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 2.0 Comprehension of Informational Text

Indicator 4. Determine important ideas and messages in informational texts

Objective g. Draw conclusions and inferences and make generalizations and predictions from text


Provide students with an uncaptioned picture/illustration from an informational passage. Have students make predictions about what is happening in the picture/illustration. Have students read the accompanying passage and then judge how accurate were their predictions. A similar procedure with a twist is to divide students into groups and give them all the same picture but tell them that each group has a different picture. Have them share group interpretations with the class without revealing the picture until the conclusion.


Provide students with an informational passage to read. After students have read give students a conclusion using information from the article. Have students return to the text and highlight or record the information that would lead to this conclusion. The reverse can be done. Give students the supporting information and have them draw the conclusion.


Place students in 7 small groups. Provide each group with an informational passage and a chart where the following elements are recorded: Text Purpose, Intended Audience, Author's Argument, Viewpoint, or Perspective, Main Idea/s, Message/s, Information Unrelated to Main Idea, and Relationship between Ideas. Assign each group a specialty that aligns with an element on the chart. Rotate among the groups 7 different informational passages. Each group will read the passage and record a response for their assigned specialty. Once the full rotation is complete and charts are complete for each passage, the groups reorganize with an "expert" from each of the 7 elements in each group. Since each element has now been analyzed, students will conduct a review of the entire passage. Each group will report to the entire class how each element of the passage contributed to understanding the entire text.


First model this activity for students. Present students with an informational passage for which text purpose, intended audience, author's argument, viewpoint, or perspective , main idea/s, message/s, information unrelated to main idea, and relationship between ideas has been identified. Teacher and students will discuss how each element contributes to understanding the entire text. The teacher will change one element, present it to the students and discuss how that change may alter the understanding of individual elements or the entire text. Students practice the same process either individually, with a partner, or in small groups. Once completed, students will share results with another student, pair of students, or small group.

Resources for Objective 2.A.4.g:
LESSON SEEDS | Sample Assessments | Public Release Items |