grade 3 unit 4 mini lesson 1 - woodburn high schoolgrade 3 unit 4 mini lesson 1 ... luego, a medida...

Lucy Calkins Units of Study Grade 3 Unit 4 Research Clubs

Grade 3 Unit 4 Mini Lesson 1

Unit of Study: Research Clubs

Goal: Researching a Topic

Teaching point: “Today I want to teach you that researchers get started learning about a topic

by doing three things. One, they look over their resources, putting them in

order by difficulty. Two, they read an easy overview book about their topic.

Three, they skim the tables of contents and illustrations to glean the main

subtopics, and then read across books in one subtopic after another.”

"Hoy quiero enseñarles que los investigadores comienzan el aprendizaje sobre

un tema haciendo tres cosas. Uno, ellos revisan sus recursos, poniéndolos en

orden de dificultad. Dos, ellos leen la descripción general del libro acerca de su

tema. Tres, ellos echan una ojeada a las tablas de contenido e ilustraciones

para averiguar los principales subtemas, y luego leen a lo largo de los libros un

subtema tras otro."

Text: The Life Cycle Of an Emperor Penguin by Bobbie Kalman and Robin Johnson

Penguins by Bobbie Kalman

The Penguin by Béatrice Fontanel

Standard: RI.3.2 Determine the main idea of a text; recount the key details and explain

how they support the main idea

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)

Page #’s 39

Anchor Charts “To Research…” Anchor Chart

“To Learn from Expository Texts…” Chart from Unit 2

Additional

Resources

Animal Booklist

https://drive.google.com/open?id=0B31c_MS9JMoxZFI0T19BRFdlX0k

https://drive.google.com/open?id=0B9xDAy6x_zmcRjQxMVJiUmpaems

https://drive.google.com/open?id=0B9xDAy6x_zmcVnNMVDBQaG13MUk





Teaching point: “Today I want to teach you that as researchers dig into a topic, they often

identify subtopics within that topic. Then, as they read about the same subtopic

in several text, they synthesize (or put together) the information so that related

bits go side by side. The more researchers combine information, the more they

become experts.”

"Hoy quiero enseñarles que a medida que los investigadores excavan en un

tema, a menudo identifican subtemas dentro de ese tema. Luego, a medida que

leen sobre el mismo subtema en varios textos, ellos sintetizan (o juntan) la

información de modo que las partes que se relacionan vayan de la mano. A

medida que los investigadores combinan más información, ellos se hacen más

expertos."

Text: Penguins by Bobbie Kalman

Standard: RI.3.9 Compare and contrast the most important points and key details

presented in two texts on the same topic

Page #’s 1018

Anchor Chart “To Research…” Anchor Chart

“Synthesizing Information in Conversation” Chart

Additional

Resources

Excerpts from The Penguin “Giant Chicks”

“In The Brood”

“New Feathers”


https://drive.google.com/open?id=0B9xDAy6x_zmcdDhneVZZaDRKTk0

https://drive.google.com/open?id=0Bw-rnFpRdTwgQmZ4T2xjMnhVODA

https://drive.google.com/open?id=0Bw-rnFpRdTwgeXg4NmFlNVJ0X0k

https://drive.google.com/open?id=0Bw-rnFpRdTwgaEQyU0NqdFVQWnM





Teaching point: “Today I want to teach you that when you become an expert on a topic, it is

important to begin using the technical vocabulary, or lingo, of that subject. You

‘talk the talk.”

"Hoy quiero enseñarles que cuando ustedes se convierten expertos en un tema,

es importante comenzar a usar el vocabulario o idioma técnico de esa materia.

‘Hablen como expertos.’"

Text: Animal books from the different book clubs

Standard: RI.3.4 Determine the meaning of general academic and domainspecific words

and phrases in a text relevant to a grade 3 specific topic or subject area

Page #’s 2129


Additional

Resources

Penguin Word Bank

Informational Reading Learning Progression


https://drive.google.com/open?id=0Bw-rnFpRdTwgWDRJc2Z4TU1pSFU

https://drive.google.com/open?id=0B31c_MS9JMoxOHRBaGpLaWZxaEU





Inquiry: “Today I want you to investigate answers to this question: How do you make the

decision to read as if you are digging for treasure?”

