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Mondo Bookshop Grade 3 1

LITERACY STANDARDS ADDRESSED IN THIS PLAN

KEY IDEA This report discusses how grizzly bears live and care for their young. It also highlights the importance of habitat conservation to the survival of grizzly bears.

RI.3.3 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 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 Craft & Structure sessions 1, 2, 3 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 MAIN FOCUS Craft & Structure Sessions 2, 3 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

RI.3.8 MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 3 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

RI.3.10 Range of Reading & Level of Text Complexity By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

SL.3.1d Comprehension & Collaboration sessions 1, 2, 3 explain their own ideas and understanding in light of the discussion.

L.3.4 Vocabulary Acquisition & Use sessions 1, 2 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.3.4c Vocabulary Acquisition & Use additional Instruction 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 Vocabulary Acquisition & Use additional Instruction Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

RF.3.3d Phonics & Word Recognition additional Instruction read grade-appropriate irregularly spelled words.

RF.3.4 Fluency session 2 read with sufficient accuracy and fluency to support comprehension.

W.3.2 Text Types & Purposes Writing Task Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.3.8* Research to Build & Present Knowledge sessions 1, 2, 3 recall information from experiences or gather information from provided sources to answer a question. *standard adapted from another grade

W.3.10 Range of Writing Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

REPORT680L

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GUIdedreadInG

Grizzly Bears

Written by Marilyn Woolley and keith pigdon

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2 GRIZZLY BEARs

Session 1 Text selection: pp. 1–9

Key Idea: Text Selection In the first part of this text, students learn about the physical characteristics and behavior of grizzly bears.

PrevIewIng The TexT 5 minutesread the title and author credit with students. Invite students to read the table of contents and flip through the book to look at the photographs and illustrations.

Let’s look at the front cover and read the title. What do you think is happening in the photograph?

I see a mother bear with two smaller bear cubs. They are looking at something I can’t see in the picture.

Let’s open the book and read the table of contents on page 1. . . . What will the chapters tell you about?

They will tell us what grizzly bears look like and how they live, what grizzly bears need, and how they care for their young.

reADIng The TexT CLOSeLY 10 minutesexplain the learning focus. have students read pages 2–5. Check their application of the focus. Provide support if needed. Then have them read to page 9.

As we read today, let’s think about the relationship between ideas in the text. We’ll look at causes and effects and the sequence of events. What can we learn from pages 4–5?

what a grizzly bear does throughout the year

Anything else?

The text gives us details about the bears’ activities.

Who has something else to add?

The illustrations show the different kinds of food grizzly bears eat each month.

What connection can you make between these ideas? Ask yourself why or how to help form a connection.

I asked myself why the bears eat certain plants during each season. When I looked at the diagram, I realized that the bears eat the plants and animals that are growing around the grizzlies each month. They have to eat the food they can easily find.

You described a connection between the seasons of the year and what the bears eat.

If you are satisfied that students can apply the focus, set the reading assignment for this session. If you are not, prompt students to return to pages 4–5 to ask and answer more questions about this information in order to make connections.

By asking why or how ideas connect, we can describe the relationship between ideas in the text. As we continue reading this book, think about how one idea or concept connects to another.

LEARNINg FOCUS RI.3.3

Students read closely to describe the relationship between scientific ideas and concepts by using text evidence and language that pertains to sequence and cause and effect.

TEACHER TIP

Encourage students to think about how to distinguish important details from information that merely adds color or interest to a book. Readers who can make this distinction will be better able to synthesize information and offer a coherent summary.

Corrective FeedbackHave students closely reread the title, table of contents, and pages 4–5 to find key ideas and ask questions. Encourage them to silently reread, stopping at key points to think and talk together about their understandings.

VOCABULARY

RI.3.4 As students encounter unfamiliar or domain-specific terms in their reading, such as kilograms, den, or mate, have them look up the word in the glossary or in a dictionary to learn the meaning.

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Mondo Bookshop Grade 3 3

DISCUSSIng The TexT 10 minutesInvite students to think about what they have read and explain relationships between ideas. Ask them to cite evidence from the text as they explain their thoughts.

As we talk together, listen to each other’s contributions so you can add details and examples to the discussion. We are going to continue to look for connections between ideas in the text. Who has an idea about how we can make connections?

