LESSONS & UNITS: AUTHOR'S PURPOSE 4TH GRADE UNIT
Lesson 1: Identifying Author’s Purpose in a Newspaper
Learning Outcome
Identify the author’s purpose in different sections of a newspaper
Duration
Approximately 50 minutes
Necessary Materials
Provided: Direct Teaching Example Chart
Not Provided: newspapers with multiple sections and purposes, chart paper, markers
Lesson Plan
DIRECT TEACHING
will explain that newspapers contain many different types of texts written by different authors; and the authors’ purposes vary throughout a
newspaper. I will show an example of a news article in which the author’s purpose is to inform. I will chart characteristics of the news article
indicate that the author’s purpose is to inform. (Direct Teaching and Guided Practice Example Chart is provided below in Teacher and Student
Materials.)
THINK CHECK
Ask: How did I use clues from the article to help me figure out that the author's purpose was to inform? Students should respond that the article
contains facts, doesn't have any opinions, is about real people in real places, and/or has a photograph about a real event.
GUIDED PRACTICE
will look at two other sections in a newspaper—the comics and editorials. We will analyze the characteristics of each section and chart their
purpose—to entertain and persuade. (Direct Teaching and Guided Practice Example Chart is provided below.)
INDEPENDENT PRACTICE
will explore a newspaper and choose three texts with the purpose to entertain, to inform, and to persuade. You will explain in writing how you
know the author’s purpose for each of the three pieces. Note: You will need to provide newspapers so that each student finds an article that fits
each of the author’s purposes. A Sunday paper is a good choice, because it usually has more sections.
TIP: If you do not have access to a large amount of newspapers, have students complete the Independent Practice in small groups, so that
they can share a newspaper.
Build Student Background Knowledge
Before beginning the lesson, explain that you are going to work with newspapers. Show students how newspapers have changed over time. Hundreds of years
ago, in ancient Rome, leaders posted announcements carved in stone. In China, news was printed on silk. In Italy, information was handwritten on news
sheets, and then, eventually the news was printed on paper with the invention of a printing press in Germany. Now, people can get printed newspapers or read
about the news on the Internet, paper-free.
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4TH GRADE UNIT
Lesson 1: Direct Teaching Example Chart
Notes:
Bold text is charted by the teacher during Direct Teaching. (I)
Underlined text is charted with the class during Guided Practice. (We)
To Inform
To
To Persuade
(news article) Entertain
(editorial)
(comics)
Gives facts
No opinions
May include
photographs
Cartoon
Facts WITH
opinions
Funny
Tries to convince
the reader to
agree with the
author
Usually about a
controversial
subject
Fictional
About real people
and real places
1
© 2010 Urban Education Exchange. All rights reserved
LESSONS & UNITS: AUTHOR'S PURPOSE 4TH GRADE UNIT
Lesson 2: Categorizing Texts According to Author’s Purpose
Learning Outcome
Classify and categorize examples of each of the three purposes: to entertain, to inform, and to persuade
Duration
Approximately 50 minutes
Necessary Materials
Provided: Example Semantic Map, Independent Practice Worksheet
Not Provided: chart paper, markers, student-chosen books
Lesson Plan
DIRECT TEACHING
will explain that good readers always pay attention to the type of text they are reading and consider the author’s purpose for writing the material.
I will create a semantic map of sources found under each category of author’s purpose--to entertain, to inform, to persuade. (Example semantic
map is provided; see Guided Practice Example Chart below in Teacher and Student Materials.)
THINK CHECK
Ask: How did I identify the author's purpose of a text? Students should respond that you looked for clues in the text about why the author wrote
the text.
GUIDED PRACTICE
will share our text examples brought from home. We will categorize each text example by the author’s purpose and explain our categorization.
INDEPENDENT PRACTICE
will go to our class, school, or community library. You will find at least one example of a text for each author’s purpose—to entertain, to inform,
to persuade. You will identify your text and explain your categorization. (Student Independent Practice worksheet is provided below.)
TIP: Make it fun! Turn the Independent Practice into a library scavenger hunt by giving your students clues to the type of texts they should find.
Then have students categorize their findings by the author’s purpose.
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4TH GRADE UNIT
Lesson 2: Guided Practice Chart
Example Semantic Map
Entertai
n
Inform
Fictional
books
Comics
News
articles
Nonfiction
texts
Encyclopedia
Movies
Persuade
Reviews
Biographies
Fairy tales
Commercials
Dictionary
Jokes
Editorials
Maps
Poems
Thesaurus
Advertisements
Atlas
Campaign
speeches
Plays
1
© 2010 Urban Education Exchange. All rights reserved
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4TH GRADE UNIT
Lesson 2: Independent Practice Worksheet
Name: ______________________________________
Date: ________________
Directions: Write the name of one example text you found for each author’s purpose.
Explain how you know the purpose of each text.
1. To persuade:
Text example: _______________________________________________________
___________________________________________________________________
How do you know? ___________________________________________________
___________________________________________________________________
___________________________________________________________________
2. To entertain:
Text example: _______________________________________________________
___________________________________________________________________
How do you know? ___________________________________________________
___________________________________________________________________
___________________________________________________________________
3. To inform:
Text example: _______________________________________________________
___________________________________________________________________
How do you know? ___________________________________________________
___________________________________________________________________
___________________________________________________________________
1
© 2010 Urban Education Exchange. All rights reserved
LESSONS & UNITS: AUTHOR'S PURPOSE 4TH GRADE UNIT
Lesson 3: Changing an Author’s Purpose
Learning Outcome
Change an author’s purpose
Duration
Approximately 50 minutes
Necessary Materials
Provided: “Students Get Healthy” Passage- Direct Teaching Example Passage, “Don’t Miss the Festival at Olympia!”- Guided Practice Example Passage,
“Fashion Do or Don’t”- Independent Practice Passage and Worksheet
Not Provided: chart paper, markers
Lesson Plan
DIRECT TEACHING
will explain that changing the language in a piece of writing can change the author’s purpose. I will read “Students Get Healthy” aloud and
identify the purpose--to inform. Then, I will change the language of the text to make its purpose persuasive. I will use the characteristics of
persuasive texts to help me revise and add language to the passage that convinces the reader to think or do something. I will add opinions,
feelings, expert information, and language convincing the reader to take action, in order to make the purpose of the passage to persuade the
reader that the new law is good. (Passages are provided. See Direct Teaching Teacher Example Passage below in Teacher and Student
Materials.)
