Reading and Writing with Science Texts

CCSS ELA / NGSS  Alignment

4th Grade

A Note to Teachers Regarding this Alignment:

Our alignment focuses on the Science and Engineering Practices (SEP), in order to allow you and your students to engage with our articles in a variety of ways. Although many of our articles may align with your grade level’s Disciplinary Core Ideas (DCI) and standards, by aligning our activities to the SEP you have the flexibility to enjoy any of DOGOnews’ articles while meeting your classrooms’ need for interdisciplinary science connections.

The Next Generation Science Standards are three-dimensional. They include the Disciplinary Core Ideas (DCI), Cross-cutting Concepts (CCC) and Science and Engineering Practices (SEP). The DCI are taught in a spiral fashion, with concepts growing in complexity over the course of students’ school career. In addition, students use the SEP in increasingly difficult contexts in order to grow their abilities and behaviors as scientists and engineers. All three dimensions are assessed in conjunction with one another. For more information regarding the SEP and the NGSS Science Framework, click here.

NGSS Practices

CCSS ELA

1. Asking Questions and Defining Problems

CCSS.ELA-LITERACY.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-LITERACY.W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Lesson Plan Suggestions:

  • :
  • Read or  the original or  article.
  • Read the questions in the , then reread/ the article.
  • Note which paragraph contains each answer.
  • Take the .
  • Check your answers. Go back and reread the paragraphs you noted.
  • Retake the quiz to correct any mistakes you made.

  • Imagine You’re a Scientist
  • Read or   the original or  article.
  • What do you wonder about the article? Write 2-3 questions about what you read. (For a great example, read the )
  • Choose one of your questions that is scientific, that could be studied by a scientist or an engineer.
  • Think, if a scientist tried to find the answer to your question, what would the outcome be? What do you think they would find out?
  • Record your ideas using cause and effect language.
  • _____, so_____
  • ______because _____.
  • Try to use some of the vocabulary from the .

  • Read or  the original or  article.
  • Read the .
  • Think about what the question is asking. Look up any unknown words. (Practice unknown words in the .)
  • Reread/listen to the article.
  • Use the text as evidence when you share your answer. Even though your answer may not come from the text, refer to a sentence that led you to your thinking.
  • According to the text, “...”
  • The author said, “...”
  • Record your answer to the question in complete sentences.
  • Use the question stem to write an introductory sentence.
  • Add 2-3 details and facts, remember to refer to the article.
  • Try to use a quote.
  • Try to use some of the vocabulary from the .
  • Leave the reader with something to consider as a conclusion.

NGSS Practices

CCSS ELA

3. Planning and Carrying Out Investigations

CCSS.ELA-LITERACY.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

CCSS.ELA-LITERACY.W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

Lesson Plan Suggestions:

  • Evaluate Scientific Practices
  • Read or  the original or  article.
  • Think about the scientists or engineers in the article. What did they do or what are they doing?
  • Remember that there are many different names for scientists and engineers; biologist, researcher, inventor, geologist, zoologist. Look for nouns that end in affixes -er or -ist to help you find them.
  • Take notes about what you remember using words or phrases, not complete sentences.
  • Reread or  the article.
  • As you read again, stop and take notes about the scientist or engineer’s actions and findings. Pay close attention to their methods for collecting data and/or what tools they used.
  • Circle any methods or tools you have used in class or on your own.
  • Did they use a model? Draw a table? Have you done that before?
  • Did they take pictures or measurements? Have you used these tools?
  • Sort your notes into two groups; what they scientists/engineers did and what they discovered.
  • Next, think about what else you think they could do to find out more.
  • How could they study this topic?
  • What might their investigatory question be?
  • What tools would they need?
  • Compile your notes into a paragraph. Write about what the scientists/engineers did and what they discovered. Share information about your experiences, as well. Then, give your opinion on what they could do next. Tell why you think these would be good next steps.
  • Record the name of the article with your writing. In addition, write down the information about the experiment or instance when you used these same methods or tools. These are your sources.
  • Testing for Meaning
  • Read or  the original or  article.
  • Scientists don’t always know the right answer right away, you can practice being a scientist when thinking about vocabulary.
  • Read the  question.
  • Try both options in the sentence.
  • Consider which option matches the part of speech and makes the most sense in the sentence.
  • Choose your answer and provide reasoning to support it.
  • Check with a partner. If they don’t agree, listen to their reasoning, then look up the definition together.

