they can’t see. A CT scanner takes pictures of a patient’s soft tissue. Doctors can find hidden injuries. Technology allows a doctor to see inside a patient’s body. Technology can reveal a lot about health information. Doctors must decide how to use information about a patient. 2. Exchange papers with your partner and compare your linking words and phrases. Discuss where you combined sentences or where else it might be helpful to combine sentences and why. FLUENCY PRACTICE 1. First reading: Read Health Technology together with your partner. Take turns reading every other page. This may take more than one reading session. 2. Second reading: Reread pages 10–14 with your partner for fluency. Alternate paragraphs. Include captions in your reading. Look for end punctuation to help you read with expression. 3. After the second reading, discuss the answer to this question with your partner: How does the author of Health Technology introduce the topic on page 10 and make it interesting to readers? Health Technology CONSUMER REVIEW WRITING TIP Linking words and phrases help writers show how ideas are connected. To link opinions and reasons, use language such as that is why, therefore, and because. To link closely related ideas, use language such as as well, at the same time, and similarly. To connect two or more different ideas, use language such as alternatively, even though, and although. PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4460 Reading in Action • Grade 4 4STEP DOMAIN SPECIFIC WORDS Match each domain-specific word to its definition. Use the page numbers to help you use context to determine the word meanings. 1. bionic (page 5) 2. blood sugar (page 5) 3. computer chips (page 4) 4. limbs (page 9) 5. microscopic (page 10) 6. organs (page 6) 7. sensors (page 4) 8. skin cancer (page 5) 9. spinal cord (page 8) a. arms and legs b. body parts such as the heart, lungs, kidneys, and liver c. the cord of nervous tissue that carries impulses to and from the brain d. devices that detect or “feel” information and respond e. biological but enhanced with technology f. the amount of glucose, or sugar, in the blood g. a tumor that spreads in a patient’s skin h. small wafers or slices of material that hold electronic circuits, such as for a computer i. tiny; not visible to the naked eye COMPREHENSION Read Health Technology. Then answer the questions. 1. How does a CT scanner help doctors decide on a treatment plan for patients? (page 6) 2. What is one way health technology helps people with physical limitations? Explain. (page 8) 3. How have artificial limbs improved with modern health technology? (page 9) 4. How might nanotechnology help prevent a heart attack? (page 10) Health Technology www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4461 Reading in Action • Grade 4 Boo Review 5STEP CONSUMER REVIEWS WORKSHOP Choose one of the technologies described in Health Technology and imagine you bought it. On a separate sheet of paper, write a consumer review about it. If the technology is not available today, write about it as if it is. Remember Ask a question or give a detail that will catch your readers’ attention. Be sure to include a topic sentence that introduces the main idea. Use linking words and phrases to connect your ideas. Use domain-specific words to make your writing precise. Health Technology The fact from the book that surprises me the most is Some ways health technology affects people’s lives are Reading about new health technology can teach us Rating: I gave this book stars because Title: Health Technology Author: Barbara Davis Fiction or Nonfiction (circle one) What did you think about Health Technology? Write a review. Then share your review with others. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4462 Reading in Action • Grade 4 33 www.voyagesinenglish.com/reading • GRADE 4 SAMPLE
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