School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 4

Reading/ELA | Informational | Literary | Writing | Language | Listening | Speaking

Lesson Seeds: The lesson seeds are ideas for the indicator/objective that can be used to build a lesson. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.

Standard 1.0 General Reading Processes

Topic E. General Reading Comprehension

Indicator 3. Use strategies to make meaning from text (during reading)

Objective c. Read on and revisit the difficult part


Once a difficult part of the text has been restated in the reader’s own words, the teacher should instruct students to continue reading and revisit that difficult part, if necessary. To show students how this process works, the teacher should demonstrate how an initial meaning could be derived from a difficult portion of text. (Teacher Note: Review the lesson seeds for 1.E.3.b) Next, the teacher should continue to read through the text until he/she reaches some new text information or details that could alter the initial meaning derived from the difficult part of the text. The teacher should return to that difficult part and explain how the additional information changes the first meaning. It should be noted that new information or details might not always change the reader’s first thought about the meaning of the difficult portion of text. This will vary from text to text.


Prior to this activity, the teacher should select a portion of text where a segment of text exists that may challenge students’ understanding. Students should be placed in small groups, and each student in the class should be given the same text. During reading, the teacher should identify the difficult part of the text and monitor student groups to see that they are successfully working toward an understanding and restatement of this difficult part. Once that is complete, student should continue to read to a designated ending spot. At this point the teacher should point out new pieces of information or new details in the continued text and have students discuss whether or not these new pieces of text change the meaning they had formed of the difficult part of the text.