Lessons Grade4 Authors Purpose

Learning Outcome
Identify the authors 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 authors purpose is to inform. I will chart characteristics of the news article
indicate that the authors 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 newspaperthe comics and editorials. We will analyze the characteristics of each section and chart their
purposeto 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 authors 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 authors 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.
LESSONS & UNITS: AUTHOR'S PURPOSE 4TH GRADE UNIT
Lesson 1: Identifying Authors Purpose in a Newspaper
CONCEPTS OF COMPREHENSI ON: AUTHOR S PURPOSE 4
T H
GRADE UNI T
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
(news article)
To
Entertain
(comics)
To Persuade
(editorial)
Gives facts
Cartoon Facts WIT
o!inions
No opinions
Funny Tries to con"ince
the reader to
agree with the
author
May include
poto!raps
Fictional Usually about a
contro"ersial
sub#ect
"#out real people
and real places
2010 Urban Education Exchange. All rights reserved
1
Learning Outcome
Classify and categorize examples of each of the three purposes: to entertain, to inform, and to persuade
Duration
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 authors purpose for writing the material.
I will create a semantic map of sources found under each category of authors 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 authors purpose and explain our categorization.
will go to our class, school, or community library. You will find at least one example of a text for each authors purposeto 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 authors purpose.
Lesson 2: Categorizing Texts According to Authors Purpose
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GRADE UNI T
Lesson 2: Guided Practice Chart
Example Semantic Map
Entertai
n
Inform Persuade
1
Comics
Movies
Fictional
books
Poems
Fairy tales
Jokes
Plays
News
articles
Encyclopedia
ictionary
!"esaurus #tlas
Maps
$io%rap"ies
Nonfiction
texts
Editorials
#dvertisements
Campai%n
speec"es
Commercials
&eviews
T H
GRADE UNI T
Lesson 2: Independent Practice Worksheet
Name: ______________________________________ Date: ________________
Directions: Write the name of one example text you found for each authors purpose.
Explain how you know the purpose of each text.
1. To persuade:
Text example: _______________________________________________________
___________________________________________________________________
How do you know ___________________________________________________
___________________________________________________________________
___________________________________________________________________
!. To entertain:
Text example: _______________________________________________________
___________________________________________________________________
How do you know ___________________________________________________
___________________________________________________________________
___________________________________________________________________
". To inform:
Text example: _______________________________________________________
___________________________________________________________________
How do you know ___________________________________________________
___________________________________________________________________
___________________________________________________________________
1
Learning Outcome
Change an authors purpose
Duration
Necessary Materials
Provided: Students Get Healthy Passage- Direct Teaching Example Passage, Dont Miss the Festival at Olympia!- Guided Practice Example Passage,
Fashion Do or Dont- 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 authors 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 authors purpose of the passage, Dont 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.
will read the passage, Fashion Do or Dont, (passage is provided) and identify the authors purpose. You will then rewrite the passage,
changing the authors 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 student-
friendly 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.
Lesson 3: Changing an Authors 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.
Lesson 3: Changing an Authors Purpose
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GRADE UNI T
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
t!s up to schools to decide how they will comply with the law. "lthough,
most schools should feel a sense of responsibility for their students, many
districts are mandating or re#uiring, schools to provide healthier choices
for lunch. n Tennessee, most schools have removed sugary snacks and soft
drinks from vending machines. n their place are more nutritious choices,
such as granola bars, nuts, water, and $uice. t sounds like Tennessee is a
good place to go to school%
n &lorida, 'issouri, 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. nstead, school officials are encouraging
teachers and parents to provide more nutritious treats.
To get kids to exercise more, the northwestern 'innesota district of Perham
(ent has added more physical activity to the school day. )opefully one day,
schools will re#uire students to complete a certain amount of cardio exercise
in a day. 'any school districts are also making sure that kids have recess
every day. f 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.
Black Text !opyright " #$$% &eekly 'eader !orporation. (ll rights reserved.
Weekly Reader is a registered trademark of &eekly 'eader !orporation.
Used by permission. )rom Weekly Reader Senior, Student Edition* +$,#$,$%.
Underlined Text " #$+$ Urban -ducation -xchange. (ll rights reserved.
1
T H
GRADE UNI T
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 worlds greatest
athletes all in one place. The Funniest Festival at Olympia is supposed to
