A. Reading Aloud to Research: Be a Friend to Trees, Pages 14-17 (15 minutes)

• Direct students' attention to the posted learning targets and read the first one aloud:

"I can read a text to research how animals depend on trees for food."

• Remind students that a text is something they read.
• Using a total participation technique, invite responses from the group:

"According to the learning target, what are we researching as we read today?" (how animals depend on trees for food)

• Tell students that this is the same as the research question: "How do animals depend on trees for food?"
• Display Be a Friend to Trees.
• While reading, consider using the Reading Informational Text Checklist to assess students' progress toward RI.K.1, RI.K.2, RI.K.4, RI.K.6, and RI.K.7.
• Guide students through the same process from Work Time A of Lesson 4 to read aloud pages 14-17 of Be a Friend to Trees. Invite students to use the signal for food and water created in Unit 1 as they listen to how different animals eat food from trees.
• For each page, read the text fluently, pausing to:

• Define in context the following words as you read them in the text: gather (to collect from different sources; bring together), collect (to gather together), pollen (the fine, yellow powder made by a flower that helps plants make seeds), and nectar (the sweet liquid a plant makes that attracts insects and birds).
• Tell students that gather and collect are synonyms, which means that they have similar meanings.
• When reading pages 15 and 17, show students the Living Things Word Wall cards for inner bark (the inside layer that covers the trunks, branches, and roots of woody plants) and flower (the part of a plant that has petals and that makes fruit or seeds; flowers often have a pleasant smell) and follow the same process established in Modules 1-2: provide their definitions, clap out their syllables, use them in a sentence, and place the Word Wall cards and pictures for them on the Living Things Word Wall.
• After reading all of pages 14-17, Turn and Talk:

"How do animals depend on trees for food?" (They eat parts of the tree, such as leaves, twigs, bark, and flowers.)

• Give students specific, positive feedback on their ability to listen closely and find information to answer the research question.
• Direct students' attention to the What Researchers Do anchor chart and focus them on the following point:
• "take notes to collect information to answer a research question"

• Tell students that in order to take notes they are going to reread the text one more time very closely to find the most important information for their research. When they see or hear information that helps answer the research question--"How do animals depend on trees for food?"--they should give the signal for taking notes (review the signal as needed).
• Display the sticky notes and tell students that every time they see or hear information that answers the research question, you will put a sticky note on that part of the page.
• Reread pages 14-17, paying attention to students' signals and attaching sticky notes to the pages when needed.
• After reading, flip back through the pages with excitement to show students how much information they have found for their research!
• Invite students to move their bodies and act like one of the animals from the text to show how it depends on a tree for food.
• Tell students that next they will take a closer look at one of the details from the text to help them with their research.

C. Shared Note-taking: Animals Depend on Trees (20 minutes)

• Gather students whole group and direct their attention to the posted learning targets. Read the second one aloud:

"I can collaborate to create class notes that show how animals depend on trees for food."

• Underline the word collaborate and, using a total participation technique, invite responses from the group:

"What does it mean to collaborate?" (to work together)

• If productive, cue students to compare their ideas:

"How is what _____said the same as/different from what _____ said? I'll give you time to think." (Responses will vary.)

• Confirm students' definitions of collaboration and direct their attention to the Collaboration anchor chart. Briefly review it.
• Redirect their attention back to the learning target and ask:

"What are we collaborating to do?" (to create class notes)

• Tell students that to create a set of class notes that shows how animals depend on trees for food, they are going to work in small groups to collaboratively create one part of the notes. Each group will draw and label a sketch of an animal and the food that the animal eats to add to the class notes.
• Refer to the Animals, Trees, and Food: Class Notes (example, for teacher reference) as necessary.
• Display the chart paper with a table labeled "Animal" and "Food" and tell students that after the notes are drawn and written, they will be taped to this chart paper.
• Follow the same routine from Work Time B of Lesson 4 to guide students through the shared note-taking routine:
• Tell students that they will find their animal icon (which will show them which animal to take notes about), pencils, and paper at their workspaces.
• Move students into small groups and assign them to a small group area in the room.
• Transition students to the small group areas and invite them to begin working.
• Circulate and observe as students collaborate during the note-taking process. Support them as necessary by providing options for how to share Materials and take turns.
• After 10 minutes, gather students in the whole group meeting area with their notes.

• Follow the same routine from Work Time B of Lesson 4 to guide students through sharing their notes:
• Invite each small group to share their notes with the class by showing their notes and completing the sentence frame: "___________eat _____________ from trees."
• As students share their notes, post the notes on the chart paper to create the Animals, Trees, and Food: Class Notes. Refer to the Animals, Trees, and Food: Class Notes (example, for teacher reference) as necessary.
• As students share, invite their classmates to act like the animal presented in each of the small group's notes.
• After each group has added their notes to the anchor chart, point to each note and invite the class to read the chart together using the sentence frame: "_________eat __________ from trees."

• Provide specific, positive feedback on students' ability to collaborate while creating the class notes. Tell them that next they will reflect upon collaboration.