- I can refer explicitly to the text when answering questions about the text. (RI.3.1, RI.3.3, RI.3.5, RI.3.7, L.3.1a, L.3.1h, L.3.1i)
- I can find the meaning of unfamiliar vocabulary. (RI.3.4, L.3.4a, L.3.4b, L.3.4c, L.3.4d)
These are the CCS Standards addressed in this lesson:
- RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
- RI.3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
- RI.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
- RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
- RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
- L.3.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- L.3.1a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
- L.3.1h: Use coordinating and subordinating conjunctions.
- L.3.1i: Produce simple, compound, and complex sentences.
- L.3.4: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
- L.3.4a: Use sentence-level context as a clue to the meaning of a word or phrase.
- L.3.4b: Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
- L.3.4c: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
- L.3.4d: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
Daily Learning Targets
Ongoing Assessment
- Close Reading: "Amphibians" note-catcher (RI.3.1, RI.3.3, RI.3.4, RI.3.5, RI.3.7, L.3.1a, L.3.1h, L.3.1i, L.3.4a, L.3.4b, L.3.4c, L.3.4d)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Close Read: "Amphibians" (50 minutes) 3. Closing and Assessment A. Debrief (5 minutes) 4. Homework A. Conversation about amphibians using the prompts in your Unit 2 homework packet. B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal. |
Purpose of lesson and alignment to standards:
How it builds on previous work:
Areas where students may need additional support:
Assessment Guidance:
Down the road:
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In Advance
- Read the Close Reading Guide: "Amphibians" in conjunction with the text to familiarize yourself with what will be required of the students. Note that the Language Dive Guide is integrated into the Close Reading Guide. Determine which questions your students will work through based on their needs.
- Consider using heterogeneous partnerships for Work Time A.
- Prepare the sentence strip chunks for use during the close read (see supporting materials).
- Create a "Language Chunk Wall"--an area in the classroom where students can display and categorize the academic phrases discussed in the Language Dive.
- Post: Learning targets.
Tech and Multimedia
- Work Time A: For students who will benefit from hearing the text read aloud multiple times to find the gist, consider using a text-to-speech tool like Natural Reader, SpeakIt! for Google Chrome, or the Safari reader. Note that to use a web-based text-to-speech tool like SpeakIt! or Safari reader, you will need to create an online doc, such as a Google Doc, containing the text.
- Work Time A: Students complete their note-catchers in a word processing document, for example a Google Doc using Speech to Text facilities activated on devices, or using an app or software like Dictation.io.
- Work Time A, Closing and Assessment A: Student Freaky Frog research notebooks could be completed by students online, for example on Google Docs in a folder for each student.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 3.I.B.6, 3.I.B.8, 3.II.B.3, 3.II.B.4, 3.II.B.5, 3.II.C.6.
Important points in the lesson itself
- The basic design of this lesson supports ELLs with the opportunity to break text down into smaller chunks in both the close read and the Language Dive. This conversation allows students to develop the habits of mind and character they need to approach other complex texts and to develop their own academic writing skills. In addition, students have the opportunity to test their oral language skills, confirming their successful communication or "repairing" communication that is not understood by other students. These oral processing sessions are critical for language development.
- ELLs may find it challenging to listen for an extended period of time to the read-aloud on the rug. Consider incorporating some movement into the routine. Example: "Stand up and wiggle like a polliwog!" or "Get up and switch spots with your partners. Sometimes moving to a different spot helps us think in new ways."
Levels of support
For lighter support:
- During the close read and Language Dive, challenge students to generate questions about the text and Language Dive sentence before asking the prepared questions. Example: "What questions can we ask about this sentence? Let's see if we can answer them together."
For heavier support:
- The forthcoming mid-unit assessment contains several selected response questions that require students to analyze text for related ideas and author's intent. Sample questions appear in the Closing and Assessment section in this lesson. Gauge students' comprehension of the questions. If necessary, spend extra time unpacking them and discussing potential incorrect responses to the questions.
