Recursos
RI 4.9
Estándar:
RI 4.9 Integran la información de dos textos sobre el mismo tema, a fin de escribir o
hablar con conocimiento sobre dicho tema.

Most resources from the English Resource page are applicable in Spanish
(Common Core & Depth of Knowledge information, but NOT “Text Sets”)

Calle de la Lectura, Grado 4, Primera Parada, página 156
This resource provides information for the teacher for reteaching
comprehension for Compare & Contrast. It includes a routine for guiding
students to compare and contrast that consists of an example teacher thinkaloud, clue words, and a graphic organizer.

The following website contains informational texts available in Spanish that will
support this standard: https://www.newsela.com/. Look for “ES” below the
picture that accompanies each article for articles that are available in Spanish.
You will need to find two articles on similar topics – the recommendation is to
choose an area (for example, “Science”) and look for similar topics [ex: from the
Science section, use the Spanish version of “Small drones cause big problems for
firefighting planes” (8-31-15) and the Spanish version of “For many farmers, use
of unmanned flying vehicles is taking off” (7-24-15)]. You will need to pre-read
the articles to make sure there are enough similarities/differences for the
purpose of your lesson.
Each article is available at different Lexile levels. Signing up for a free account will
give you unlimited access to read every article at every reading level.
Recursos
RI 4.9
Both the Common Core State Standards and Norman Webb’s Depth of Knowledge
emphasize that students should be able to not only restate the information a text
teaches, but also to analyze the author’s claims and the validity of the argument
presented. To do that kind of high-level, critical analytical work, students need to
read more than one text on a subject. They must become expert both at gathering
information and at analyzing how that information is conveyed, so they can
evaluate texts rather than simply summarize them. It’s exciting intellectual work
that you’ll embark on with your students—and they’ll surprise you with how
critical they can be as readers and thinkers, given the opportunity, the expert
instruction, and the resources to develop their own stances on important
subjects.
Much of the work of research lies in realizing that information is available all
around us, so invite your students to help you sort books and other texts into
baskets, and to visit libraries and museum websites. You’ll emphasize the power
of becoming expert on a subject by reading across texts and comparing
information with fellow researchers. This work is in alignment with the Common
Core State Standards. You’ll emphasize skills that help students acquire and
apply technical vocabulary, and you’ll teach them note-taking strategies and
skills that help them write to develop their thinking as they read, gathering
information from multiple sources, keeping track of those sources, and
developing the essential skills of researchers. –A Curricular Plan for the Reading
Workshop, grade 4, 2011–2012, page 67 © 2011 by Lucy Calkins. Heinemann:
Portsmouth, NH.
Text Sets
We have gathered a few digital resources to support your students forming cause groups
and doing some outside research about these causes in the last bend of this unit. As
always, we suggest previewing these texts before giving them to your students in order to
find ones that are best suited for your particular students. This list is ongoing. We have
tried to find a range of topics and levels, and welcome your suggestions for additional
texts.
Please email:
contact@readingandwritingproject.com with any other resources you find to add to this
list. http://readingandwritingproject.org/resources/text-sets