Year 4 Summarising Unit | Worksheets, Games & Assessment

Year 4 Summarising Unit | Worksheets, Games & Assessment

$4.99
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Year 4 Summarising Unit | Worksheets, Games & Assessment
  • Year 4 Summarising Unit | Worksheets, Games & Assessment
Year 4 Summarising Unit | Worksheets, Games & Assessment

Year 4 Summarising Unit | Worksheets, Games & Assessment

$4.99

Curriculum

Explore the curriculum links for this resource. Choose a curriculum to view its codes.

Australian Curriculum v9.0
AC9E4LY05 use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts
Australian Curriculum v8.4
ACELY1692 Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts
Victorian Curriculum 2.0
VC2E4LY09 use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to expand topic knowledge and ideas, and begin to evaluate texts to build literal and inferred meanings
New South Wales
EN2-OLC-01 communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
EN2-VOCAB-01 builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words
EN2-RECOM-01 reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
EN2-UARL-01 identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
Western Australia
WA4ELYA3 Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning when listening, reading and viewing to build literal and inferred meaning to expand topic knowledge and ideas, and evaluate texts
New Zealand
NZ-Y4-ENG-OL-C-CM-1 monitor and confirm their understanding across a range of texts by annotating, rereading, asking and answering questions, and visualising
NZ-Y5-ENG-OL-C-CM-1 monitor and confirm their understanding across a range of texts by annotating, rereading, adjusting their reading rate, asking and answering questions, and visualising
NZ-Y4-ENG-OL-C-SDC-1 identify the central message or main idea in a text and provide the key details in sequence, explaining how the details support the main idea or message
NZ-Y5-ENG-OL-C-SDC-1 identify the central theme or main idea of a text, summarise the key details that support the theme or idea, and draw a conclusion
NZ-Y4-ENG-OL-C-IUE-1 make use of stated and implied information or ideas to make predictions and inferences, using prior knowledge and making connections within the text
NZ-Y5-ENG-OL-C-IUE-1 make inferences, using explicit and implicit evidence from the text (including quotes or references to images) and prior knowledge, to extend the understanding of a text and the author's purpose
United Kingdom
UK-UKS2-ENG-R-C Pupils should be taught to: maintain positive attitudes to reading and an understanding of what they read by: continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks reading books that are structured in different ways and reading for a range of purposes increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions recommending books that they have read to their peers, giving reasons for their choices identifying and discussing themes and conventions in and across a wide range of writing making comparisons within and across books learning a wider range of poetry by heart preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience understand what they read by: checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context asking questions to improve their understanding drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas identifying how language, structure and presentation contribute to meaning discuss and evaluate how authors use language, including figurative language, considering the impact on the reader distinguish between statements of fact and opinion retrieve, record and present information from non-fiction participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary provide reasoned justifications for their views
US Common Core (CCSS)
CCSS.ELA-LITERACY.RI.4.1 CCSS.ELA-LITERACY.RI.4.4 CCSS.ELA-LITERACY.RL.4.1 CCSS.ELA-LITERACY.RL.4.4 CCSS.ELA-LITERACY.L.4.4 CCSS.ELA-LITERACY.L.4.4.c CCSS.ELA-LITERACY.L.4.5.b CCSS.ELA-LITERACY.RI.4.10 CCSS.ELA-LITERACY.RL.4.10 CCSS.ELA-LITERACY.SL.4.1.a CCSS.ELA-LITERACY.SL.4.1.d CCSS.ELA-LITERACY.SL.4.2 CCSS.ELA-LITERACY.SL.4.3 CCSS.ELA-LITERACY.W.4.7 CCSS.ELA-LITERACY.W.4.8 CCSS.ELA-LITERACY.W.4.9 CCSS.ELA-LITERACY.W.4.9.a CCSS.ELA-LITERACY.W.4.9.b
Texas (TEKS)
TEKS-ELAR-G4-6 TEKS-ELAR-G4-6A TEKS-ELAR-G4-6B TEKS-ELAR-G4-6C TEKS-ELAR-G4-6D TEKS-ELAR-G4-6E TEKS-ELAR-G4-6F TEKS-ELAR-G4-6G TEKS-ELAR-G4-6H TEKS-ELAR-G4-6I TEKS-ELAR-G4-7 TEKS-ELAR-G4-7A TEKS-ELAR-G4-7B TEKS-ELAR-G4-7C TEKS-ELAR-G4-7D TEKS-ELAR-G4-7E TEKS-ELAR-G4-7G TEKS-ELAR-G4-9D TEKS-ELAR-G4-13 TEKS-ELAR-G4-13A TEKS-ELAR-G4-13B TEKS-ELAR-G4-13C TEKS-ELAR-G4-13D TEKS-ELAR-G4-13E TEKS-ELAR-G4-13G
Ontario
CAN-G1-LANG-C2.3 make predictions using background knowledge, text features, and evidence from the text
CAN-G4-LANG-C2.1 identify and explain prior knowledge from various sources, including personal experiences, that they can use to make connections and understand new texts
CAN-G4-LANG-C2.4 use strategies such as adjusting reading rate, visualizing, reading ahead, asking questions, and consulting references and other texts or sources of information, to monitor and confirm their understanding of various texts
CAN-G4-LANG-C2.6 summarize the main idea of a text and the supporting details in sequence, and draw a simple conclusion
CAN-G4-LANG-C2.5 describe how the ideas expressed in texts connect to their knowledges and lived experiences, the ideas in other texts, and the world around them
CAN-G4-LANG-C3.2 make local and global inferences, using explicit and implicit evidence, to extend their understanding of various texts

Modifications

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Something Harder

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Summarising Unit - Year 5

$4.99

Teach Year 4 students how to summarise fiction and non-fiction texts with a complete English reading unit focused on main ideas, key details, the 5Ws and H, visual summaries, concise summary writing and reflection.

This print-ready and editable unit includes explicit teaching, hands-on practice, differentiated worksheets, answers and assessment materials. Worksheets, assessments, answer pages and the rubric are black and white for easy printing, while the classroom display and games are in colour.

What’s Included

  • 33-page unit plan PDF
  • Editable 17-slide PowerPoint presentation
  • Editable PowerPoint quiz with 10 question-and-answer pairs, plus title and end slides
  • Summarising Toolkit classroom display
  • Summary Safari, Main Idea Match-Up, and Spin, Roll and Respond games and activities
  • Ten student worksheets covering fiction and non-fiction summarising skills
  • Answer pages for worksheets and assessment tasks
  • Summarising Checkpoint assessment
  • Year 4 marking rubric

Learning Focus

  • Identify the main idea of a text or paragraph
  • Select key details that support the main idea
  • Leave out repeated, minor or unrelated information
  • Use the 5Ws and H to plan a summary
  • Summarise fiction and non-fiction texts
  • Create visual summaries using symbols, captions and sequence
  • Write short, accurate summaries in students’ own words
  • Check summaries for clarity, accuracy and purpose

Classroom Use

Use the presentation for explicit teaching, the classroom display for reference, the games and activities for guided practice, and the worksheets for independent consolidation. Finish with the assessment and rubric to gather clear evidence of student understanding.

This is a digital resource supplied in PDF and editable PowerPoint formats. No physical product will be shipped.

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