THINK CHECK
Ask: How did I change the author's purpose of the text? Students should respond that you revised the words and phrases in the text based on
characteristics of another author's purpose.
GUIDED PRACTICE
will identify the author’s purpose of the passage, “Don’t Miss the Festival at Olympia!” (Passages are provided. See Guided Practice Teacher
Example Passage below.) Then, using the characteristics of entertaining texts, we will change the purpose of the passage to entertain. We will
add humor, fictional elements, and imaginary information to entertain the reader.
INDEPENDENT PRACTICE
will read the passage, “Fashion Do or Don’t,” (passage is provided) and identify the author’s purpose. You will then rewrite the passage,
changing the author’s purpose by choosing from the two remaining purposes. (Student Independent Practice is provided below.)
Build Student Vocabulary nutritious
Tier 2 Word: nutritious
Contextualize the word as it is
used in the story
“In their place are more nutritious choices, such as granola bars, nuts, water, and juice.”
Explain the meaning studentfriendly definition)
Nutritious means that something contains vitamins and minerals that are good for your body. The author of the passage
means that we can replace unhealthy foods with foods that are good for your body.
Students repeat the word
Say the word nutritious with me: nutritious.
Teacher gives examples of
When I eat nutritious foods, I feel healthy and strong. When I do not eat nutritious foods, I lose energy and gain weight.
LESSONS & UNITS: AUTHOR'S PURPOSE 4TH GRADE UNIT
Lesson 3: Changing an Author’s Purpose
the word in other contexts
Students provide examples
What is an example of a nutritious food? Start by saying, “One example of a nutritious food is ___________________.”
Students repeat the word
again.
What word are we talking about? Nutritious.
Additional Vocabulary Words
requires, farewell
Build Student Background Knowledge
Explain that you are going to read a passage about Olympia, a city located in Greece. Greece is a country in Southern Europe. Point to Greece on your
classroom map or globe. Olympia was the site of the first Olympic Games held 1170 years ago. The first Olympics were meant to honor Zeus, the King of
Gods in Greek mythology (stories of the gods). Zeus was thought to rule at Mount Olympus, and was also believed to be the god of thunder and sky long ago.
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4TH GRADE UNIT
Lesson 3: Direct Teaching Passage 2
Notes:
Black is original text from Weekly Reader.
Underlined text is added by teacher as an example of persuasive language during
Direct Teaching. (I)
Students Need to Get Healthy!
A great new U.S. law requires that schools provide healthier choices
for students.
Public schools across the country are going on a health kick. Thanks to a
new federal law, students are saying farewell to fatty foods and hello to
better eating habits in school. They are also exercising more during the
school day. Students should realize the need for healthy eating and exercise
on their own, but unfortunately they need the help of the U.S. government
to create such protective laws.
New School Rules
It’s up to schools to decide how they will comply with the law. Although,
most schools should feel a sense of responsibility for their students, many
districts are mandating, or requiring, schools to provide healthier choices
for lunch. In Tennessee, most schools have removed sugary snacks and soft
drinks from vending machines. In their place are more nutritious choices,
such as granola bars, nuts, water, and juice. It sounds like Tennessee is a
good place to go to school!
In Florida, Missouri, and Texas, some schools have new rules that restrict
desserts such as cupcakes and lollipops from parties. Students should not be
eating those types of foods anyway. Instead, school officials are encouraging
teachers and parents to provide more nutritious treats.
To get kids to exercise more, the northwestern Minnesota district of Perham
Dent has added more physical activity to the school day. Hopefully one day,
schools will require students to complete a certain amount of cardio exercise
in a day. Many school districts are also making sure that kids have recess
every day. If your school has not encouraged healthy eating and exercise,
you should write a letter to your local officials demanding them to do more
to encourage healthy living in young people.
1
Black Text: Copyright © 2006 Weekly Reader Corporation. All rights reserved.
Weekly Reader is a registered trademark of Weekly Reader Corporation.
Used by permission. From Weekly Reader Senior, Student Edition, 10/20/06.
Underlined Text: © 2010 Urban Education Exchange. All rights reserved.
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4TH GRADE UNIT
Lesson 3: Guided Practice Passage 2
Notes:
Black is original text.
Underlined text is added by the class as an example of entertaining language during the
Guided Practice. (We)
A Funny Festival at Olympia!
The Festival at Olympia is supposed to showcase the world’s greatest
athletes all in one place. The Funniest Festival at Olympia is supposed to
showcase the world’s greatest comedians. Adonia was determined to make it
the Funniest Festival at Olympia in Greek History!
Every year, for the Festival at Olympia, athletes and spectators come from
great distances to take part in this amazing ceremony to honor Zeus. For the
Funniest Festival at Olympia, Adonia planned to enter the stadium in a tiny
car, dressing up as a clown and doing flips through the air! Last year, for the
Festival at Olympia, over a thousand spectators arrived to show their
support for hundreds of athletes from all over Greece. This year, for the
Funniest Festival at Olympia, thousands of spectators would arrive with a bit
of laughter as Adonia performed her routine.
Adonia planned to enter the three legged hop races, the water balloon toss,
and the “walking on your hands” race!
