Grade 3: Module 1: Unit 1: Lesson 11 Continued Close Reading of That Book Woman: Text-Dependent Questions and Vocabulary

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1 Grade 3: Module 1: Unit 1: Lesson 11 Continued Close Reading of That Book Woman: Text-Dependent Questions and Vocabulary This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright holder). Used by permission and not subject to Creative Commons license.

2 Continued Close Reading of That Book Woman: Text-Dependent Questions and Vocabulary Long-Term Targets Addressed (Based on NYSP12 ELA CCLS) I can answer questions using specific details from the text. (RL.3.1) I can explain what I understand about the topic being discussed. (SL.3.1) I can use what the sentence says to help me determine what a word or phrase means. (L.3.4) Supporting Learning Targets I can answer questions using specific details from the That Book Woman. I can explain why I chose specific details to answer questions about the text. I can determine the meaning of new vocabulary using clues in the text around a word. Ongoing Assessment Close Read recording forms (completed) That Book Woman: Questions from the Text CCI Enhanced Module (Williamsville Central Schools) February

3 Continued Close Reading of That Book Woman: Text-Dependent Questions and Vocabulary Agenda 1. Opening A. Engaging the Reader (5 minutes) 2. Work Time A. Vocabulary: Part 1 (15 minutes) B. Text-Dependent Questions: Looking for Evidence (15 minutes) C. Text-Dependent Questions: Writing the Answers (15 minutes) D. Vocabulary: Part 2 (8 minutes) 3. Closing and Assessment A. Debrief (2 minutes) 4. Homework A. Lesson 11 Homework Teaching Notes Students will need materials from Lesson 10: Excerpts from That Book Woman student copy and their Close Read recording forms. Review: Think-Pair-Share, Helping Students Read Closely, and Quiz-Quiz-Trade Vocabulary strategy (Appendix 1). In advance: Create a chart Working With Words: Using Context Clues (or use the one provided in Supporting Materials for display) The Quiz-Quiz-Trade game (Work Time D) is an optional part of the lesson. It must be played using accurate definitions for the identified vocabulary. If the Quiz-Quiz-Trade game is to be played, print 4-5 sets of the Quiz-Quiz-Trade cards from Supporting Materials. Cut out the cards and fold on the middle dotted line so that for each card there is a sentence side and a definition side. Do this in advance of the lesson. Each student will be given three cards. It s possible students may have some of the same cards. CCI Enhanced Module (Williamsville Central Schools) February

4 Continued Close Reading of That Book Woman: Text-Dependent Questions and Vocabulary Lesson Vocabulary plowing, dusky, scholar, britches, passel, yearn Materials Illustrations from That Book Woman (pre-selected by teacher) Close Read recording form anchor chart for That Book Woman (from Lesson 10) Students Text Excerpts from That Book Woman (from Lesson 10) Working With Words: Using Context Clues (for teacher use in Work Time A) That Book Woman Vocabulary: Using Context Clues (for teacher reference) 8.5" x 11" sheet of white paper 3" x 5" index cards (one for each pair of students) Understanding the Vocabulary of That Book Woman (2 pages, for teacher reference or display) That Book Woman: Questions from the Text (one per student) Lesson 11 Homework Supplemental Materials Alternate Questions from the Text (partially complete) Quiz-Quiz-Trade Cards (4 pages, optional for Work Time D) CCI Enhanced Module (Williamsville Central Schools) February

5 Continued Close Reading of That Book Woman: Text-Dependent Questions and Vocabulary Opening A. Engaging the Reader (5 minutes) Gather the students together as a group. Show students several illustrations from That Book Woman by Heather Henson. For each illustration, ask students to Think-Pair-Share the important details happening in that scene: Who do you see? What do you see? What s an important detail you remember from this part of the story? Study illustrations for 3 minutes to activate students prior knowledge. Unpack the first learning target: I can answer questions using specific details from the That Book Woman. Ask students to turn and talk with a partner, restating this target in their own words. Unpack the second learning target: I can explain why I chose specific details to answer questions about the text. Ask students to turn and talk with a partner, restating this target in their own words. Direct students attention to the Close Read recording form anchor chart for That Book Woman they created during Lesson 10. Remind students that today they will continue rereading, talking, and writing about this challenging text to understand it even better. Meeting Students Needs Keep in mind students have only seen the illustrations on the initial reading of the text. All other reads have been using the text excerpts. Students may benefit from an additional full reading of the text again at the outset of this lesson. CCI Enhanced Module (Williamsville Central Schools) February