showcase the worlds greatest comedians. Adonia was determined to make it
the Funniest Festival at Olympia in Greek History!
Every year !or the Festival at Olympia athletes and spectators come !rom
great distances to take part in this ama"ing ceremony to honor #eus. For the
Funniest Festival at Olympia Adonia planned to enter the stadium in a tiny
car dressing up as a clown and doing !lips through the air! $ast year !or the
Festival at Olympia over a thousand spectators arrived to show their
support !or hundreds o! athletes !rom all over Greece. This year !or the
Funniest Festival at Olympia thousands o! spectators would arrive with a %it
o! laughter as Adonia per!ormed her routine.
Adonia planned to enter the three legged hop races the water %alloon toss
and the &walking on your hands' race!
(oon it was time !or the opening ceremony. Adonia "oomed in with her tiny
car popped out with her clown costume and honked her clown nose. (he
and her dog did !lips through the air. The stadium was roaring with laughter.
The Festival was o!! to a !unny start!
Black Text !opyright " Weekly #eader !orporation. $ll rights reser%ed.
Weekly Reader is a registered trademark of Weekly #eader !orporation. Used
by permission.
Underlined Text " &'(' Urban )ducation )xchange. $ll rights reser%ed.
1
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Name: ______________________________________ Date: ________________
Directions: Read the passage. Identify the authors purpose (to entertain, to persuade,
or to inform). Then rewrite the artice so that it has a different purpose.
Fashion Do or Dont
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.
onstitution. !" thin# students shou$d choose their o%n c$othing sty$es,
rather than be to$d to %ear a specific uniform,! fifth grader &ay$ie 'i$ay(ong
from Aurora, )issouri, to$d WR News. *er c$assmate +ade F$eet%ood
agrees. !&ids shou$d be a$$o%ed to %ear different sty$es of c$othes.!
Some parents are %orried about the expense. ,$mira %ou$d offer uniforms at
a price bet%een -./ and -0/. !+hat1s the schoo$ district going to do for
peop$e %ho can1t afford them2! as#ed one ,$mira father at a recent pub$ic
meeting.
!hat is the authors purpose" _______________________________
Rewrite the artice so that it has a different purpose.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Te#t: $opyright % &''( !ee)y Reader $orporation. * rights reser+ed.
Weekly Reader is a registered trademar) of !ee)y Reader $orporation.
,sed -y permission. .rom Weekly Reader 4, Student Edition, (/0/'1.
2uestions: % &'3' ,r-an 4ducation 4#change. * rights reser+ed.
1
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____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Te#t: $opyright % &''( !ee)y Reader $orporation. * rights reser+ed.
Weekly Reader is a registered trademar) of !ee)y Reader $orporation.
,sed -y permission. .rom Weekly Reader 4, Student Edition, (/0/'1.
2uestions: % &'3' ,r-an 4ducation 4#change. * rights reser+ed.
2
T H
GRADE UNI T
Lesson 3: Direct Teaching Passage 1
Students Get Healthy!
A new U.S. law requires that schools provide healthier choices for
students.
Public schools across the country are going on a health kick [2006]. Thanks
to a new federal law, students are saying farewell to fatty foods and hello to
better eating habits in school. They are also exercising more during the
school day.
New School Rules
t!s u" to schools to decide how they will com"ly with the law. #any districts
are mandating or re$uiring, schools to "ro%ide healthier choices for lunch.
n Tennessee, most schools ha%e remo%ed sugary snacks and soft drinks
from %ending machines. n their "lace are more nutritious choices, such as
granola bars, nuts, water, and &uice.
n 'lorida, #issouri, and Texas, some schools ha%e new rules that restrict
desserts such as cu"cakes and lolli"o"s from "arties. nstead, school officials
are encouraging teachers and "arents to "ro%ide more nutritious treats.
To get kids to exercise more, the northwestern #innesota district of Perham
(ent has added more "hysical acti%ity to the school day. #any school
districts are also making sure that kids ha%e recess e%ery day.
Text: Copyright 2006 Weekly Reader Corporation. All rights reserved.
Weekly Reader is a registered trademark of Weekly Reader Corporation.
sed !y permission. "rom Weekly Reader Senior, Student Edition# $0%20%06.
1
T H
GRADE UNI T
Lesson 3: Guided Practice Passage 1
Dont Miss the Festival at Olympia!
Have you ever wished that you could see the worlds greatest athletes all in
one place? Then make sure that you buy your tickets for the Festival at
Olympia, the greatest Greek sports event in history
!very year, athletes and spectators come from great distances to take part
in this ama"ing religious ceremony to honor #eus$ The athletes swear an
oath to #eus that they have been training for the competition for ten
months %ccording to &omulus 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 e(citing events$) *ast year, over a thousand spectators
arrived in Olympia to show their support for hundreds of athletes from all
over Greece$
The festival lasts five days$ +ith events like the chariot races, the
pentathlon, sprinting, and bo(ing, no true sports fan can afford to miss the
Festival at Olympia
,uy your tickets now-dont delay There are only .// days left until the
ama"ing Festival at Olympia
Text: Copyright Weekly Reader Corporation. All rights reserved.
Weekly Reader is a registered trademark of Weekly Reader Corporation. Used
by permission.
1
Unit Extension Ideas
Have students read a reading passage provided on the website, identify the authors 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
Unit Level Materials
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GRADE UNI T
Classroom Display
AP
Authors Purpose
Definition: The reason why the author
has written the text for readers.