Soon it was time for the opening ceremony. Adonia zoomed in with her tiny
car, popped out with her clown costume, and honked her clown nose. She
and her dog did flips through the air. The stadium was roaring with laughter.
The Festival was off to a funny start!
1
Black Text: Copyright © Weekly Reader Corporation. All rights reserved.
Weekly Reader is a registered trademark of Weekly Reader Corporation. Used
by permission.
Underlined Text: © 2010 Urban Education Exchange. All rights reserved.
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4TH GRADE UNIT
Lesson 3: Independent Practice Worksheet
Name: ______________________________________
Date: ________________
Directions: Read the passage. Identify the author’s purpose (to entertain, to persuade,
or to inform). Then rewrite the article so that it has a different purpose.
Fashion Do or Don’t
Should public schools require students to wear uniforms?
NO! A uniform requirement violates, or disregards, the right to freedom of
expression. That right is protected by the First Amendment to the U.S.
Constitution. "I think students should choose their own clothing styles,
rather than be told to wear a specific uniform," fifth grader Kaylie Vilayvong
from Aurora, Missouri, told WR News. Her classmate Wade Fleetwood
agrees. "Kids should be allowed to wear different styles of clothes."
Some parents are worried about the expense. Elmira would offer uniforms at
a price between $16 and $26. "What's the school district going to do for
people who can't afford them?" asked one Elmira father at a recent public
meeting.
What is the author’s purpose? _______________________________
Rewrite the article so that it has a different purpose.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
1
Text: Copyright © 2004 Weekly Reader Corporation. All rights reserved.
Weekly Reader is a registered trademark of Weekly Reader Corporation.
Used by permission. From Weekly Reader 4, Student Edition, 4/6/07.
Questions: © 2010 Urban Education Exchange. All rights reserved.
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4TH GRADE UNIT
Lesson 3: Independent Practice Worksheet
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2
Text: Copyright © 2004 Weekly Reader Corporation. All rights reserved.
Weekly Reader is a registered trademark of Weekly Reader Corporation.
Used by permission. From Weekly Reader 4, Student Edition, 4/6/07.
Questions: © 2010 Urban Education Exchange. All rights reserved.
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4TH GRADE UNIT
Lesson 3: Direct Teaching Passage 1
Students Get Healthy!
A new U.S. law requires that schools provide healthier choices for
students.
Public schools across the country are going on a health kick [2006]. Thanks
to a new federal law, students are saying farewell to fatty foods and hello to
better eating habits in school. They are also exercising more during the
school day.
New School Rules
It’s up to schools to decide how they will comply with the law. Many districts
are mandating, or requiring, schools to provide healthier choices for lunch.
In Tennessee, most schools have removed sugary snacks and soft drinks
from vending machines. In their place are more nutritious choices, such as
granola bars, nuts, water, and juice.
In Florida, Missouri, and Texas, some schools have new rules that restrict
desserts such as cupcakes and lollipops from parties. Instead, school officials
are encouraging teachers and parents to provide more nutritious treats.
To get kids to exercise more, the northwestern Minnesota district of Perham
Dent has added more physical activity to the school day. Many school
districts are also making sure that kids have recess every day.
1
Text: Copyright © 2006 Weekly Reader Corporation. All rights reserved.
Weekly Reader is a registered trademark of Weekly Reader Corporation.
Used by permission. From Weekly Reader Senior, Student Edition, 10/20/06.
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4TH GRADE UNIT
Lesson 3: Guided Practice Passage 1
Don’t Miss the Festival at Olympia!
Have you ever wished that you could see the world’s greatest athletes all in
one place? Then make sure that you buy your tickets for the Festival at
Olympia, the greatest Greek sports event in history!
Every year, athletes and spectators come from great distances to take part
in this amazing religious ceremony to honor Zeus. The athletes swear an
oath to Zeus that they have been training for the competition for ten
months! According to Romulus Oculus, the fastest man in the world, the
Festival at Olympia “gives athletes a chance to show their best skills, and
compete in the most exciting events.” Last year, over a thousand spectators
arrived in Olympia to show their support for hundreds of athletes from all
over Greece.
The festival lasts five days. With events like the chariot races, the
pentathlon, sprinting, and boxing, no true sports fan can afford to miss the
Festival at Olympia!
Buy your tickets now—don’t delay! There are only 100 days left until the
amazing Festival at Olympia!
1
Text: Copyright © Weekly Reader Corporation. All rights reserved.
Weekly Reader is a registered trademark of Weekly Reader Corporation. Used
by permission.
LESSONS & UNITS: AUTHOR'S PURPOSE 4TH GRADE UNIT
Unit Level Materials
Unit Extension Ideas
Have students read a reading passage provided on the website, identify the author’s purpose, and give examples from the text to support their
answers. Then, have students rewrite the passage with a new purpose.
Provide students with a controversial topic such as, “Should boys and girls go to school together?” or a topic based on a current event. Have students
write an editorial supporting their opinions. Students can share their editorials with classmates or send them into a local newspaper.
Have students write an advertisement for a made-up product, persuading the class to use the product.
Students can write poems or create comic strips as a way to practice writing for the purpose of entertaining the reader.
Show students short clips of movies, sitcoms, cartoons, documentaries, and news broadcasts. Have them identify the purpose of each clip.
Have students explore the Internet and give examples of websites they find that have the purpose of entertaining, informing, and persuading.
More Books for Teaching Author's Purpose
Indian in the Cupboard by Lynne Reid Banks
The Kid Who Invented the Popsicle: and Other Surprising Stories about Inventions by Don L. Wulffson
A Weekend with Picasso by Florian Rodari
Stuart Little by E. B. White
Sideways Stories from Wayside School by Louis Sachar
A Cache of Jewels by Ruth Heller
Earthquakes by Seymour Simon
Double Fudge by Judy Blume
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4TH GRADE UNIT
Classroom Display
AP
Author’s Purpose
Definition: The reason why the author
has written the text for readers.
