A. Focused Reading: Seed to Plant, Pages 8-9 (20 minutes) 

• Direct students' attention to the posted learning targets and read the second one aloud:
• "I can answer questions using information from the text to learn about the parts of a plant."
• Direct students' attention to the What Researchers Do anchor chart and remind students that researchers "Ask and search for answers to questions."
• Direct students' attention to the posted Text Features anchor chart and briefly review the text features students explored in Lesson 3: table of contents, headings, captions.
• Display page 3 of Seed to Plant. Consider using the Reading Informational Text Checklist (RI.2.1, RI.2.2, RI.2.5, RI.2.6, and RI.2.7) during this focused reading session to assess students' progress (see Assessment Overview and Resources).
• Invite students to listen for a chapter title that sounds like it might contain information about plants and show a quiet thumbs-up when they hear it.
• Read the first six chapter titles aloud.
• Confirm that the chapter entitled "Parts of a Plant" probably contains this information.
• Using a total participation technique, invite responses from the group:

"What page is 'Parts of a Plant' located on?" (page 8)

• Invite all students to open to page 8 of their text.
• Display pages 8-9 of Seed to Plant and orient students to the diagram of a plant on page 9. Share that a picture with labels is called a diagram.
• Using a total participation technique, invite responses from the group:

"What information does this diagram give you?" (what the parts of a plant look like, the names of the parts of a plant)

• Confirm that this diagram names the parts of a plant.
• Read the fourth text feature listed on the Text Features anchor chart aloud: "Diagram."
• Using a total participation technique, invite responses from the group:

"How does a diagram help the reader?" (shows a picture of the parts of something or how something works)

• Add "a picture that shows the parts of something or how something works" to the fourth bullet on the Text Features anchor chart. Refer to the Text Features anchor chart (example, for teacher reference) as necessary.
• Point to the chapter title and invite a student to read it aloud: "Parts of a Plant."
• Using a total participation technique, invite responses from the group:

"What do you think this chapter will contain information about?" (Responses will vary, but may include: what the parts of a plant are, how the parts of a plant work)

• If productive, cue students to explain why a classmate came up with a particular response:

"Who can explain why your classmate came up with that response?"

• Remind students that this heading tells the reader what the section is about.
• Invite partners to read pages 8-9 of the text together, making a tent with their arms when they are finished.
• Pointing to the labels on page 8 of the text, explain that a label names a part of something.
• Turn and Talk:

"What do the labels in the diagram on page 8 name?" (how a person's body part is like a plant's part)

"What do the labels on page 9 name?" (the parts of a plant)

• Referring to the Text Features anchor chart, read the fifth text feature listed on the Text Features anchor chart aloud: "Labels."
• Using a total participation technique, invite responses from the group:

"How does a label help the reader?" (names a part of something)

• Add "names a part of something" to the fifth bullet on the Text Features anchor chart. Refer to the Text Features anchor chart (example, for teacher reference) as necessary.
• Turn and Talk:

"What do roots do to help the plant?" (hold it in the ground)

"What does the stem do to help the plant?" (helps the plant stand up tall)

"What do leaves do to help the plant?" (soak up sunlight)

• Confirm that a plant's parts help it to survive and grow.
• Using a total participation technique, invite responses from the group:

"What is one thing you learned about plants from this text?" (Plants have roots, stems, and leaves; roots hold the plant in the ground, the stems helps the plant stand up, and the leaves get sunlight for the plant.)

• Encourage students that they are working hard to read like researchers as they continue to learn about plants and their parts!

C. Shared Writing: Plant Frayer Model (10 minutes) 

• Direct students' attention to the Plant Frayer Model anchor chart.
• Remind students that yesterday they worked in groups to add information to several sections of this anchor chart.
• Display pages 8-9 of Seed to Plant and read them aloud for gist. Tell students that today they will be adding information about plant parts.
• Follow the same routine established in Lesson 3 to add information about plant parts onto the Plant Frayer Model anchor chart:
• Briefly review the meaning of each section.
• Divide the class into two sections: Characteristics and Visuals (tell students there won't be new definitions or examples in this part of the text).
• Move students into pairs and distribute Seed to Plant and sticky notes.
• Allow students 2-3 minutes to reread and put a sticky note on information that matches their section.
• Orient students to each section of the Plant Frayer Model anchor chart, inviting the group of students to share the information they marked in the text and recording it in the corresponding section.
• Show students the Plants and Pollinators Word Wall cards for roots (the part of the plant that grows under the ground; roots take in water and food, and they hold the plant in the soil); stem(the main part of a plant that supports the branches, leaves, and other parts); and leaves (a flat part of a plant or tree that grows from the stem or branch; leaves are usually green), and follow the same process established in Modules 1 and 2: provide their definitions, clap out their syllables, use them in a sentence, and place the Word Wall cards and pictures for them on the Plants and Pollinators Word Wall.