A. Focused Read-aloud: On the Same Day in March: A Tour of the World's Weather, Pages 3-6 and 17-18 (15 minutes)

• Display On the Same Day in March: A Tour of the World's Weather.
• Briefly review that the text explains that even on the same day in March, in different places around the world, the weather might be different because of things like the amount of moisture in the air, how the sun changes the temperature, and how much warm and cool air is present.
• Direct students' attention to the posted learning targets and read the first one aloud:

"I can ask and answer questions about weather around the world using the text On the Same Day in March: A Tour of the World's Weather."

• Using a total participation technique, invite responses from the group:

"What do you remember about this text?" (Responses will vary, but may include: The text is about different places around the world; the weather is different around the world; sometimes when it's winter in one place, it is summer in another.)

• Tell students that today they will read about the weather in three places: Alberta, Canada; Paris, France; and central Thailand.
• Using the class interactive map, point out Alberta, Canada; Paris, France; and central Thailand.
• Place one or two of the first set of mystery photos where Alberta, Canada, is on the map.
• Place one or two of the second set of mystery photos where Paris, France, is on the map.
• Place one or two of the third set of mystery photos where central Thailand is on the map.
• Direct students' attention to the posted Weather around the World anchor chart. Pointing to each column of the chart, tell students that they will use the anchor chart to keep track of all the places they read about in the text, what the weather is like in those places, and what people wear and do because of the weather in those places.
• Tell students that first they will read about Alberta, Canada, and point to it on the class interactive map.
• While still displaying the text, read pages 3-4 aloud slowly, fluently, and without interruption.
• Show students the Weather Word Wall card for chinook.
• Explain that the author is using the word chinook to refer to the type of wind that blows in this area of Canada and that it is a warm, dry wind blowing eastward from the Rocky Mountains.
• Repeat the word two or three times and invite students to join you.
• Place the Word Wall card and picture for chinook on the Weather Word Wall.
• Using a total participation technique, invite responses from the group:

"What do you notice about the weather in this picture of Alberta, Canada? What do you notice about what the people are wearing and doing?" (I see green grass growing, but there is still snow on the ground. The snow looks like it's melting. I see people wearing hats. I see skis and sleds in the yard. I see people looking at animals like birds and bears.)

• As students share responses, clarify and capture their ideas on the Weather around the World anchor chart, writing down the language they use as accurately as possible. If possible, model referring to the Weather Word Wall as a tool to help when spelling content-related words. Refer to the Weather around the World anchor chart (completed, for teacher reference) as necessary.
• Tell students that now they will read about Paris, France, and point to it on the class interactive map.
• While still displaying the text, read pages 5-6 aloud slowly, fluently, and without interruption.
• Using a total participation technique, invite responses from the group:

"What does the author say people have to wear in Paris, France, because of the weather?" (The people wear scarves and coats.)

• Direct students' attention to the word huddle in the text.
• Show students the Weather Word Wall card for huddle and tell them it means to gather in a small, close group.
• Invite one or two student volunteers to gather together in a small, close group with you.
• Place the Word Wall card and picture for huddle on the Weather Word Wall.
• Using a total participation technique, invite responses from the group:

"Why do you think the people have to 'huddle in their scarves and coats,' as the author says? What does it tell you about the weather?" (They have to huddle because they are cold. It is cold and still feels like winter.)

• As students share out, clarify and capture their ideas on the Weather around the World anchor chart.
• Tell students that now they will read about central Thailand and point to it on the class interactive map.
• Turn to page 17. Before reading, using a total participation technique, invite responses from the group:

"What do you notice is different about this picture from the previous two pictures we saw?" (In this picture, people are wearing sandals and shorts. In this picture, I see palm trees and a big sun.)

• While still displaying the text, read pages 17-18 aloud slowly, fluently, and without interruption.
• Point out that the teacher is writing the word for rice in Thai. What is the translation of rice in our home languages?" (dhana in Bengali) Call on student volunteers to share. Ask other students to choose one translation in a home language other than their own to quietly repeat. Invite students to say their chosen translation out loud when you give the signal. Chorally repeat the translations and the word in English. Invite self- and peer correction of the pronunciation of the translations and the English.
• Using a total participation technique, invite responses from the group:

"What is the weather like in central Thailand in March?" (It is hot.)

"What do the people wear because of the weather? What do the people do?" (They wear sandals and short sleeves. They have to be under shade to stay out of the sun. It is too hot to do many things.)

• As students share out, clarify and capture their ideas on the Weather around the World anchor chart.
• Review the information gathered on the Weather around the World anchor chart and remind students that the weather in the three countries studied during this lesson is different because of things such as moisture in the air, temperature, and amount of wind.
• If productive, use a Goal 3 Conversation Cue to encourage students to think about their thinking:

"How does our discussion add to your understanding of weather around the world? I'll give you time to think and discuss with a partner." (Responses will vary.)

C. Shared Writing: Responding to the Text (10 minutes)

• Invite students back to the whole group area.
• Give them specific, positive feedback regarding their conversations. (Example: "I noticed all partners following our agreed-upon conversation norms as they discussed the weather in the different places we studied today.")
• Remind students that today they learned about the weather in Alberta, Canada; Paris, France; and central Thailand.
• Tell students that as partners discussed the clothing they picked for Jack to take on his trip, you heard a lot of great ideas and it's important to capture those ideas.
• Direct students' attention to the posted Responding to Text: Canada, France, Thailand chart and tell them that, as a class, they are going to write to capture the ideas they gathered from reading the text.
• Point to the questions at the top of the Responding to Text chart paper and read them aloud:
• "What is the weather like in this place?"
• "What do the people wear and do because of the weather?"
• Tell students they are going to answer these two questions about the three places they studied today.
• Tell students that they have already done a lot of thinking to answer those questions. Remind them that during the read-aloud they filled in the Weather around the World anchor chart, and during the partner role-play they discussed these ideas with their partners.
• Use the following procedure to complete the shared writing:

1. Point to Part I of the Responding to Text chart and read the first sentence aloud:

• "In Alberta, Canada, the weather is ___________ in March."

1. Using a total participation technique, invite responses from the group:

"What did we learn the weather was like in Alberta, Canada, in March?" (cold, windy; sometimes there is snow on the ground)

1. As students share responses, use their ideas to complete the first sentence.
2. Read the second sentence aloud:

• "The people have to wear ______________."

1. Using a total participation technique, invite responses from the group:

• *    "What do the people wear in Alberta, Canada, because of the weather?" (hats, coats, gloves, and scarves; some people wear heavy boots)

1. As students share responses, use their ideas to complete the second sentence.
2. Read the third sentence aloud:

• "The people like to ____________."

1. Using a total participation technique, invite responses from the group:

"What did you learn the people in Alberta, Canada, like to do in March?" (They use sleds or skis; they make snowballs; they go outside when they are bundled up; they look at the animals.)

1. As students share responses, use their ideas to complete the third sentence.
2. Read the three completed sentences aloud, tracking the print as you do.

• Repeat Steps 1-10 to complete the shared writing for the remaining two places. Refer to the Responding to Text: Canada, France, Thailand chart (completed, for teacher reference) as necessary.
• If productive, use a Goal 3 Conversation Cue to challenge students:

"Can you figure out why some of the trees in Alberta, Canada, do not have leaves? I'll give you time to think and discuss with a partner." (It is still wintertime.)