Why did the
author write
this book or
passage?
What does the
author want me
to think, feel, or
believe?
An author’s purpose may be to:
inform
persuade
entertain show
teach
convince
express illustrate
explain
prove
inspire
1
© 2010 Urban Education Exchange. All rights reserved
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4TH GRADE UNIT
Classroom Display
Author’s Purpose
Definition: The reason why the author
has written the text for readers.
Identifying an
author’s
purpose is as
easy as P.I.E.!
P.I.E. =
Persuade, Inform, or
Entertain
2
© 2010 Urban Education Exchange. All rights reserved
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4th GRADE UNIT
Reading Passage
Animal Instinct
Hours before giant waves pounded coastlines in South Asia, many
animals started behaving strangely. In Sri Lanka, elephants trumpeted
frantically and fled to higher ground. Bats and flamingos deserted lowlying areas. Many other animals escaped unharmed.
Wildlife experts are amazed that many animals survived the
tsunami1. The series of huge waves killed thousands of people in
South Asia and East Africa in 2004. Experts say animals might have
sensed the approaching waves and moved to higher ground.
"I think animals can sense disaster. They know when things are
happening in nature," said an official at the national wildlife
department in Sri Lanka.
Philippe Desmazes/AFP/Getty Images
Elephants’ sharp senses may have warned them about the
tsunami.
1
tsunami: a very large ocean wave that is produced by an under-the-sea earthquake or volcano eruption
Text: Copyright © 2007 Weekly Reader Corporation. All rights reserved.
Weekly Reader is a registered trademark of Weekly Reader Corporation.
Used by permission.
© 2010 Urban Education Exchange. All rights reserved.
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4th GRADE UNIT
Reading Passage
More Wild Stories
Other stories of odd animal behavior before the tsunami have also
surfaced. Giant waves flooded low-lying parts of Yala National Park in
Sri Lanka, uprooting2 trees and killing hundreds of people. Wildlife
officials reported, however, that few animals died. The park is home to
hundreds of animals, including elephants, monkeys, leopards, tigers,
deer and water buffalo.
In Thailand, elephants carrying tourists from Japan bolted for the hills,
and other elephants broke free of their chains. In one fishing village,
nearly 1,000 locals escaped safely after birds squawked madly.
Making 'Sense' of It
Why might animals have known trouble was on the way? Forget
special powers. Instead, experts say that animals have better senses
of hearing, smell and sight than humans do. Those sharp senses help
warn animals when natural disasters, such as volcanic eruptions or
earthquakes, are about to happen.
"It doesn't surprise me that animals had an early warning of the
tsunami," animal expert Michael Dee of the Los Angeles Zoo told
Weekly Reader. "The senses of certain species are far stronger than
what any human has." Dee points out that dogs, for example, have a
stronger sense of smell than humans and that cats can see better in
the dark than people.
Scientists say that animals might have felt the vibrations3 from the
earthquake that set off the tsunami. In addition, many animals,
including elephants, pigeons, and dogs, can also pick up infrasound.
That is a sound that is too low in pitch for humans to hear.
"Elephants can hear or feel other elephants grumble up to 2 miles
away, so they probably felt the earthquake," said Dee. "Their first
instinct would be to move away from the direction of the sound." An
instinct is a natural, untaught behavior or reaction.
2
3
uprooting: pulling up so that even the roots come out of the ground
vibration: trembling motion
Text: Copyright © 2007 Weekly Reader Corporation. All rights reserved.
Weekly Reader is a registered trademark of Weekly Reader Corporation.
Used by permission.
© 2010 Urban Education Exchange. All rights reserved.
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4th GRADE UNIT
Reading Passage
Before the tsunami struck, animals may have started to flee because
they saw other creatures running. "Animals take their cues from other
animals," said Dee.
The Mystery Continues
How animals sense danger has fascinated people for centuries. Most
scientists are quick to point out, however, that nothing has ever been
proven.
Will animal instincts be used to create a warning system about natural
disasters anytime soon? "I wouldn't count on [it]," said Dee.
In the meantime, animals are helping out in other ways. For example,
elephants are assisting in the cleanup of areas hit by the tsunami.
Hearing With Their Feet
Scientists say that
elephants can pick up
vibrations from
earthquakes through
their broad feet.
Elephants' toenails are in
the skin and not
attached to the toes.
Leigh Haeger
Elephants' soles have
sensitive foot pads that
detect vibrations, such
as those from an
earthquake. That signals
elephants to move to
more stable ground.
Text: Copyright © 2007 Weekly Reader Corporation. All rights reserved.
Weekly Reader is a registered trademark of Weekly Reader Corporation.
Used by permission.
© 2010 Urban Education Exchange. All rights reserved.
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4th GRADE UNIT
Question Sheet
Name:
Date:
“Animal Instinct” Questions
_____ 1. The author wrote this to
a. advise the readers to listen to their animals.
b. inform the readers about amazing animal instincts.
c. convince the readers to take better care of animals.
d. tell readers about warning signs of natural disasters.
_____ 2. Animals knew that something was wrong, because
a. they felt vibrations in the Earth.
b. other animals were fleeing.
c. they heard low pitched sounds.
d. all of the above.
_____ 3. The author included a quote from Michael Dee because
a. he is an animal expert.
b. he works in Thailand.
c. he survived the tsunami.
d. he wants animals to be treated better.
_____ 4. The author included the diagram
a. to show the sounds that the elephants heard.
b. to show where the elephants were when they heard the
vibrations.
c. to show how elephants can feel vibrations with their feet.
d. to show the size of the elephants’ feet.
_____ 5. How could elephants' instincts help humans?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
© 2010 Urban Education Exchange. All rights reserved
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4th GRADE UNIT
Question Sheet
Name:
Date:
“Animal Instinct” Answer Sheet
_AP 1. The author wrote this to
a. advise to the readers to listen to their animals.
b. inform the readers about amazing animal instincts.
c. convince readers to take better care of animals.
d. tell readers about warning signs of natural disasters.