1
Why did the
author write
this book or
passage?
What does the
author want me
to think, feel, or
believe?
An authors purpose may be to:
inform persuade entertain show
teach convince expressillustrate
explain prove inspire
T H
GRADE UNI T
Classroom Display
Authors Purpose
Definition: The reason why the author
has written the text for readers.
P..!. "
Persuade, nform, or
!ntertain
2
dentifying an
authors
purpose is as
easy as P..!.#

t h
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Reading Passage

Used by permission.
2010 Urban Education Exchange. All rights reserved.

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 low-
lying areas. Many other animals escaped unharmed.
Wildlife experts are amazed that many animals survived the
tsunami
1
. 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

t h
GRADE UNI T
Reading Passage

Used by permission.

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, uprooting
2
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 vibrations
3
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
uprooting: pulling up so that even the roots come out of the ground
3
vibration: trembling motion

t h
GRADE UNI T
Reading Passage

Used by permission.

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.
Elephants' soles have
sensitive foot pads that
detect vibrations, such
as those from an
earthquake. That signals
elephants to move to
more stable ground.

Leigh Haeger
t h
GRADE UNI T
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. the! felt vibrations in the "arth.
b. other animals were fleeing.
c. the! heard low #itched sounds.
d. all of the above.
_____ $. The author included a %uote from &ichael Dee because
a. he is an animal e'#ert.
b. he works in Thailand.
c. he survived the tsunami.
d. he wants animals to be treated better.
_____ (. The author included the diagram
a. to show the sounds that the ele#hants heard.
b. to show where the ele#hants were when the! heard the
vibrations.
c. to show how ele#hants can feel vibrations with their feet.
d. to show the size of the ele#hants) feet.
_____ *. +ow could ele#hants, instincts hel# humans-
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
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Question Sheet
Name: Date:
Animal Instinct Answer Sheet
_A. 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.
_/0"_ 2. Animals knew that something was wrong because
a. the! felt vibrations in the "arth.
b. other animals were fleeing.
c. the! heard low #itched sounds.
_A. $. The author included a %uote from &ichael 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.
_A._ (. The author included the diagram
a. to show the sounds that the ele#hants heard.
b. to show where the ele#hants were when the! heard the
vibrations.
c. to show how elephants can feel vibrations with their feet.
d. to show the size of the ele#hants, feet.
_D/_ *. +ow could ele#hants, instincts hel# humans-
Answers will var!. 1f #eo#le #aid attention to ele#hants) behavior it _
could #ossibl! #rovide a warning that there has been an earth%uake
or that a tsunami ma! be coming.____________________________
Suggested Additional Vocabulary:
frantically, to bolt, to flee, to approach, sole
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Reading Passage

Used by permission.

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.
"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 Benefits
1

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
www.freeimages.co.uk
A healthful breakfast is an important
start to your day.
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GRADE UNI T
Reading Passage

Used by permission.

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.
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Reading Passage

Used by permission.