We can ask ourselves questions about why grizzly bears do certain things.

Who can add to that?

We can also ask how they do things.

Who can make another connection between the information on pages 4 and 5?

The grizzly bears live in a den during the winter because it is cold and snowy.

That’s a good cause-and-effect relationship. What other connections can you make?

Grizzly bears eat a lot during the year so they can live off their body fat in the winter.

You figured out how the bears’ diet is connected to their behavior.

Focus on the word soles in the caption of the last illustration on page 3.

Look at the caption for the picture in the bottom right corner of page 3 and find the word soles. This word has several different meanings. Who has an idea what the word means on this page?

I think it means the bottom of the foot because the caption mentions a foot and the picture shows a foot.

You did a great job using clues in the text and pictures to come up with the correct definition for soles.

Confirm students’ good use of the focus and encourage them to keep it in mind whenever they read informational texts.

You paid attention to the text and described the relationships between new concepts. Remember to make connections as you read other nonfiction texts.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session’s learning focus. Observe each student’s articulation and use of text evidence to evaluate effective use of the learning focus.

TEACHER’SCHOICE COMPrehenSIOn: SeQUenCe

E-RESOURCEE-RESOURCE Formative Assessment have students use the blackline master on page 10 to record the sequence of events a grizzly bear goes through in a year’s time as outlined in the text. review students’ answers as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE COnSTrUCTeD reSPOnSe: COLLeCT TexT evIDenCe

E-RESOURCEE-RESOURCE Formative/Summative Assessment have students use the blackline master on page 11 as they read. Students will collect details from the text to answer the questions: What are the main ideas you’ve learned about grizzly bears? How does each idea connect to the next? Gather details from the text that describe each idea. review students’ collected evidence as you evaluate their mastery of the learning focus.

W.3.8*, RI.3.8 WRITINg gather Information

DISCUSSION TIP

As key ideas are mentioned during a discussion, you may want to have a volunteer make notes about them in a place where all can see.

COMPREHENSION SHARE

It often helps to study the photographs and captions in a book to help visualize important details. Books include important details in their photographs and captions.

L.3.4 VOCABULARY Multiple-Meaning Words

RI.3.3 COMPREHENSION Sequence

SL.3.1d DISCUSSION Collaborative

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4 GRIZZLY BEARs

Session 2 Text selection: pp. 1–9

reTUrnIng TO The TexT 5 minutesAsk students to reflect on the text read previously. guide them to recall how they applied the learning focus to their reading.

Let’s review our discussion from the last session.

We read about grizzly bears and asked how and why questions that helped us describe relationships between pieces of information in the text.

Many of you identified and described connections to help you understand more about grizzly bears.

reADIng The TexT CLOSeLY 10 minutesexplain the learning focuses. Invite students to reread pages 1–9. Check in to see how well they have understood the focuses. If you are satisfied that students can apply them, set the reading assignment for this session. If not, provide corrective feedback as suggested on page 2 of this lesson plan.

We are still going to pay close attention to the text to describe relationships between the ideas. We’re also going to use text features, such as key words, diagrams, captions, and labels to help us find information that describes cause-and-effect relationships. Then we’ll describe how the sentences connect. How can you quickly identify the main idea of pages 6–9?

I can find the chapter title in the table of contents and on page 6, “How does the mother care for its young?”

The main idea is how the mother cares for her cubs. What other information can you gather from the text features on these pages?

I see that the paragraphs are numbered, so I think the events being described take place in a specific order.

By numbering the steps, the author is showing us the sequence of events. Let’s read more closely to find connections between the sentences and paragraphs. Take turns identifying concepts from these pages in the order they happened.

When babies are born in November, their mothers feed them milk. In April, their mothers give them berries, fish, and other foods. The cubs weigh around 5 pounds.

Who can add to that?

As they grow, they need more food, so their moms feed them more.

These concepts you described are connected. How are they connected?

They are all about what grizzly bear cubs eat. They describe how the mothers’ actions change as their babies grow.

Formative Assessment: Fluency Listen to each student read a portion of the text. Observe students’ fluency. If students need additional practice with fluency, provide the necessary support at the end of the session. Ask students to note words or phrases they find challenging for discussion after the reading.