6 Continued Close Reading of That Book Woman: Text-Dependent Questions and Vocabulary Work Time A. Vocabulary: Part 1 (15 minutes) Students will now work with the words they circled during their rereading of the text excerpts for That Book Woman. Gather students back together and review the strategy they learned for finding the meaning of unfamiliar words while reading Rain School. Read the learning target: I can determine the meaning of new vocabulary using clues in the text around a word. Ask students to Think-Pair-Share what this learning target is and what they did with words in Rain School. Share as a whole group. Tell students that That Book Woman is a really hard book, especially because of the dialect. There may have been lots of words in this story that were difficult for them to understand. Explain the strategy of looking at clues in the text around the unfamiliar word, and then replacing the word with other words that might mean the same thing. Write the sentence, seeing as how my sister Lark would keep her nose a-twixt the pages of a book day break to dusky dark. on the board or a chart. Circle the word a-twixt. Think aloud the process of using clues in the sentence: her nose is in a book, she s reading, where is your nose when you re reading? Model the process of substituting other words for the unfamiliar word until one makes sense, for example in and between. Think aloud the process of using clues in the sentence: her nose is in a book, she s reading, where is your nose when you re reading? Model the process of substituting other words for the unfamiliar word until one makes sense, for example in and between. Because of the dialect, choose another example from the That Book Woman Vocabulary: Using Context Clues, provided in Supporting Materials for teacher reference. On one side of an 8.5" x 11" sheet of white paper, write the sentence from the text, circling the unfamiliar word or phrase. Think aloud and model the process of substituting other words for the unfamiliar word until you come upon one or two that make sense in the context. On the other side of the paper, write the possible substitutions, making sure to model trying the substitutions out in the sentence. Distribute a 3" x 5" index card to each pair of students. Assign each partnership with one of the words or phrases from the list. Give partnerships 5 minutes of independent work time to use this process with their assigned word or phrase. Remind them that on one side they are to write the whole sentence that the word or phrase is in, circling the unfamiliar word or phrase. On the other side, they are to write one or two possible words that the word or phrase might be similar to in meaning. Gather students back together as a group. Using the chart Understanding the Vocabulary of That Book Woman review the work of the partnerships and the actual meanings of the words and phrases. Meeting Students Needs The focus of this work is for students to use context clues in determining the meaning of unknown words. In the Supporting Materials of this lesson, a list of words (and their context) lends itself to this vocabulary strategy. Allow ELL students to pair up with students who speak their native language. CCI Enhanced Module (Williamsville Central Schools) February

7 Continued Close Reading of That Book Woman: Text-Dependent Questions and Vocabulary Work Time (continued) B. Text-Dependent Questions: Looking for Evidence (15 minutes) Remind students that they have already heard or read That Book Woman three times: 1. the read-aloud for enjoyment and to get the flow of the story 2. on their own and with groups to get the gist of it and find unfamiliar vocabulary 3. on their own and with groups to find and record important details and think about the story s message or lesson. Tell students they will use their Text Excerpts for That Book Woman from Lesson 10. Distribute That Book Woman: Questions from the Text. Review with students the process they went through to answer questions about Rain School and Nasreen s Secret School. First, they read the questions. Then, they read the entire text, keeping those questions in mind. When they encountered details that could be used as evidence to answer a question, they marked that section of the text by underlining or writing evidence. Review the word evidence with the class as something we use to prove an idea we have. Explain to students that they have 10 minutes to look for evidence they can use to answer the text dependent questions. Since with this story, students are working with text excerpts on paper for the first time and considering the dialect, it may be necessary to support students to a greater degree as they look for the evidence from within the excerpts. Remind students that right now they are not going to write out answers for the questions. First they will find evidence and then they will talk with their peers before writing answers. After students have worked for about 10 minutes, interrupt them and ask them to discuss with a partner or small group the evidence they found for each question. Meeting Students Needs The difficulty of the vocabulary in That Book Woman may require greater teacher involvement in the vocabulary card and Quiz-Quiz- Trade activities. See the Dialect Glossary in Lesson 10 Supporting Materials. In Supporting Materials there is an alternate version of the text dependent questions that has the answers partially formed. Some students may need to be directed to the specific excerpts where the evidence can be found. Do this in a private way, offering them a whispered hint. For students needing support, consider providing examples and non-examples of evidence to see if they can recognize relevant evidence. CCI Enhanced Module (Williamsville Central Schools) February