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.
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.
t h
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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.
_____ 2. The author uses boxes at the end of the passage to
a. list reasons wh breakfast is important.
b. give ideas for health breakfasts.
c. summari!e the passage.
d. give a step"b"step guide on making a health breakfast.
_____ #. The author includes the section Smile Away to
a. explain wh breakfast eaters are happier people.
b. explain how breakfast is good for teeth.
c. add humor to the passage.
d. give recipes for health breakfasts.
_____ $. %hich of the following is not a benefit to eating breakfast&
a. 'ating breakfast prevents kids from exercising.
b. 'ating breakfast helps kids pa attention in school.
c. (reakfast restores energ after a long night)s sleep.
d. 'ating breakfast lowers the risk of obesit.
_____ *. +ow can kids that do not normall eat breakfast begin to add breakfast
to their morning routine&
_____________________________________________________
_____________________________________________________
_____________________________________________________
t h
GRADE UNI T
Question Sheet
Name: Date:
Get Up and Go Answer Sheet
_,-_ 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.
_,-_ 2. The author uses boxes at the end of the passage to
a. list reasons wh breakfast is important.
b. give ideas for healthy breakfasts
c. to summari!e the passage.
d. to give a step"b"step guide on making a health breakfast.
_,-_ #. The author includes the section Smile Away to
a. explain wh breakfast eaters are happier people.
b. explain how breakfast is good for teeth.
c. add humor to the passage.
d. give recipes for health breakfasts.
./0.a $. %hich of the following is a not benefit to eating breakfast&
a. ating breakfast prevents kids fro! exercising.
b. 'ating breakfast helps kids pa attention in school.
c. (reakfast restores energ after a long night)s sleep.
d. 'ating breakfast lowers the risk of obesit.
_D. *. +ow can kids that do not normall eat breakfast begin to add breakfast
to their morning routine&
,nswers will var. 1tudents should give ideas on adding breakfast
to their morning routine such as: talking to their parents2
preparing some food the night before or getting up earlier.
Suggested Additional Vocabulary: habit, balanced, infection
t h
GRADE UNI T
Reading Passage

Used by permission.
.

The Heat is On

Polar bears reign as the kings of the Arctic.
Yet there is trouble underfoot for those snow-
colored creatures and other wildlife as their
icy habitat
1
slips away.
The Arctic is the icy, cold region located
around the North Pole. In November [2004],
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 gradual
2
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 primary
3
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
Leigh Haeger
The Arctic Circle.
t h
GRADE UNI T
Reading Passage

Used by permission.
.

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
t h
GRADE UNI T
Reading Passage

Used by permission.
.

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
t h
GRADE UNI T
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 Earths temperature is rising.
b. the relationship between the Earth and the sun.
c. that global warming does not affect the Earth.
d. the different !inds of gases that ma!e up the Earths
atmosphere.
_____ ". The Earths temperature is rising# because
a. there is less arctic ice to cool the Earth.
b. the suns rays cannot escape the polluted atmosphere.
c. people use a lot of fossil fuels that give off gases that are
polluting the atmosphere.
_____ $. The author includes a section on %nuits in this passage# because they
a. are ma&or 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.
_____ '. (ow could your life change if global warming continues as scientists
thin! it will)
_____________________________________________________
_____________________________________________________
_____________________________________________________
t h
GRADE UNI T
Question Sheet
Name: Date:
The Heat is On Answer Sheet
_*+_ 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 !inds of gases that ma!e up the Earths
atmosphere.
_,-E_ ". The Earths temperature is rising# because
a. there is less arctic ice to cool the Earth.
b. the suns rays cannot escape the polluted atmosphere.
c. people use a lot of fossil fuels that give off gases that are
polluting the atmosphere.
_*+_ $. The author includes a section on %nuits in this passage# because they
a. are ma&or contributors of global warming.
b. believe that global warming is a myth.
. are greatl! affeted b! global warming.
d. are hoping for some warmer weather in the region where they
live.
_D,_ '. (ow could your life change if global warming continues as scientists
thin! it will)
*nswers will vary. There are many things that could change if the _
Earths 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. .overnments may pass ___
laws that limit how much gas and electricity people are allowed to use.
Suggested Additional Vocabulary: thermostat, starvation
t h
GRADE UNI T
Reading Passage

Used by permission.