- There is an abundance of information discussed during the read-aloud. It would help students who might become overwhelmed to briefly preview some of the key ideas and concepts before beginning the close read. Key points to preview: water and words related to water; understanding linking words and phrases that connect opposing ideas; comparing and contrasting amphibians with reptiles. Consider assigning different groups to each listen very carefully for one of these key concepts. They can be the experts on their own "piece of the puzzle." This will give students a focal point, and it will also provide additional motivation.
- Although the text was read for gist in the previous lesson, some students may not have fully comprehended or retained the information. Check for basic comprehension before asking text-dependent questions.
- In preparation for the mid-unit assessment, review exit tickets with the class at the start of the next lesson. For selected response questions, discuss the reasons each distractor item is incorrect and think-aloud the process of choosing the correct response.
Universal Design for Learning
- Multiple Means of Representation (MMR): Similar to Unit 1, this lesson offers a variety of visual anchors to cue students' thinking. Continue to support students by creating additional or individual anchor charts for reference and charting student responses during whole class discussions to aid with comprehension.
- Multiple Means of Action and Expression (MMAE): In this lesson, some students may need additional support staying on pace during the close read. Consider gathering these students in one place in the room to support them quickly and quietly throughout the close read. Give prompts to help students stay on task, point out where the class is, or offer sentence frames as needed.
- Multiple Means of Engagement (MME): Throughout this lesson, continue to provide prompts and sentences frames for those students who require them to be successful in peer interactions and collaboration. Also support students in sustaining effort and/or attention by inviting students to restate the goal of each activity.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- explicitly (L)
- amphibian, reptile, partly, but, water, most, gills, metamorphosis, permanently, humid, all the time, allowing (T)
Materials
- Everything You Need to Know about Frogs and Other Slippery Creatures (from Lesson 1; one per student and one to display)
- Discussion Norms anchor chart (begun in Module 1; added to with students during Work Time A)
- Discussion Norms anchor chart (example, for teacher reference)
- Freaky Frog research notebooks (from Lesson 1; one per student and one to display)
- Close Reading: "Amphibians" note-catcher (pages 2-3 of Freaky Frog research notebook)
- Close Readers Do These Things anchor chart (begun in Module 1)
- Working to Become Effective Learners anchor chart (from Module 1)
- Close Reading Guide: "Amphibians" (for teacher reference)
- Language Dive Sentence Strip Chunks: "Amphibians" (one to display)
- Language Dive Note-catcher: "Amphibians" (one per student and one to display)
- Exit Ticket: Polliwogs (one per student)
- Parts of Speech anchor chart (begun in Unit 1, Lesson 11)
- Parts of Speech anchor chart (example, for teacher reference)
- Vocabulary logs (from Module 1; one per student)
- Academic Word Wall (started in Module 1)
- Domain-Specific Word Wall (started in Unit 1, Lesson 1)
Assessment
Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Meeting Students' Needs |
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A. Reviewing Learning Targets (5 minutes)
"I can refer explicitly to the text when answering questions about the text." "I can find the meaning of unfamiliar vocabulary."
"What do we do when we explicitly refer to the text?" (We find direct or clear information in the text that supports our thinking.)
"Why is it important to explicitly refer to the text?" (When you use evidence, it makes your answer or your ideas stronger, and people are more likely to trust and believe it.)
"What are some things you can do to figure out the meaning of a word that is unfamiliar?" (Look it up in a dictionary, read around the sentence, or break the word up into parts.)
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Work Time
Work Time | Meeting Students' Needs |
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A. Close Read: "Amphibians" (50 minutes)
"Why do you think that?" "What, in the _____ (sentence/text), makes you think so?
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Debrief (5 minutes)
"Why do polliwogs wiggle?" (They wiggle their tails to swim.)
"How does our close read discussion add to your understanding of why polliwogs wiggle? I'll give you time to think and discuss with a partner." (Responses will vary.)
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Homework
Homework | Meeting Students' Needs |
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A. Conversation about amphibians using the prompts in your Unit 2 homework packet. B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal. |
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