8 Continued Close Reading of That Book Woman: Text-Dependent Questions and Vocabulary Work Time (continued) C. Text-Dependent Questions: Writing the Answers (15 minutes) Gather students back together as a group. Review how to write answers to questions using a full sentence. The first half of the sentence is pulled directly from the question. The second half of the sentence is the evidence found in the text. Model this as necessary. Students can work in proximity with a partner, though they should work on answering the questions independently. Circulate and support students with writing answers in complete sentences. As students work, identify 1-2 answers from students work to share as a model. After 12 minutes, if time allows, share 1-2 model answers so students can gauge the correctness of the work they just completed. D. Vocabulary : Part 2 (8 minutes) Tell students they are going to play a quick game of Quiz-Quiz-Trade. Students will use the prepared cards in Supporting Materials. See the teaching note at the beginning of the lesson. Each student will have three cards. Give students 2 minutes to review their cards. Explain the steps of the game. To begin, you will say Quiz. Partner 1 will then show Partner 2 the sentence side of their card. Partner 2 will read the sentence, focusing on the word or phrase in bold print. Partner 2 will then tell Partner 1 what they think the meaning of the bold word or phrase is. When you say Quiz a second time, the partners will switch roles. When you say Trade each partner will trade partners with another nearby partnership. Play continues as you say the words Quiz, Quiz, Trade. If desired, review the process of the game by modeling with one or two students. Meeting Students Needs ELLs benefit greatly on being able to see numbered steps for any lesson task like answering text dependent questions. See Lesson 3. In Supporting Materials there is an alternate version of the text dependent questions that has the answers partially formed. Note: This part of the lesson is optional. Quiz-Quiz-Trade is a vocabulary protocol used at points within the modules. It is an engaging and worthwhile activity and can be used with any set of words or terms. Consider its use in other places, both in and out of the modules. CCI Enhanced Module (Williamsville Central Schools) February

9 Continued Close Reading of That Book Woman: Text-Dependent Questions and Vocabulary Closing and Assessment A. Debrief: Learning Target Check (2 minutes) Post the learning targets again. Go through each one, asking students to engage in a quick target check using the Fist-to- Five check for understanding. Note: In Lesson 3 Supporting Materials is a set of Fist-to-Five Vocabulary Self-Reflection cards. Consider having these color cards on permanent display. Meeting Students Needs In this use, Fist-to-Five is a method being used to show success with the learning targets. Students can quickly show their thinking by holding up a closed fist for 0, indicating a lack of success up to holding up all fingers for 5, indicating full success. Homework Meeting Students Needs Use the vocabulary matching cards to reinforce the unique vocabulary of That Book Woman. CCI Enhanced Module (Williamsville Central Schools) February

10 Grade 3: Module 1: Unit 1: Lesson 11 Supporting Materials This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright holder). Used by permission and not subject to Creative Commons license.

11 That Book Woman: Questions from the Text Name: Date: 1. Why don t Cal and his family see many people where they live? Use details from the text to support your answer. 2. According to the text, in what ways does Cal help his father? 3. Why does Cal think the Book Woman s horse is brave? Use details from the text to support your answer. CCI Enhanced Module (Williamsville Central Schools) February

12 That Book Woman: Questions from the Text 4. How does Lark react when Cal wants to learn to read? Use details from the text to support your answer. 5. What is Cal s gift to the Book Woman? Use details from text to support your answer. CCI Enhanced Module (Williamsville Central Schools) February

13 That Book Woman Questions from the Text (Alternate) Name: Date: 1. Why don t Cal and his family see many people where they live? Use details from the text to support your answer. Cal and his family don t see many people where they live because. In the text it said, 2. According to the text, in what ways does Cal help his father? According to the text, Cal helps his father by doing chores like. CCI Enhanced Module (Williamsville Central Schools) February

14 3. Why does Cal think the Book Woman s horse is brave? Use details from the text to support your answer. Cal thinks the Book Woman s horse is brave because he sees her. She also. 4. How does Lark react when Cal wants to learn to read? Use details from the text to support your answer. When Cal tells Lark he wants to learn to read, Lark reacts by. 5. What is Cal s gift to the Book Woman? Use details from text to support your answer. Cal s gift to the Book Woman is. In the story, it says,. CCI Enhanced Module (Williamsville Central Schools) February

15 Working with Words: Using Context Clues Word: a-twixt Sentence from the text: seeing as how my sister Lark would keep her nose a-twixt the pages of a book day break to dusky dark. Think: What can you tell about the word based on the way it s being used in the sentence? What s going on in this part of the story? Are there any clues living in the illustrations? Replace: Try to come up with a word you know that can replace the unknown word. Remember that the sentence needs to make sense and the meaning of the sentence has to stay the same. I think the word a-twixt might mean or. CCI Enhanced Module (Williamsville Central Schools) February