"Hoy quiero que investiguen respuestas a esta pregunta: ¿Cómo toman la

decisión de leer como si estuvieran excavando en busca de tesoros?"


Read Aloud: The Whispering Land by Gerald Durell (link below)

Standard:

Page #’s 3037

Additional

Resources

“The Whispering Land” excerpt

https://drive.google.com/open?id=0B9xDAy6x_zmccGdFcERzS0Z4bWs





Teaching point: “ Today I want to teach you one way to develop ideas is to study the subject of

your research much the same way you study characters in fiction by paying

close attention to your subject’s traits, motivations, and struggles.”

"Hoy quiero enseñarles que una manera de desarrollar ideas es estudiar el tema

de su investigación de la misma manera que estudian los personajes de ficción –

poniendo mucha atención a las características, motivaciones, y luchas del

sujeto."

Text: The Whispering Land by Gerald Durrell



RI.3.4 Determine the meaning of general academic and domainspecific words

and phrases in a text relevant to a grade 3 specific topic or subject area

Page #’s 3846


“Talking and Thinking in Response to Our Texts” Chart from Unit 2

Additional

Resources

“The Whispering Land” excerpt

Informational Learning Reading Progression


https://drive.google.com/open?id=0B9xDAy6x_zmcc0hYengzMTVVbGc

https://drive.google.com/open?id=0B9xDAy6x_zmccGdFcERzS0Z4bWs






Teaching point: “Today I want to remind you that researchers don’t just collect information,

they also think about that information. One way that researchers think about

information is by asking and trying to answer the allimportant question:

Why?”

"Hoy quiero recordarles que los investigadores no sólo recolectan la

información, sino que ellos también piensan en esa información. Una manera en

que los investigadores piensan acerca de la información es preguntando y

tratando de responder la pregunta más importante: ¿Por qué?"

Text: The Penguin

Standard: RI.3.1 Ask and answer questions to demonstrate understanding of a text,

referring explicitly to the text as the basis for the answers

Page #’s 4750




Goal: A Second Cycle of Research

Teaching point: “ Today I want to teach you that when notification readers set out to study a

new topic, they start by making a plan for how that study will go. They think

about all that they know to do about their repertoire of reading and research

strategies and they make a plan for the study on which they’re embarking.”

_________________________________________________________________

_

"Hoy quiero enseñarles que cuando los lectores de no ficción se proponen

estudiar un tema nuevo, ellos inician haciendo un plan de cómo va a ir ese

estudio. Ellos piensan acerca de todo lo que saben hacer acerca de su

repertorio de estrategias de lectura y de investigación y hacen un plan para el

estudio en el que se están embarcando."

Text: The Life Cycle of a Frog by Bobbie Kalman and Kathryn Smithyman

Frogs and Toads by Bobbie Kalman and Tammy Everts

Frogs! by Elizabeth Carney

Standard: 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.3.9 Compare and contrast the most important points and key details


Page #’s 5259


Additional

Resources








Teaching point: “Today I want to teach you that when non fication readers read with fluency,

they often read with a teacher’s voice, an explaining voice.”

_________________________________________________________________

__

"Hoy quiero enseñarles que cuando los lectores de no ficción leen con fluidez, a

menudo leen con una voz de maestro, una voz que explica."


Standard: RF.3.4 Read with sufficient accuracy and fluency to support comprehension

Page #’s 6067

Charts “Narrators of nonfiction use their voices…” Chart

Additional

Resources

“The Trials of a Tadpole” video


https://drive.google.com/open?id=0B9xDAy6x_zmceTdDaE9HMFJKZ00

http://video.nationalgeographic.com/video/frog_tadpole_development?source=relatedvide






Teaching point: “Today I want to remind you that when you’re trying to learn about a subject, it

doesn’t work to just pile a zillion facts in one huge pile, or one huge list. It helps

to bucket those facts, to make subsections in your notes, and to pop out the

main ideas, showing how the smaller details go with them.”

_________________________________________________________________

_

"Hoy quiero recordarles que cuando ustedes están tratando de aprender sobre

un tema, no funciona simplemente apilar un trillón de hechos en una pila

enorme, o hacer una lista enorme. Ayuda apresurar esos hechos, hacer

subsecciones en sus notas, y salir con las ideas principales, demostrando cómo

los detalles más pequeños van con ellas.