_C/E_ 2. Animals knew that something was wrong because
a. they felt vibrations in the Earth.
b. other animals were fleeing.
c. they heard low pitched sounds.
d. all of the above.
_AP 3. The author included a quote from Michael Dee because
a. he is an animal expert.
b. he works in Thailand.
c. he survived the tsunami.
d. he wants animals to be treated better.
_AP_ 4. The author included the diagram
a. to show the sounds that the elephants heard.
b. to show where the elephants were when they heard the
vibrations.
c. to show how elephants can feel vibrations with their feet.
d. to show the size of the elephants' feet.
_DC_ 5. How could elephants' instincts help humans?
Answers will vary. If people paid attention to elephants’ behavior, it _
could possibly provide a warning that there has been an earthquake
or that a tsunami may be coming.____________________________
Suggested Additional Vocabulary:
frantically, to bolt, to flee, to approach, sole
© 2010 Urban Education Exchange. All rights reserved
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4th GRADE UNIT
Reading Passage
Get Up and Go! :
Breakfast Boost
Do you skip breakfast most mornings? If
you're like most kids, you probably do!
A new school year can be a good time to
get into the habit of eating a healthful
breakfast, say experts. Recent studies
show that eating breakfast boosts both
your health and your brainpower.
www.freeimages.co.uk
A healthful breakfast is an important
start to your day.
"Breakfast supplies children with the nutrients they need and fuels
them for a day of learning," nutrition expert Virginia Campbell told
Weekly Reader.
Nutrients are substances found in food that help your body stay
strong and healthy. Eating a healthful breakfast and a balanced diet
during the day will help your body get the nutrients it needs.
Right Start
Did you know that the word breakfast means "break the fast"? While
you're asleep at night, you're fasting, or not eating. You "break the
fast" when you eat a morning meal.
Breakfast replenishes, or restores, the energy that is lost after a
night's sleep. That is why it is often called the most important meal of
the day.
Breakfast Benefits1
Studies show that kids who eat a healthful breakfast learn better, pay
more attention in class, and are less likely to miss school. Experts also
say that kids who eat breakfast are less likely to overeat later in the
day.
1
benefit: something that promotes well-being
Text: Copyright © 2007 Weekly Reader Corporation. All rights reserved.
Weekly Reader is a registered trademark of Weekly Reader Corporation.
Used by permission.
© 2010 Urban Education Exchange. All rights reserved.
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4th GRADE UNIT
Reading Passage
That is good news. Along with regular exercise, eating breakfast can
lower the risk of becoming obese, or severely overweight.
About 9 million kids in the United States are obese. Being overweight
can lead to health problems, such as heart disease, later in life.
Smile Away
Breakfast eaters also have another reason to smile. Eating breakfast in
the morning helps keep tooth decay at bay.
A new study found that kids who do not eat breakfast are more likely
to have tooth decay than kids who do. Why? Kids who skip breakfast
tend to reach for sugary snacks during the day.
Balanced Breakfast
Experts say that if you find yourself crunched for time in the morning,
don't rule out breakfast. Being creative with your morning routine can
help you make time.
You might try planning your outfit the night before or getting up 10
minutes early. Some families even set the breakfast table before going
to bed.
Leaving time for breakfast will give you the brainpower you need in
school and will keep you going until the lunch bell rings. "Breakfast
really helps to start your engine!" says Campbell.
Text: Copyright © 2007 Weekly Reader Corporation. All rights reserved.
Weekly Reader is a registered trademark of Weekly Reader Corporation.
Used by permission.
© 2010 Urban Education Exchange. All rights reserved.
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4th GRADE UNIT
Reading Passage
Quick Breakfast Ideas!
No time for waffles or pancakes in the morning? Don't worry! We have some
quick and easy tips for a healthful breakfast:
Grab that slice of leftover veggie pizza. Eat it cold or warm it up.
Make a breakfast sundae. Top a bowl of yogurt with fresh fruit and granola.
Toast cheese on whole-grain bread. Wash it down with a glass of cold orange
juice.
Got milk? Enjoy a cup with a peanut butter and banana sandwich.
Fuel Up With Breakfast!
The old saying is true-you are what you eat! That's because your health depends on what
you put into your body. Here are some nutrients you might find in breakfast foods:
Complex carbohydrates found in foods such as cereal provide your body with energy.
Your body stores up the energy and uses it when you need it!
Protein also supplies your body with energy and helps fight infection. Eggs and cheese
are good sources of protein.
Vitamins and minerals help the body grow. Milk and other dairy products provide your
body with vitamin D and calcium, a mineral that helps build strong teeth and bones.
Fruits and vegetables are good sources of vitamins and minerals. You should eat at
least five servings of them a day.
Text: Copyright © 2007 Weekly Reader Corporation. All rights reserved.
Weekly Reader is a registered trademark of Weekly Reader Corporation.
Used by permission.
© 2010 Urban Education Exchange. All rights reserved.
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4th GRADE UNIT
Question Sheet
Name:
Date:
“Get Up and Go” Questions
_____ 1. The author wrote this
a. to encourage parents to give their kids breakfast.
b. to persuade schools to offer breakfast to kids.
c. to persuade kids to eat breakfast.
d. all of the above.
_____ 2. The author uses boxes at the end of the passage to
a. list reasons why breakfast is important.
b. give ideas for healthy breakfasts.
c. summarize the passage.
d. give a step-by-step guide on making a healthy breakfast.
_____ 3. The author includes the section Smile Away to
a. explain why breakfast eaters are happier people.
b. explain how breakfast is good for teeth.
c. add humor to the passage.
d. give recipes for healthy breakfasts.