DISCUSSIng The TexT 10 minutesFacilitate a discussion in which students use text features to quickly locate information as they identify and describe cause-and-effect relationships between ideas using text evidence. encourage students to listen to their classmates and add their own ideas to the discussion.

LEARNINg FOCUSES RI.3.3, RI.3.5, RI.3.8

Students return to text and read closely to identify and describe sequence of events and cause-and-effect relationships while using text features to efficiently locate information and make connections between sentences and paragraphs in the text.

ELL SUPPORT

L.3.4 Vocabulary Support vocabulary such as den, coat, and pads in context using the ELL vocabulary strategies in Getting Started.

SL.3.1dDISCUSSION Collaborative

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Mondo Bookshop Grade 3 5

Let’s begin by talking about text features that helped you locate information. Who used text features to help them answer a question about the text?

I wanted to know what baby cubs eat. I found the chapter title “How does the mother care for its young?” in the table of contents and looked at the text, photos, and captions on pages 6–9. They tell me the pages are about how mothers care for their cubs. On page 6, it says the mother feeds the cubs milk, berries, plants, fish, and animals.

Who learned something new by studying a text feature?

The captions on page 7 explained to me the different ways the cubs play.

What idea are these captions connected to?

Cubs are very playful.

As you read, you asked how and why questions to help you make connections in the text. Who would like to share a connection they made?

I wondered how old the cubs are when they can play on their own. By reading the steps on pages 6 through 9, I could figure out that the cubs are around 6 months old when they can play. It’s the third fact in the sequence. It comes after the information that says they were born in November and weigh 5 pounds by April.

You used the event sequence to help you figure that out. Is there a relationship between ideas here?

There’s cause and effect. The cause is that cubs get older and bigger, and the effect is that they are now able to run, play, and wrestle.

You made a logical connection between ideas from different sentences and pages. Who made other connections?

When the cubs are big enough, the mother chases them away so she can mate again. The mom being ready to mate again is the cause and her chasing the cubs away is the effect.

That shows another cause-and-effect relationship. Where did you find that connection?

The last sentence on page 8 says what happens.

Focus on the word wrestle on page 7.

Who has an idea about the meaning of the word wrestle?

I think it has to do with the sport of wrestling. When you wrestle, you roll around with someone on a mat or in a ring.

Let’s read the caption for the picture on the top right of page 7. Look at the two bears in the picture. What do you think about the word wrestle now?

It seems like the bears are pushing each other, so maybe animals can wrestle, too, by using their bodies.

Yes, animals can wrestle, too. It is a way that they play.

Point out that as students discussed the text, they focused on making connections by paying attention to the sequence of events and cause-and-effect relationships between pieces of information.

As we discuss what we’ve read, it is important to pause and consider how the information is connected. Why is it important to find relationships between ideas in the text?

It helps us understand why certain events take place and what happens as a result of each event.

COMPREHENSION SHARE

Drawing your own diagrams and pictures is a good way to make sure you understand nonfiction text.

TEACHINg TIP

Pausing for discussion provides the opportunity to check students’ understanding of the text and allows for the reinforcement of reading strategies students need to use.

L.3.4 VOCABULARY Clarify Meaning

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6 GRIZZLY BEARs

How does listening to and building on others’ ideas in a group discussion help you identify these connections?

When I hear someone else’s idea, it helps me think of new ideas that I can share with the class. Sometimes I have questions and others share the answers to my questions.

Confirm students’ good use of the focuses and encourage them to keep the focuses in mind when they read other informational texts.

You did a wonderful job as you described connections, used text features to efficiently locate information, and identified cause-and-effect relationships between concepts and ideas. Remember to use these strategies when you read other nonfiction books.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note the session’s learning focuses. Observe each student’s articulation and use of text evidence to evaluate effective use of the learning focuses.

TEACHER’SCHOICE FLUenCY FOLLOw-UP

Fluency Practice revisit the last sentence on page 6 to help students build fluency. This particular sentence has a list of food separated by commas. Students should use a slight pause in their reading between the different types of food the bears eat. Always read fluently to provide good models for students. The have them read along with you as well as by themselves.