Text: Frogs and Toads



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 domainspecific words

and phrases in a text relevant to a grade 3 specific topic or subject area 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)

Page #’s 6876


“Researchers Take Notes that Follow the Structure of their Texts” Anchor Chart

Additional

Resources


Frogs and Toads Excerpts “The Cycle of Life”


https://drive.google.com/open?id=0B31c_MS9JMoxekZ6dndPUkNSbTQ


https://drive.google.com/open?id=0Bw-rnFpRdTwgTHNLNnFGaXhYV1E


“Deadly Colors!”

https://drive.google.com/open?id=0Bw-rnFpRdTwgYm1nNzlnVnEwcUE





Teaching point: “Today I want to teach you that when you look over a text, thinking, ‘How is this

structured?’ It helps to have a handful of optional text structure in mind.

Although some text are structured as main ideas and supports (boxes and

bullets), some are sequentially ordered, and some authors will use another

important structure compare and contrast. “

_________________________________________________________________

__

"Hoy quiero enseñarles que cuando revisen un texto, pensando, '¿Cómo está

estructurado?'. Es útil tener en mente un puñado de estructuras de texto

opcionales. Aunque algunos textos están estructuradas con ideas principales y

detalles de apoyo (cuadros y viñetas), algunos están en orden secuencial, y

algunos autores utilizan otra estructura importante comparar y contrastar."

Text: Frogs and Toads: Similiar but Different excerpt (link below)



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


sequence)

Page #’s 7786

Anchor Chart “Researchers Take Notes that Follow the Structure of their Texts” Anchor Chart

Additional Informational Learning Reading Progression




Resources “Compare and Contrast Sentence Stems” Chart

“Frogs and Toads: Similar but Different” text

https://drive.google.com/open?id=0B9xDAy6x_zmcOFhDN3ZHOE5ZSE0

https://drive.google.com/open?id=0B9xDAy6x_zmcbklXWHpPVWpwbE0





Teaching point: “Today I want you to explore another text structure authors often use, which is

cause and effect. We’re going to study a text with this structure to figure out

answers to the questions ‘What kinds of words and phrases signal a cause and

effect structure?’ and ‘How can we take notes to fit with this structure?”

_________________________________________________________________

_

"Hoy quiero que exploren otra estructura del texto que los autores usan a

menudo, que es causa y efecto. Vamos a estudiar un texto con esta estructura

para encontrar las respuestas a las preguntas: '¿Qué tipo de palabras y frases

indican una estructura de causa y efecto?’ y ‘¿Cómo podemos tomar notas que

se ajusten a esta estructura?’"

Text: Frogs and Toads by Bobbie Kalman

Standard: RI.3.4 Determine the meaning of general academic and domainspecific words

and phrases in a text relevant to a grade 3 specific topic or subject area RI.3.8 Describe the logical connection between particular sentences and


sequence)

Page #’s 8795

Anchor Chart “Researchers Take Notes that Follow the Structure of their Texts” Anchor Chart

Additional

Resources


“No More Golden Toads!” Exerpt from “Frogs and Toads”

Penguins Excerpts “Today and Tomorrow”

“Giant Chicks”

Excerpt from “Penguins”



https://drive.google.com/open?id=0Bw-rnFpRdTwgenBQcVllNF9EQ2M

https://drive.google.com/open?id=0Bw-rnFpRdTwgZGVMUi1RZFRuQjQ

https://drive.google.com/open?id=0Bw-rnFpRdTwgQmZ4T2xjMnhVODA

https://drive.google.com/open?id=0Bw-rnFpRdTwgeXlyNTRmZENDcWs





Teaching point: “Today I want to teach you that it’s important, when we read nonfiction, to be

aware that the authors made particular choices. It’s important to ask, ‘Why

might the author have chosen to include this particular bit of information? To

structure the text in this particular way? What does the author want me to

know and think when I read this part of the text?”