Turn It Off!
Can you imagine a week without Thats So Raven, SpongeBob
SquarePants, or the NBA playoffs? The TV-Turnoff Network wants you
to do just thatand imagine what you can do instead of watching TV.
As a result, the theme of TV-Turnoff Week is "Imagine
1
." 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
negative
2
effect on children. Kids dont do as well in school and dont
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
imagine: (a) form a mental picture of; (b) think; suppose
2
negative: not positive or helpful
t h
GRADE UNI T
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. chaenging students to imagine !hat the" can do besides
!atching TV.
d. a of the above.
_____ #. The author gives information on the negative effects of teevision
a. to e$pain !h" there is a TV-Turnoff Week.
b. to sho! that there is not enough evidence about the effects of
teevision.
c. to scare the reader.
d. to encourage the reader to go to the ibrar".
_____ %. The author incudes the &uote from 'obert (esten to
a. incude an argument for !atching more TV.
b. sho! the reader an e$ampe of someone participating in TV-
Turnoff Week.
c. give more information about !h" there is a TV-Turnoff Week.
d. incude e$pert advice about good forms of e$ercise.
_____ ). The average *merican !atches more than
a. + hours of TV a da".
b. 1 hour of TV a da".
c. ) hours of TV a da".
d. 1, hours of TV a da".
_____ -. What is the main idea of this passage.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
t h
GRADE UNI T
Question Sheet
Name: Date:
Turn it Off! Answer Sheet
*/ 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. chaenging students to imagine !hat the" can do besides
!atching TV.
*/ #. The author gives information on the negative effects of teevision
a. to explain why there is a TV-Turnoff ee!.
b. to sho! that there is not enough evidence about the effects of
teevision.
c. to scare the reader.
d. to encourage the reader to go to the ibrar".
*/ %. The author incudes the &uote from 'obert (esten to
a. incude an argument for !atching more TV.
b. sho! the reader an e$ampe of someone participating in TV-
Turnoff Week.
". #ive $ore infor$ation about why there is a TV-Turnoff
ee!.
d. incude e$pert advice about good forms of e$ercise.
0I ). The average *merican !atches more than
a. + hours of TV a da".
b. 1 hour of TV a da".
". % hours of TV a day.
d. 1, hours of TV a da".
1I -. What is the main idea of this passage.
*ns!ers !i var"2 but shoud discuss TV-Turnoff !eek.
Suggested Additional Vocabulary: theme, awareness, interests
t h
GRADE UNI T
Reading Passage

Used by permission.

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, experts
1
warn people to be
especially aware of the dangers of lightning.
Forces of Nature
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.
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 indoorsthe 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

World Almanac for Kids
"When thunder roars, go
indoors," says
meteorologist Ron Holle.
t h
GRADE UNI T
Reading Passage

Used by permission.

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 rulehead for cover. "There is no place
outside that is safe from lightning," Holle said firmly. "There are two
safe placesinside a [permanent
2
] building or a metal-topped
vehicle."

Lightning Safety Tips
Lightning expert Ron Holle shared the
following tips with Weekly Reader:
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.

2
permanent: lasting or intended to last for a very long time
t h
GRADE UNI T
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. !hat means thunder
a. wakes people up.
". is really loud.
c. is a warning.
d. follows lightning.
_____ #. !he author wrote this
a. to teach people what to do when there is a thunderstorm.
". to keep people safe.
c. to inform people a"out lightning and thunder.
d. all of the a"ove.
_____ $. !he author included the "o% at the end of the passage to
a. summari&e the article.
". provide the reader with information on 'on (olle.
c. provide tips for staying safe during lightning storms.
d. give the reader his opinion on lightning.
_____ ). !he author pro"a"ly interviewed 'on (olle for this passage "ecause
a. they are good friends.
". 'on (olle is an e%pert.
c. (olle was struck "y lightning.
d. (olle lives in *ri&ona.
_____ +. ,hat are three lightning safety tips-
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
t h
GRADE UNI T
Question Sheet
Name: Date:
When Lightning Strikes Answer Sheet
./ 1. In the paragraph header under the title of the passage, it says that
thunder provides a wake up call. !hat means thunder
a. wakes people up.
". is really loud.
c. is a warning.
d. follows lightning.
*0 #. !he author wrote this
a. to teach people what to do when there is a thunderstorm.
". to keep people safe.
c. to inform people a"out lightning and thunder.
*0 $. !he author included the "o% at the end of the passage to
a. summari&e the article.
". provide the reader with information on 'on (olle.
c. provide tips for staying safe during lightning storms.
d. give the reader his opinion on lightning.
*0 ). !he author pro"a"ly interviewed 'on (olle for this passage "ecause
a. they are good friends.
b. on !olle is an e"pert.
c. (olle was struck "y lightning.
d. (olle lives in *ri&ona.
1I +. ,hat are three lightning safety tips-
*nswers will vary, "ut might include finding shelter in a "uilding or
vehicle, staying away from open spaces and tall o"2ects, not using
electrical e3uipment, and not standing near sinks and showers.
Suggested Additional Vocabulary: spark, shelter, intense

Lessons Grade4 Authors Purpose

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Lessons Grade4 Authors Purpose

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Identify the authors purpose in different sections of a newspaper

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