TEACHER’SCHOICE COnSTrUCTeD reSPOnSe: COLLeCT TexT evIDenCe

E-RESOURCEE-RESOURCE Formative/Summative Assessment have students use the blackline master on page 11 for collecting evidence as they read. Students will continue to collect details from the text to answer the questions: What are the main ideas you’ve learned about grizzly bears? How does each idea connect to the next? Gather details from the text that describe each idea. review students’ collected evidence as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE CLOSe reADIng OPTIOnSE-RESOURCEE-RESOURCE Summative Assessment Print the online blackline master for independent close reading. Ask students to read a portion of the Session 3 text selection independently, as indicated on the blackline master. Then have them respond to the prompts (summarize author’s message, identify critical vocabulary, respond to constructed response questions) before returning for Session 3’s small-group discussion. Alternatively, you can use the completed blackline master for summative assessment.

RF.3.4FLUENCY Accuracy

W.3.8*, RI.3.8WRITINg

gather Information

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Mondo Bookshop Grade 3 7

Key Idea: Text Selection In this section, students will learn about what grizzly bears need to survive and why the grizzly bears are in danger.

reTUrnIng TO The TexT 5 minutesexplain that students have read about what grizzly bears look like, what they do during the year, and how mothers care for their cubs. They used text features to quickly locate information and made connections between the ideas.

As we discussed the grizzly bears, what strategy did we use to help us efficiently find information?

We used text features like the table of contents, captions, labels, and key words.

How did this help us make connections between the ideas?

We could easily locate the topic we were looking for and then read all about it.

reADIng The TexT CLOSeLY 10 minutesState the learning focuses and invite students to read pages 10–13. Check to see how they are doing with the application of the focuses. Then have students read pages 14–16.

Today we are going to discuss pages 12 and 13. What is the main idea on these pages?

why grizzly bears are in danger

What connections can you make about this information?

When people use the land for fishing, trail riding, or hunting, they cause grizzly bears to leave.

How did the text features help you make this connection?

The labels on the illustrations explained all the different activities humans do on the land where grizzly bears live and showed a grizzly bear running away.

Let’s continue describing connections, using text features to locate information, and describing cause-and-effect relationships between these sentences and ideas.

DISCUSSIng The TexT 10 minutesFacilitate a discussion that links the three learning focuses. remind students to use text features to quickly locate information as they search for connections between the ideas.

Page 14 tells where grizzly bears are found. Who can describe a connection from the ideas found here?

Grizzly bears are only found in North America, but there’s not many of them left, so we need to be careful and protect them.

That’s one reason why we need to protect them. Tell us how you know there aren’t many grizzly bears left.

Session 3 Text selection: pp. 10–16

LEARNINg FOCUSES RI.3.3, RI.3.5, RI.3.8

Students return to text and read closely to describe connections and identify cause-and-effect relationships while using text evidence and text features to efficiently locate information.

VOCABULARY

RI.3.4 Help students understand words that give information about human activity on the land, such as trail riding, grazing, and mining. Discuss the meaning of each word. If time permits, you may want to share photographs of each activity.

ELL SUPPORT

L.3.4 Vocabulary Support vocabulary such as danger and protected in context using the ELL vocabulary strategies in Getting Started.

SL.3.1d DISCUSSION Collaborative

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8 GRIZZLY BEARs

There’s a large map with a key that explains exactly where grizzly bears live. I can see how small the area of land is where grizzly bears live, and I know that they need a lot of space.

You did a great job using text features and ideas from other pages of the book to describe a connection. Let’s continue doing this. Who can tell us about a connection they made and how they made the connection?

The caption under the picture on page 16 helped me understand a cause-and-effect relationship between the artist and her paintings. The artist painting is the event, or the cause. The effect is that people will see her pictures and learn more about grizzly bears.

Support students as they continue to make connections between sentences and paragraphs in this text. As they share their ideas with each other, remind them to clearly explain their thoughts and support their ideas with evidence from the text.

As you discuss the book, be sure to point out sentences and paragraphs that helped you connect ideas in the text. Remember to clearly explain your thoughts and ideas using evidence from the text so others will understand the connections you are describing.

TEACHER’SCHOICE COnSTrUCTeD reSPOnSe: wrITe TO SOUrCe

E-RESOURCEE-RESOURCE Formative/Summative Assessment have students use the blackline master on page 11 as they finish reading. Then ask them to write a response on a separate sheet of paper that answers the questions: What are the main ideas you’ve learned about grizzly bears? How does each idea connect to the next? Gather details from the text that describe each idea. have students use the text evidence they collected to support their writing.