_____ 4. Which of the following is not a benefit to eating breakfast?
a. Eating breakfast prevents kids from exercising.
b. Eating breakfast helps kids pay attention in school.
c. Breakfast restores energy after a long night's sleep.
d. Eating breakfast lowers the risk of obesity.
_____ 5. How can kids that do not normally eat breakfast begin to add breakfast
to their morning routine?
_____________________________________________________
_____________________________________________________
_____________________________________________________
© 2010 Urban Education Exchange. All rights reserved
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4th GRADE UNIT
Question Sheet
Name:
Date:
“Get Up and Go” Answer Sheet
_AP_ 1. The author wrote this
a. to encourage parents to give their kids breakfast.
b. to persuade schools to offer breakfast to kids.
c. to persuade kids to eat breakfast.
d. all of the above.
_AP_ 2. The author uses boxes at the end of the passage to
a. list reasons why breakfast is important.
b. give ideas for healthy breakfasts
c. to summarize the passage.
d. to give a step-by-step guide on making a healthy breakfast.
_AP_ 3. The author includes the section Smile Away to
a. explain why breakfast eaters are happier people.
b. explain how breakfast is good for teeth.
c. add humor to the passage.
d. give recipes for healthy breakfasts.
CI/Ca 4. Which of the following is a not benefit to eating breakfast?
a. Eating breakfast prevents kids from exercising.
b. Eating breakfast helps kids pay attention in school.
c. Breakfast restores energy after a long night's sleep.
d. Eating breakfast lowers the risk of obesity.
_DC
5. How can kids that do not normally eat breakfast begin to add breakfast
to their morning routine?
Answers will vary. Students should give ideas on adding breakfast
to their morning routine such as: talking to their parents,
preparing
some food the night before or getting up earlier.
Suggested Additional Vocabulary: habit, balanced, infection
© 2010 Urban Education Exchange. All rights reserved
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4th GRADE UNIT
Reading Passage
The Heat is On
Polar bears reign as the kings of the Arctic.
Yet there is trouble underfoot for those snowcolored creatures and other wildlife as their
icy habitat1 slips away.
The Arctic is the icy, cold region located
around the North Pole. In November [2004], Leigh Haeger
The Arctic Circle.
scientists from eight countries released a
report saying that the Arctic is warming twice as fast as the rest of
Earth.
In the report, scientists predict that at least half of the summer sea ice
in the Arctic will melt by the end of this century. The scientists blame
global warming for the Arctic thaw. That is the gradual2 rise in
Earth's temperature.
Too Hot to Handle
Arctic ice is melting at an alarming rate. Winter temperatures in the
Arctic have risen between 4 and 7 degrees Fahrenheit. During the past
30 years, polar bears have lost more than 386,000 square miles of ice-an area larger than the states of Texas and Arizona combined.
More than 20,000 polar bears live in the Arctic regions. Disappearing
sea ice threatens polar bears and other cold-weather animals. Polar
bears use the ice as a bridge to hunt seals, their primary3 source of
food.
As the sea ice disappears, the mighty predators, or hunters, catch
fewer seals and risk starvation. Seals also depend on the ice to rest
and give birth. Scientists fear that polar bears, seals, and other
animals that rely on the ice could be wiped out by the end of the
century if the warm-up continues.
1 habitat: a place where an animal naturally lives
2 gradual: changing by slight degrees
3 primary: main
Text: Copyright © 2007 Weekly Reader Corporation. All rights reserved.
Weekly Reader is a registered trademark of Weekly Reader Corporation.
Used by permission.
© 2010 Urban Education Exchange. All rights reserved.
.
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4th GRADE UNIT
Reading Passage
U.S. Fish and Wildlife Service
A polar bear and her cubs.
Earth's Air Conditioner
Some of the 4 million people who live in the Arctic have also found
themselves on shaky ground. As the frozen land thaws, buildings and
roads have weakened.
Inuits (IH-nyoo-wets), a group of native people in the region, fish and
hunt Arctic animals, including polar bears. They depend on those
animals as their main source of food. Inuit hunters are also falling
through thinning ice.
Rising sea levels have forced some people in the Arctic to move their
coastal villages inland. The report warns that melting ice could cause
sea levels to continue to rise--up to 3 feet by the end of this century.
Towns and cities along coastlines around the world could flood as a
result.
The warm-up also affects other parts of the planet. Arctic ice and snow
reflect heat from the sun into space. Without the ice and snow, the
planet would be much warmer. "The polar regions are essentially the
Earth's air conditioner," said scientist Michael McCracken.
Fossil Fuels' Fault
Who cranked up the thermostat on the Arctic? Scientists say human
activity is to blame for global warming. People use fossil fuels, such
Text: Copyright © 2007 Weekly Reader Corporation. All rights reserved.
Weekly Reader is a registered trademark of Weekly Reader Corporation.
Used by permission.
© 2010 Urban Education Exchange. All rights reserved.
.
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4th GRADE UNIT
Reading Passage
as coal, oil, and natural gas, to power cars, heat homes, and create
electricity.
Fossil fuels come from the remains of plants and animals that lived
millions of years ago. Burning those fuels gives off gases that trap
heat from the sun and add to the overheating of the Earth.
To protect life in the Arctic, scientists say people need to limit their use
of fossil fuels. "Climate change is not just about the future," said
scientist Pal Prestud, who worked on the report. "It is happening now."
How Global Warming Works
The burning of fossil
fuels releases carbon
dioxide and other gases
into the air. Those gases
collect in a layer and trap
heat from the sun. The
layer of gases is like the
windows in a
greenhouse. The process
is called the
greenhouse effect. Too
much of those gases in
the air causes
temperatures to rise.
That is known as global
warming.
Leigh Haeger
Text: Copyright © 2007 Weekly Reader Corporation. All rights reserved.
Weekly Reader is a registered trademark of Weekly Reader Corporation.
Used by permission.
