Common Core State Standards: RI. 3.

I. 3.1 Ask and answer questions to demonstrate an understanding of a text, referring explicitly to the text as a basis for the answers RI.3.2 Determine the main idea of a text; recount key details and explain how they support the main idea. 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 to locate information relevant to a given topic efficiently. 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)

I can learning target (related to your goal for the reader and the Common Core): I can ask and answer in the book and in my head questions about the text. I can determine the main idea and important details. I can use the text features and talk about the text structure.

Text complexity: Purpose is stated clearly; language is accessible (one term); text structure is more implied than apparent Lesson Component Warm-up and reading for fluency Description of Planned Activities Today I want to know if you can tell me what the Fab. 4 is? Can you tell me each of the four strategies? Lets go over these strategies. If student does not know Fab. 4, explain it more in depth to them. (Go over Fab. 4 chart and show/talk about Fab. 4 cards) We will use this chart and these cards during our time to help us with reading our stories. Text introduction and reading Preview/text feature walk Record Text and level: Antarctic Penguins, Level 24 After going over our Fab. 4 strategies, I want us to use these strategies as we read our book today. We are going to read a book titled Time Outcomes and Comments (The reader and you)

predictions Remind to think about questions to ask and to look for a word(s) to clarify during reading

Antarctic Penguins. This book has many chapters, but today we are only going to read a few of them.

Prior knowledge: Do you know anything about penguins? Do you know anything about Antarctica? o Location, weather, etc. Preview/text feature walk: Lets flip to the Contents page. (Go to Contents page.) Do you know what the Contents page tells us? The chapters we will be reading are titled Penguins Emperor penguins Adelie penguins Emperor penguins and chicks Adelie penguins and chicks Where emperor and Adelie penguins live Point to the titles as saying them. Preview: Lets look through the book Now, lets flip through these chapters to find out what we might be learning about as we read the book.. Lets look at the chapter titled Penguins first. Look as the contents page to see what page number we should go to. Penguins, page 2 What do you see on these pages? What do you think the penguins are doing?

Now lets flip through the rest of the book and see what we notice on some of the pages. What do you notice on these pages?

Pages (2-5), (10-13), (16) Predict: Now that weve flipped through the book, lets make a prediction about what we think we will learn from reading this book.

Put prediction card in front of student. Do you remember what we do when we make a prediction? o I thinkbecause o Ill betbecause o I supposebecause o I think I will learnbecause... I want you to write your prediction down on the sticky note and put in on our chart so that we can look back at it once we are finished reading. Hand student sticky note and marker. Allow student to put sticky note on chart. Set a purpose for reading: We are going to read this book to gain more information about penguins that live in the arctic. If you come up with any questions along the way, I want you to write them down. If you come to any word or idea that you would like clarified, I would like you to write that down also.

Give student sticky notes and markers.

Have student read After reading discussion Strategy use highlighted Verify predictions Reader talks about how he/she clarified a word (or an idea) Write a question Reflect on the helpfulness of the strategies

Great reading! Now lets look at some of the notes you wrote while you were reading.

Clarify: (Lay out clarify card) What are some of the words and ideas you would like to be clarified? How can you figure out tricky or hard words or ideas? I didnt get theso I: o Reread, read on, sound words out, ask if it makes sense, ask the tutor Lets put these words and ideas on our chart!

Question: (Lay out question card) What are some questions you had while reading? Were you questions answered as you read? I wonder. Who? What? When? Where? Why? How? Why do you think? Great! Now lets put our question sticky note on our chart too.

Retell: I would like you to re-tell the story for me with as many details as you can think of.

Summarize: (Lay out summarize card)

Now I would like you to summarize what you read in two sentences and write them down for me on this piece of paper.

Give student paper and maker. Text categories and questions

Teaching point(s)

Decoding development: Vocabulary development: Fluency development:

Key ideas and details: Craft and structure: Integration of knowledge and ideas: