- 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; RI.3.8; L.3.1a)
- 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.3.4: 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: "The Glass Frog" note-catcher (RI.3.1; RI.3.3; RI.3.4; RI.3.5; RI.3.7; RI.3.8; L.3.1a; 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: "The Glass Frog" (50 minutes) 3. Closing and Assessment A. Debrief (5 minutes) 4. Homework A. Vocabulary. Follow the directions 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: "The Glass Frog" in conjunction with the text to familiarize yourself with what will be required of the students. Determine which questions your students will work through based on their needs.
- Consider strategic pairing of students to enable peer support during partner work for the close read.
- Prepare the sentence strip chunks for use during the close read (see supporting materials).
- 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 opportunities to talk explicitly about English during the close read and Language Dive of "The Glass Frog." Students discuss the meaning of vocabulary in context and focus on the English independent clause system, investigating both and and When for example. Both the close read and the Language Dive give students the opportunity to break text down into smaller chunks. These conversations allow 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, as in Lesson 2. Students with limited comprehension of English may become particularly restless. 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 Language Dive, challenge students to generate questions about the sentence before asking the prepared questions. Example: "What questions can we ask about this sentence? Let's see if we can answer them together."
- Encourage students to write their own selected response questions for related ideas and author's intent. If students struggle, consider writing the answer options for them and having them write the associated question.
- Consider pairing students according to home language and at varying proficiency levels during the close read. Invite them to discuss the questions first in their home language, the respond in English.
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: understanding that glass frogs are like glass; understanding ways that glass frogs are unique; comprehending hyphenated and compound words. Consider assigning different groups to listen very carefully for one of these key concepts each. 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.
- Direct students to their vocabulary logs to review some of the academic language that has been covered in the unit. Possible key words to review: adaptation, unique, survive.
Universal Design for Learning
- Multiple Means of Representation (MMR): 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): This lesson offers several opportunities for students to engage in discussion with partners. Continue to support those who may need it with expressive language by providing sentence frames to help them organize their thoughts.
- Multiple Means of Engagement (MME): Continue to help students feel successful with reading by allowing them to create feasible goals and celebrate when these goals are met. Celebrate students who meet their reading goals.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- explicitly (L)
- glass, see-through, blends in, surroundings, rainforest, canopy, transparent, overhang (T)
Materials
- Everything You Need to Know about Frogs and Other Slippery Creatures (from Lesson 1; one per student and one to display)
- Freaky Frog research notebooks (from Lesson 1; one per student and one to display)
- Close Reading: "The Glass Frog" note-catcher (pages 5-6 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: "The Glass Frog" (for teacher reference)
- 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)
- Affix lists (from Module 1; one per student)
- Language Dive Sentence strip chunks: "The Glass Frog" (for display; see supporting materials)
- Language Dive Note-catcher: "The Glass Frog" (one per student one to display)
- Exit Ticket: The Glass Frog (one per student)
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 is a synonym for the word explicitly?" (exactly, specifically)
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Work Time
Work Time | Meeting Students' Needs |
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A. Close Read: "The Glass Frog" (50 minutes)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Debrief (5 minutes)
"What strategies or habits helped you succeed in this close read? I'll give you time to think and discuss with a partner." (Responses will vary.)
"Why is the glass frog so hard to see?" (They are transparent or see-through so they can hide from predators.)
"What if the glass frog weren't transparent? I'll give you time to think and discuss with a partner." (Responses will vary, but could include: the frogs would be easier to see and might evolve to favor other defenses.)
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Homework
Homework | Meeting Students' Needs |
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A. Vocabulary. Follow the directions 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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