© 2010 Urban Education Exchange. All rights reserved.
.
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4th GRADE UNIT
Question Sheet
Name:
Date:
“The Heat is On” Questions
_____ 1. The author wrote this passage to
a. encourage the reader to visit the arctic.
b. tell the reader things that they can do to stop global warming.
c. suggest that polar bears and seals be added to the
endangered species list.
d. inform the reader about global warming.
_____ 2. The author included a diagram at the end of the passage to show
a. how the Earth's temperature is rising.
b. the relationship between the Earth and the sun.
c. that global warming does not affect the Earth.
d. the different kinds of gases that make up the Earth's
atmosphere.
_____ 3. The Earth's temperature is rising, because
a. there is less arctic ice to cool the Earth.
b. the sun's rays cannot escape the polluted atmosphere.
c. people use a lot of fossil fuels that give off gases that are
polluting the atmosphere.
d. all of the above.
_____ 4. The author includes a section on Inuits in this passage, because they
a. are major contributors of global warming.
b. believe that global warming is a myth.
c. are greatly affected by global warming.
d. are hoping for some warmer weather in the region where they
live.
_____ 5. How could your life change if global warming continues as scientists
think it will?
_____________________________________________________
_____________________________________________________
_____________________________________________________
© 2010 Urban Education Exchange. All rights reserved
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4th GRADE UNIT
Question Sheet
Name:
Date:
“The Heat is On” Answer Sheet
_AP_ 1. The author wrote this passage to
a. encourage the reader to visit the arctic.
b. tell the reader things that they can do to stop global warming.
c. suggest that polar bears and seals be added to the
endangered species list.
d. inform the reader about global warming.
_AP_ 2. The author included a diagram at the end of the passage to show
a. how the Earth's temperature is rising.
b. the relationship between the earth and the sun.
c. that global warming does not affect the Earth.
d. the different kinds of gases that make up the Earth's
atmosphere.
_C/E_ 3. The Earth's temperature is rising, because
a. there is less arctic ice to cool the Earth.
b. the sun's rays cannot escape the polluted atmosphere.
c. people use a lot of fossil fuels that give off gases that are
polluting the atmosphere.
d. all of the above.
_AP_ 4. The author includes a section on Inuits in this passage, because they
a. are major contributors of global warming.
b. believe that global warming is a myth.
c. are greatly affected by global warming.
d. are hoping for some warmer weather in the region where they
live.
_DC_ 5. How could your life change if global warming continues as scientists
think it will?
Answers will vary. There are many things that could change if the _
Earth's temperature continues to rise. The sea levels could rise____ _
because the warmer temperatures can cause ice to melt. This will force
people that live near the water to relocate. Governments may pass ___
laws that limit how much gas and electricity people are allowed to use.
Suggested Additional Vocabulary: thermostat, starvation
© 2010 Urban Education Exchange. All rights reserved
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4th GRADE UNIT
Reading Passage
Turn It Off!
Can you imagine a week without That’s So Raven, SpongeBob
SquarePants, or the NBA playoffs? The TV-Turnoff Network wants you
to do just that—and imagine what you can do instead of watching TV.
As a result, the theme of TV-Turnoff Week is "Imagine1." The
celebration takes place from April 24 to April 30. During the week-long
event, TV-Turnoff officials hope to raise awareness about the harmful
effects of too much television.
Each American watches, on average, more than four hours of
television per day, according to RealVision and the TV-Turnoff
Network. In fact, kids spend more time in front of the television (1,023
hours per year) than in school (900 hours per year)!
Experts say that too much time in front of the TV can have a
negative2 effect on children. Kids don’t do as well in school and don’t
get enough exercise to stay in shape.
Robert Kesten, executive director of the TV-Turnoff Network, hopes
that kids will turn off the television and get involved with other
interests. "Turning off the television allows children to see the real
world," Kesten told Weekly Reader. "We think kids will be surprised
with the new discoveries they will make if they choose to shut off the
TV for a week."
1
2
imagine: (a) form a mental picture of; (b) think; suppose
negative: not positive or helpful
Text: Copyright © 2007 Weekly Reader Corporation. All rights reserved.
Weekly Reader is a registered trademark of Weekly Reader Corporation.
Used by permission.
© 2010 Urban Education Exchange. All rights reserved.
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4th GRADE UNIT
Question Sheet
Name:
Date:
“Turn it Off!” Questions
_____ 1. In this passage the author seems to be
a. informing students of TV-Turnoff Week.
b. convincing students to participate in TV-Turnoff Week.
c. challenging students to imagine what they can do besides
watching TV.
d. all of the above.
_____ 2. The author gives information on the negative effects of television
a. to explain why there is a TV-Turnoff Week.
b. to show that there is not enough evidence about the effects of
television.
c. to scare the reader.
d. to encourage the reader to go to the library.
_____ 3. The author includes the quote from Robert Kesten to
a. include an argument for watching more TV.
b. show the reader an example of someone participating in TVTurnoff Week.
c. give more information about why there is a TV-Turnoff Week.
d. include expert advice about good forms of exercise.
_____ 4. The average American watches more than
a. 6 hours of TV a day.
b. 1 hour of TV a day.
c. 4 hours of TV a day.
d. 10 hours of TV a day.
_____ 5. What is the main idea of this passage?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
© 2010 Urban Education Exchange. All rights reserved
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4th GRADE UNIT
Question Sheet
Name:
Date:
“Turn it Off!” Answer Sheet
AP
1. In this passage the author seems to be
a. informing students of TV-Turnoff Week.
b. convincing students to participate in TV-Turnoff Week.
c. challenging students to imagine what they can do besides
watching TV.
d. all of the above.
AP
2. The author gives information on the negative effects of television
a. to explain why there is a TV-Turnoff Week.
b. to show that there is not enough evidence about the effects of
television.
c. to scare the reader.
d. to encourage the reader to go to the library.