_________________________________________________________________

__

"Hoy quiero enseñarles que cuando leemos no ficción, es importante estar

conscientes de que los autores hicieron elecciones particulares. Es importante

preguntar, '¿Por qué el autor habría optado por incluir este fragmento de

información?, ¿Estructurar el texto de esta manera en particular?, ¿Qué quiere

el autor que yo sepa, y piense cuando lea esta parte del texto?’"

Text: Frogs and Toads by Bobbie Kalman

Standard: RI.3.3 Describe the relationship between a series of historical events, scientific





Page #’s 96104


Additional

Resources

“Synthesizing Information in Conversation” Chart



https://drive.google.com/open?id=0B9xDAy6x_zmcdDhneVZZaDRKTk0





Goal: Synthesizing, Comparing, and Contrasting

Teaching point: “Today I want to teach you that to develop expertise on a topic, nonfiction

readers go from learning about specific related topics (such as penguins or

frogs) to learning about their bigger field of knowledge (the animal kingdom). As

a researcher’s focus gets bigger, the researcher thinks more about patterns and

relationships.”

_________________________________________________________________

_

"Hoy quiero enseñarles que al desarrollar los conocimientos sobre un tema, los

lectores de no ficción van desde aprender sobre temas específicos que se

relacionan (como los pingüinos o las ranas) hasta aprender acerca de su más

amplio campo de conocimiento (el reino animal). A medida que el enfoque de

un investigador se hace más grande, el investigador piensa más en patrones y

relaciones."

Text: Excerpts from these books linked below:

Penguins

Frogs and Toads

Standard: RI.3.3 Describe the relationship between a series of historical events, scientific





Page #’s 106114


“Researchers Take Notes that Follow the Structure of their Texts” Anchor Chart

Additional

Resources

Anchor Chart Checklists

Excerpts from Penguins and Frogs and Toads “What are Penguins?”

“In and Out of Water”



https://drive.google.com/open?id=0Bw-rnFpRdTwgWEcxN0FKVXAyTzg

https://drive.google.com/open?id=0B9xDAy6x_zmcdTktZFNrU051Vzg

https://drive.google.com/open?id=0B9xDAy6x_zmcOWRNU3JiQWxlRHM


“Frog and Toad Homes”

“Penguin Homes”

https://drive.google.com/open?id=0B9xDAy6x_zmcSno5MWtyeUFPZ3M

https://drive.google.com/open?id=0B9xDAy6x_zmcbTNFTGxKc0tZeTg





Teaching point: “Today I want to teach you that as readers research the similarities and

differences between the things they are studying, they ask, ‘Why?’ ‘Are

others the same? What explains this?’ These questions lead to more thinking,

more talking and more reading!”

_______________________________________________________________

_

"Hoy quiero enseñarles que a medida que los lectores investigan las

similitudes y diferencias entre las cosas que están estudiando, ellos se

preguntan, ‘¿Por qué?’, ‘¿Son igual los otros?’, ¿Qué explica esto?’. ¡Estas

preguntas conducen a pensar más, hablar más y leer más!"

Text: Excerpts from these books linked below:

Penguins

Frogs and Toads





Page #’s 115123


“To grow big questions and ideas in a comparative study, readers will…” Chart

“Questions lead to…” Chart

Additional

Resources

excerpts from Penguins and Frogs and Toads “Growing Up”

“Growing Legs”



https://drive.google.com/open?id=0B9xDAy6x_zmcTHRMb0FQVzZoRGc

https://drive.google.com/open?id=0B9xDAy6x_zmcMDFObGZYdHV2X28

https://drive.google.com/open?id=0B9xDAy6x_zmcX2hPZFItWEFZR1k

https://drive.google.com/open?id=0B9xDAy6x_zmcc3o1Y2IxcHRDOWc






Teaching point: “Experts don’t just think about their topic about tigers and sharks. Experts

also think about their process. And when focusing on process, they ask,

‘What should I do next?’ They take stock. Then, they go forward, with a

plan.”

_______________________________________________________________

_

"Los expertos no sólo piensan en su tema sobre los tigres y tiburones. Los

expertos también piensan acerca de su proceso. Y cuando se enfocan en el

proceso, se preguntan, ‘¿Qué debo hacer ahora?’. Ellos reflexionan. Luego, se

ponen en marcha, con un plan."