16 That Book Woman Vocabulary: Using Context Clues (Teacher Resource only) 1. a-twixt: a-twixt the pages of a book daybreak to dusky dark. 2. daybreak to dusky-dark: a-twixt the pages of a book daybreak to dusky dark. 3. sight a soul: So high we hardly sight a soul cept hawks a-winging in the sky. 4. a-winging: So high we hardly sight a soul cept hawks a-winging in the sky. 5. fetch: I can fetch the sheep when they take a-wander. 6. take a-wander: I can fetch the sheep when they take a-wander. 7. fancy: I do not fancy it one bit when Lark plays Teacher. 8. aims: So now she aims to school us herself. But me, I am no scholar-boy. 9. school us: So now she aims to school us herself. But me, I am no scholar-boy. 10. scholar-boy: So now she aims to school us herself. But me, I am no scholar-boy. 11. britches: the rider is no man at all, but a lady wearing britches. 12. passel: A passel of books she s packed clear up the mountainside. 13. wares: For if she aims to sell her wares just like the tinker-man 14. tinker-man: For if she aims to sell her wares just like the tinker-man 15. greenbacks: we have no greenbacks here, no shiny coin to spend. 16. swap: two weeks to the day she ll come again to swap these books for more! 17. a spell: I stand a spell to watch that Book Woman disappear. 18. yearn: And all at once I yearn to know what makes that Book Woman risk catching cold. 19. nigh on: It s nigh on spring before that Book Woman can stop to visit a spell. CCI Enhanced Module (Williamsville Central Schools) February

17 Understanding the Vocabulary of That Book Woman Sentence from text with unfamiliar word/phrase So high we hardly sight a soul cept hawks a-winging in the sky. What we think it might mean What it actually means see a living thing So high we hardly sight a soul cept hawks a-winging in the sky. flying I can fetch the sheep when they take a-wander. go get or collect I can fetch the sheep when they take a-wander. wander away or wander off I do not fancy it one bit when Lark plays Teacher. like or care for So now she aims to school us herself. But me, I am no scholar-boy. plans So now she aims to school us herself. But me, I am no scholar-boy. teach us So now she aims to school us herself. But me, I am no scholar-boy. school-boy or smart person the rider is no man at all, but a lady wearing britches. pants CCI Enhanced Module (Williamsville Central Schools) February

18 Sentence from text with unfamiliar word/phrase A passel of books she s packed clear up the mountainside. Understanding the Vocabulary of That Book Woman What we think it might mean What it actually means pack or whole bunch For if she aims to sell her wares just like the tinkerman For if she aims to sell her wares just like the tinker-man items or things person who sells we have no greenbacks here, no shiny coin to spend. paper money two weeks to the day she ll come again to swap these books for more! trade I stand a spell to watch that Book Woman disappear. for a while or a bit of time And all at once I yearn to know what makes that Book Woman risk catching cold. It s nigh on spring before that Book Woman can stop to visit a spell. strongly want or need near to or almost CCI Enhanced Module (Williamsville Central Schools) February

19 Quiz-Quiz-Trade Cards: That Book Woman So high we hardly sight a soul cept hawks a-winging in the sky. see a living thing So high we hardly sight a soul cept hawks a-winging in the sky. flying I can fetch the sheep when they take a-wander. go get or collect I can fetch the sheep when they take a-wander. wander away or wander off I do not fancy it one bit when Lark plays Teacher. like or care for CCI Enhanced Module (Williamsville Central Schools) February

20 Quiz-Quiz-Trade Cards: That Book Woman So now she aims to school us herself. But me, I am no scholar-boy. plans So now she aims to school us herself. But me, I am no scholarboy. teach us So now she aims to school us herself. But me, I am no scholar-boy. school-boy or smart person the rider is no man at all, but a lady wearing britches. pants CCI Enhanced Module (Williamsville Central Schools) February

21 Quiz-Quiz-Trade Cards: That Book Woman A passel of books she s packed clear up the mountainside. pack or whole bunch For if she aims to sell her wares just like the tinkerman items or things For if she aims to sell her wares just like the tinker-man person who sells we have no greenbacks here, no shiny coin to spend. paper money two weeks to the day she ll come again to swap these books for more! trade CCI Enhanced Module (Williamsville Central Schools) February

22 Quiz-Quiz-Trade Cards: That Book Woman I stand a spell to watch that Book Woman disappear. for a while or a bit of time And all at once I yearn to know what makes that Book Woman risk catching cold. It s nigh on spring before that Book Woman can stop to visit a spell. strongly want or need near to or almost CCI Enhanced Module (Williamsville Central Schools) February

23 Lesson 11 Homework That Book Woman Vocabulary Match Up Cut out all of the cards. Mix them up and place them face down in four rows of four. Flip over two cards. If there is a match between a word or phrase from the story with the corresponding meaning, you keep the two cards. If the cards don t match, flip them back over leaving them in the same spots. yearn greenbacks passel a-winging strongly want or need paper money pack or whole bunch swap britches fancy flying sight a soul trade pants like or care for see a living thing Answer Key yearn strongly want or need greenbacks paper money britches - pants swap trade passel pack or whole bunch fancy like or care for a-winging flying sight a soul see a living thing CCI Enhanced Module (Williamsville Central Schools) February