NGSS Practices

CCSS ELA

6. Constructing Explanations and Designing Solutions

7. Engaging in Argument from Evidence

CCSS.ELA-LITERACY.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Lesson Plan Suggestions:

  • Read or  the original or  article.
  • Read the , think about the question words. What information and language will your answer include? For example, to answer a ‘why’ question, your answer will include a conjunction, like  ‘because’ or ‘so’ to explain the cause and effect.
  • Then, reread/listen to the article. Pay attention, are there any text features, like maps, pictures or diagrams? How do they help you better understand the article?
  • Stop and answer each question. If applicable,  include a quick sketch or chart to support your idea, like in the text.
  • Check your answers with a partner. If you disagree, go back and reread or  the article. Work together to find the right answer.
  • Sometimes a disagreement may be based around an unknown word. Use the  or the  to help you better understand the scientific language.

  • Fact or Opinion?
  • Read or  the original or simplified article.
  • Identify the scientists or researchers in the article.
  • Underline, highlight or note the scientist’s discoveries, ideas or even their words (look for quotation marks).
  • Determine if the ideas or words are:
  • Facts: Is there data to back it up? Is it an observation? Is there a chart, graph or diagram to support it?
  • Reasonable ideas: Is it based on the research? Does it take other scientific facts into consideration?
  • Opinion/speculation: Is it a guess that requires more investigation? Is the scientist describing next steps?
  • If you are unsure, think about what question(s) you would need to ask the scientist or researcher to determine this.
  • Post your question(s) in the comments using an, “I wonder…” statement.
  • Check back a few days later to see if any fellow DOGO-ers have any thoughts or similar questions. If so, respond and chat about your ideas.

NGSS Practices

CCSS ELA

8. Obtaining Evaluating and Communicating Information

CCSS.ELA-LITERACY.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

CCSS.ELA-LITERACY.SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Lesson Plan Suggestions:

  • Finding the Main Idea
  • Read or  the original or  article.
  • If you chose the original version, next read the  version of the article. This version will also include the main idea and key details of the text. Pay attention to what is included, this will help you find the main idea.
  • Who or what is the article about? What is the subject? (Your answer should be a noun: a person, place or thing.)
  • When and where did this happen? Is this information important to understanding the text?
  • Many of the articles are current events, so the time may not be pertinent. If, however, this is the ‘first’ something or scientists have been investigating something for a long time, the ‘when’ may be a key detail.
  • The same goes for the ‘where’, is this a breakthrough in science in a certain place? Maybe a new discovery? If so, the location is a key detail. If not, you may be able to leave it out.
  • How or why is it happening? Understanding these answers is important.
  • Put all your answers together to find the main idea.
  • Who did what? Why or how did they do it?
  • Share out your main idea with a partner. How is their answer the same or different?
  • If your partner’s answer is different, think back to your key details that answered questions like, ‘who?’ or ‘how?’. Are these details included in your main idea? What about your partner? Explain your reasoning for including them to your partner. Go back and reread or listen if you disagree.
  • Sometimes a disagreement may be based around an unknown word. Use the  or the  to help you better understand the scientific language.
  • Once you agree on a Main Idea, write a summary paragraph. Start with the main idea statement and add in key details from your reading.
  • Remember, key details may come from the text or from the text features, like charts and graphs.
  • Share your summary with your partner.
  • Partner Retell
  • Read or  the original or  article while your partner reads or listens to a different article.
  • Find the main idea of your article, while they find the main idea of theirs.
  • If you chose the original version, next read the  version of the article. This version will also include the main idea and key details of the text. Pay attention to what is included, this will help you find the main idea.
  • Who or what is the article about? What is the subject? (Your answer should be a noun: a person, place or thing.)
  • When and where did this happen? Is this information important to understanding the text?
  • Many of the articles are current events, so the time may not be pertinent. If, however, this is the ‘first’ something or scientists have been investigating something for a long time, the ‘when’ may be a key detail.
  • The same goes for the ‘where’, is this a breakthrough in science in a certain place? Maybe a new discovery? If so, the location is a key detail. If not, you may be able to leave it out.
  • How or why is it happening? Understanding these answers is important.
  • Put all your answers together to find the main idea.
  • Who did what? Why or how did they do it?
  • Write a summary paragraph. Start with the main idea statement and add in key details from your reading.
  • Remember, key details may come from the text or from the text features, like charts and graphs.
  • Share your summary with your partner.
  • Ask your partner the  question.
  • Be sure your summary has given them enough information to answer the question.
  • Listen to your partner’s answer and share your own answer to the  question.
  • Next, your partner shares their summary of the article they read. They ask you their  question.
  • Use your partner’s summary to answer. They share their answer with you, too!