Text: Animal Texts from book clubs

Standard:

Page #’s 124126





Teaching point: “Today I want to teach you that once researchers have read books, collected

information, studied patterns, and grown theories, they are ready to do

more. They ask, ‘What does the evidence suggest? How can I study all the

evidence to grow new theories that are evidencebased?”

_______________________________________________________________

_

"Hoy quiero enseñarles que una vez que los investigadores han leído libros,

colectado información, estudiado los patrones, y hecho teorías, ellos están

listos para hacer más. Se preguntan, ‘¿Qué sugiere la evidencia?’, ‘¿Cómo

puedo estudiar toda la evidencia para hacer nuevas teorías que se basen en la

evidencia?’"

Text: Animal Texts from book clubs



RI.3.2 Determine the main idea of a text; recount the key details and explain



ideas or concepts, or steps in technical procedures in a text, using language

that pertains to time, sequence, and cause/effect

Page #’s 127134

Anchor Charts “To Research…” Anchor Chart

Additional

Resources








Teaching point: “Today I want to teach you that researchers don’t just read about their

focused topic. They also read around the topic, looking for the help learning

about the big theories they have developed.”

_______________________________________________________________

_

"Hoy quiero enseñarles que los investigadores no sólo leen sobre su tema de

enfoque. También leen en torno al tema, buscando ayuda para aprender

acerca de las grandes teorías que se han desarrollado."

Text: Excerpt “Long Legs” in Giraffes



RI.3.2 Determine the main idea of a text; recount the key details and explain



ideas or concepts, or steps in technical procedures in a text, using language

that pertains to time, sequence, and cause/effect

Page #’s 135143

Additional

Resources

“Long Legs” Excerpt from Giraffes

Text Excerpt Packet

https://drive.google.com/open?id=0B9xDAy6x_zmcWjFyLUdwaWsxWXc

https://drive.google.com/open?id=0Bw-rnFpRdTwgWEJDNEdpajI2cVE





Teaching point: “Today I want to teach you that when researching a solution to a realworld

problem, it helps to think about all of the aspects of the problem. Researchers

ask themselves, ‘How might I go about solving the different parts of this

problem? What information will I need and where can I get it? Then, they sketch

a plan for what they’ll do first, next, and next.”

_________________________________________________________________

_

"Hoy quiero enseñarles que cuando estén investigando una solución a un

problema del mundo real, ayuda pensar acerca de todos los aspectos del

problema. Los investigadores se preguntan, ‘¿Cómo podría llegar a la solución

de las diferentes partes de este problema?’, ‘¿Qué información necesito y

dónde puedo conseguirla?’ Luego, ellos esbozan un plan para lo que van a hacer

primero, luego, y después’”

Text: Animal Research books from book clubs

“Frogs and Toads: Similar but Different” Excerpt



RI.3.10 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 23 text complexity band independently and proficiently

Page #’s 144153

Charts Real Life Problems that Animal Researchers Could Tackle

Additional

Resources

“Frogs and Toads: Similar but Different”

Websites to use for online research:

● www.kidrex.org

● www.askforkids.com

● www.yahooligans.com

● www.awesomelibrary.org

https://drive.google.com/open?id=0Bw-rnFpRdTwgU0tKOXRYRVFkcHM

https://drive.google.com/open?id=0B9xDAy6x_zmcbklXWHpPVWpwbE0

http://www.kidrex.org/

http://www.askforkids.com/

http://www.yahooligans.com/

http://www.awesomelibrary.org/





Teaching point: “Your reader’s notebook can be your most valuable resource for your project.

You can reread notes, just as you’re rereading your books, with a purpose, a

question in mind, drawing information from your notes that fits with your

purpose.”

_________________________________________________________________

_

"Su cuaderno de lector puede ser su recurso más valioso para su proyecto.

Ustedes pueden volver a leer las notas, al igual que están volviendo a leer sus

libros, con un propósito, una pregunta en mente, obteniendo información de

sus notas que se ajuste a su propósito."

Text: Animal Research books/articles

Standard: RI.3.10 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 23 text complexity band independently and proficiently

Page #’s 154157

grade 3 unit 4 mini lesson 1 - woodburn high schoolgrade 3 unit 4 mini lesson 1 ... luego, a medida...

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