W.3.8*, RI.3.8WRITINg

Respond to Question

TEACHER’SCHOICE writing Task: Informative

E-RESOURCEE-RESOURCE Summative Assessment remind students that informative writing explains a specific topic or concept. Invite students to write an informative report explaining something they learned about grizzly bears from reading the text. guide them to use the blackline master on page 12 as they write their reports. Students will work independently. encourage them to illustrate their writing.

You’ve made a lot of connections as you’ve learned about grizzly bears and collected text evidence about them. Now you will share what you’ve learned. Think about something you learned in the text that you’d like to explain in detail. Review your notes and choose one topic about grizzly bears that interests you most. When you write your report, include information about the relationships you’ve identified while reading. When you are finished, illustrate your writing. We will display our writing on the bulletin board.

W.3.2WRITINg

Informative

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Mondo Bookshop Grade 3 9

wOrD STUDYRoot Words Point out to students the use of the words in danger and dangerous in different parts of the book. have them discuss how these words are similar, but mean different things.

The text on page 13 says that grizzly bears are in danger. What does this mean? How do you know?

It means that they could die. I know because the text says that grizzly bears can be killed when people use the land.

You used context clues to determine the meaning of in danger. Now look at the sign on page 15. What does dangerous mean?

It means that grizzly bears and other wildlife can hurt you.

How are the words in danger and dangerous similar?

They both have the word danger in them.

How are they used differently in the book?

In danger describes the situation the bears are in. Dangerous tells that grizzly bears can hurt people.

Words that have the same root can have different meanings. Pay attention to the context of a word to figure out what it means.

vOCAbULArYUsing a Dictionary help students develop new vocabulary by using a dictionary to look up unfamiliar words.

Let’s look at the word approach on page 15. Who would like to share their ideas about the meaning of this word?

“to get near to”

How can we double-check this definition?

We can look it up in the dictionary.

Let’s do that together. It says that approach means “to go up to something or go near something.” Why does the sign say not to approach wildlife?

You shouldn’t approach wildlife because all wild animals are dangerous.

wOrD reCOgnITIOnIrregularly Spelled Words Focus on the word weigh in the second text box on page 2.

When you saw this word, you might not have recognized it right away. Let’s pronounce it together.

/wa–/

The spelling of this word is irregular. That means it doesn’t follow the phonics rules that we know. If it did, how might we spell it?

waye, waay, way, wae

Those are all good guesses. There is only one correct spelling for weigh in this context, so in order to read it, you have to memorize it.

TEACHER’SCHOICE Additional Instruction

L.3.4c VOCABULARY Root Words

L.3.4d VOCABULARY Using a Dictionary

RF.3.3d WORD RECOgNITION Irregularly Spelled Words

VOCABULARY

If students are using print dictionaries, you may want to remind them how to use the guide words at the top of the pages. Explain that words that fall alphabetically between the two guide words on a page will be found on that page.

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10 GRIZZLY BEARs

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Comprehension: Sequence

Use this graphic organizer to show what bears do during each season of the year. Begin with spring. Use pages 4–5 of Grizzly Bears to help you fill in the chart. You may write or draw your answers.

Score:

Spring

winter

Summer

Fall

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Mondo Bookshop Grade 3 11

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Collecting Text evidenceWhat are the main ideas you’ve learned about grizzly bears? How does each idea connect to the next? Use this graphic organizer to collect evidence about grizzly bears. In the first column, describe an event. In the second column, describe the connecting event. pay close attention to text features as you take notes. remember to include the page numbers. Use as many copies of this graphic organizer as you need.

Score:

grizzly bears

Key Detail and Page numberKey Detail and Page number

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writing Task: Your First DraftLook at the evidence you collected. Then think about the information and ideas that are most interesting to you. Write an informative piece explaining one thing you learned in Grizzly Bears. Make sure your facts are correct, but use your own words to explain the topic.

reMeMber: a well-written informative piece includes:

•  an opening sentence to introduce the topic

•  facts and key details to explain concepts

•  a strong ending sentence to conclude or wrap up the ideas

Score:

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