AP
3. The author includes the quote from Robert Kesten to
a. include an argument for watching more TV.
b. show the reader an example of someone participating in TVTurnoff Week.
c. give more information about why there is a TV-Turnoff
Week.
d. include expert advice about good forms of exercise.
EI
4. The average American watches more than
a. 6 hours of TV a day.
b. 1 hour of TV a day.
c. 4 hours of TV a day.
d. 10 hours of TV a day.
MI
5. What is the main idea of this passage?
Answers will vary, but should discuss TV-Turnoff week.
Suggested Additional Vocabulary: theme, awareness, interests
© 2010 Urban Education Exchange. All rights reserved
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4th GRADE UNIT
Reading Passage
When Lightning Strikes
Thunder provides a wake-up call to head
indoors.
Scientists say lightning strikes the surface of Earth
about 100 times each second. Thunderstorms are
most frequent during the spring and summer.
During those seasons, experts1 warn people to be
especially aware of the dangers of lightning.
Forces of Nature
World Almanac for Kids
Lightning is the flash of light that occurs when
electricity moves between clouds or between a
cloud and the ground. The huge spark of electricity
is like the tiny kind you get when you run a comb
through your hair or scuff your feet on a carpet—
only much stronger.
"When thunder roars, go
indoors," says
meteorologist Ron Holle.
A lightning bolt that crackles through the air can
reach a temperature of 60,000 degrees Fahrenheit.
That is about five times hotter than the sun! The
intense heat from lightning causes the surrounding
air to expand, resulting in the loud sound known as thunder.
Thunder is nature's warning to head indoors. As meteorologist Ron
Holle from Tucson, Arizona, told Weekly Reader, "When thunder roars,
go indoors." A meteorologist is a scientist who studies weather.
Holle also recommends following the 30-30 rule. If you hear thunder
less than 30 seconds after you see lightning, head indoors—the storm
is only about 6 miles away. After the storm ends, wait 30 minutes
before going outside. To determine how far away lightning is, count
the seconds between the flash and the thunder. Every 10 seconds
equals 2 miles.
Play It Safe
1
expert: a person with special skill in or knowledge of a subject
Text: Copyright © 2007 Weekly Reader Corporation. All rights reserved.
Weekly Reader is a registered trademark of Weekly Reader Corporation.
Used by permission.
© 2010 Urban Education Exchange. All rights reserved.
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4th GRADE UNIT
Reading Passage
Lightning strikes the ground in the United States about 25 million
times each year! Although getting hit by lightning is unlikely, it is
important to stay safe. In the United States, about 60 people are killed
each year by lightning.
To stay safe, follow the golden rule—head for cover. "There is no place
outside that is safe from lightning," Holle said firmly. "There are two
safe places—inside a [permanent2] building or a metal-topped
vehicle."
Lightning Safety Tips
Lightning expert Ron Holle shared the
following tips with Weekly Reader:
•
•
•
•
•
2
Find shelter in a building or a
metal-topped vehicle (not a
convertible), and close the
windows.
If you're caught outdoors, stay
away from open spaces and avoid
standing near tall objects, such as
trees.
Avoid using electrical equipment,
such as computers, TVs, and
phones. (Cell phones are safe to
use.)
Stay away from sinks and showers.
Lightning can travel through water
pipes.
Wait 30 minutes after the last
sound of thunder or flash of
lightning before going outside.
permanent: lasting or intended to last for a very long time
Text: Copyright © 2007 Weekly Reader Corporation. All rights reserved.
Weekly Reader is a registered trademark of Weekly Reader Corporation.
Used by permission.
© 2010 Urban Education Exchange. All rights reserved.
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4th GRADE UNIT
Question Sheet
Name:
Date:
“When Lightning Strikes” Questions
_____ 1. In the paragraph header under the title of the passage, it says that
thunder provides a “wake up call”. That means thunder
a. wakes people up.
b. is really loud.
c. is a warning.
d. follows lightning.
_____ 2. The author wrote this
a. to teach people what to do when there is a thunderstorm.
b. to keep people safe.
c. to inform people about lightning and thunder.
d. all of the above.
_____ 3. The author included the box at the end of the passage to
a. summarize the article.
b. provide the reader with information on Ron Holle.
c. provide tips for staying safe during lightning storms.
d. give the reader his opinion on lightning.
_____ 4. The author probably interviewed Ron Holle for this passage because
a. they are good friends.
b. Ron Holle is an expert.
c. Holle was struck by lightning.
d. Holle lives in Arizona.
_____ 5. What are three lightning safety tips?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
© 2010 Urban Education Exchange. All rights reserved
CONCEPTS OF COMPREHENSION: AUTHOR’S PURPOSE 4th GRADE UNIT
Question Sheet
Name:
Date:
“When Lightning Strikes” Answer Sheet
FL
1. In the paragraph header under the title of the passage, it says that
thunder provides a “wake up call”. That means thunder
a. wakes people up.
b. is really loud.
c. is a warning.
d. follows lightning.
AP
2. The author wrote this
a. to teach people what to do when there is a thunderstorm.
b. to keep people safe.
c. to inform people about lightning and thunder.
d. all of the above.
AP
3. The author included the box at the end of the passage to
a. summarize the article.
b. provide the reader with information on Ron Holle.
c. provide tips for staying safe during lightning storms.
d. give the reader his opinion on lightning.
AP
4. The author probably interviewed Ron Holle for this passage because
a. they are good friends.
b. Ron Holle is an expert.
c. Holle was struck by lightning.
d. Holle lives in Arizona.
EI
5. What are three lightning safety tips?
Answers will vary, but might include finding shelter in a building or
vehicle, staying away from open spaces and tall objects, not using
electrical equipment, and not standing near sinks and showers.
Suggested Additional Vocabulary: spark, shelter, intense
© 2010 Urban Education Exchange. All rights reserved