Guided Reading OPINION 890L Crumble or Sway Written by Tria Fernandez and Mallia Malloy KEY IDEA Two authors have each written their opinion debating whether or not money should be spent earthquake proofing buildings to help prevent extensive damage and possibly save lives. LITERACY STANDARDS ADDRESSED IN THIS PLAN RI.3.1* RI.3.6* RI.3.7 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Ask and answer questions about key details in a text referring to what is explicitly stated in the text and use the details to support inferences. *standard adapted from another grade MAIN FOCUS Craft & Structure Sessions 2, 3 Describe the overall structure to establish how cause/effect contributes to the understanding of key concepts in a text. *standard adapted from another grade MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 3 Use information gained from 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 MAIN FOCUS Integration of Knowledge & Ideas Session 3 Compare and contrast the treatment of similar themes, topics, characters, or plots of two or more stories. SL.3.1c L.3.4c Comprehension & Collaboration Session 1, 2, 3 Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. Vocabulary Acquisition & Use Session 1 Use a known root word as a clue to the meaning of an unknown word with the same root. L.3.4d Vocabulary Acquisition & Use Session 2 Use beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.5a W.3.2 Vocabulary Acquisition & Use Additional Instruction Distinguish the literal and nonliteral meanings of words and phrases in context. Text Types & Purposes Writing Task Write informative/explanatory texts to examine a topic and convey ideas and information clearly. ISBN 978-1-62889-371-7 RI.3.10 RF.3.3b RF.3.4 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. Phonics & Word Recognition Additional Instruction Decode words with common Latin suffixes. Fluency Session 2 Read with sufficient accuracy and fluency to support comprehension. 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 level W.3.10 Range of Writing 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. Mondo Bookshop Grade 3 1
Session 1 Crumble or Sway Learning Focus RI.3.1* Students read closely to be able to ask and answer questions to demonstrate understanding of a text, citing text evidence as the basis for the answers, both explicit and implicit. ELL SUPPORT L.3.4 Vocabulary Support phrases such as make sure, face the facts, and come up with in context using the ELL vocabulary strategies in Getting Started. Corrective Feedback Have students closely reread pages 29 to 30 to ask and answer questions about the text. Encourage them to silently reread, stopping at key points to think and talk together about their understandings. 2 CRUMBLE OR SWAY SL.3.1c DISCUSSION Collaborative Previewing the Text 5 minutes Read the title and author credit with students. Today s selection is Crumble or Sway by Tria Fernandez and Mallia Malloy. Let s look at the pictures in the text and discuss what we will be reading. Who d like to share details they identified from the pictures? There are pictures of destroyed buildings. There are also pictures of buildings that aren t destroyed. Who can share how the pictures relate to the title? The title is Crumble or Sway so that probably relates to the buildings and whether they fall down or stay standing. Before we read, let s ask questions. Then while we read, we can answer our questions. Based on what you ve seen so far, what questions do you have? Why are there two different authors? What do they not agree on? READING THE TEXT closely 10 minutes Explain the learning focus. Invite students to read pages 29 and 30. Check on their application of the focus. Provide support as needed. Our purpose in reading today is to ask questions about the selection and to answer them by using details in the selection. Sometimes authors state facts and details exactly as they mean them, or explicitly. Sometimes it s up to us to put pieces of information together and make an inference. This is called implicit. As we read closely today, we are going to look for explicit details. Who can share something you learned on page 29? Earthquakes can destroy property and kill people. Does the text state this information explicitly or did you have to figure it out? The author stated it in the text. I also saw it in the caption. Who will share a question they had about the information on this page? Why doesn t the author think that people should make buildings that don t crumble? Okay, let s read on to find the answer to the question. If you are satisfied that students can apply the focus, have them continue this thinking to the end of the selection. If you are not, prompt students to reread the selection to find something explicit the author says and to make an inference. Students may not read the entire selection during this session. Our work today is to ask and answer questions. We ll use facts and details that the author states explicitly. We ll also make inferences. DISCUSSING THE TEXT 10 minutes Invite students to talk about explicit information they learned and to make inferences about the author s opinion. Encourage them to provide text evidence to support their learning. Who was able to find the answer to the first question that we already discussed? Tell us the pages where you found your information. On page 30, the author gives three reasons why she doesn t think making buildings that don t crumble is a good idea.
Who would like to share one of those reasons? The author thinks that fixing buildings costs lots of money. Who can tell me the other two reasons? I found that scientists can t correctly predict how strong an earthquake might be. Making buildings that don t crumble won t stop people from dying in fires that might happen after an earthquake. Now let s use these details to make an inference. Remember, an inference is an idea not directly stated by the author. The text doesn t say this, but I think that the author might have had some experience with earthquakes in her life. Maybe she lives in an area where earthquakes happen often. Focus on the word helpless on page 30. Let s look at helpless on page 30. What familiar word do you see in helpless? The word help is in helpless. Help is a familiar root word. When we add -less to the end of help, it changes its meaning. What does -less mean? It means without. So, knowing that -less means without, what does helpless mean? Helpless means without help. The survivors mentioned in the selection felt helpless or that they couldn t offer any help to others. Confirm students good use of the focus and encourage them to keep it in mind whenever they read reports. Today we talked about how you can ask and answer questions about the texts that you read as well as using text evidence, both explicit and implicit, to find the answers to your questions. E-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. COMPREHENSION SHARE Add self-stick notes to point out details and examples of important things that happen in the text. That way you can refer to them when you are telling about what the text says. L.3.4c VOCABULARY Root Words discussion tip During discussions, you may wish to pose different questions to different students. Then, each student can contribute different ideas. CHOICE COMPREHENSION: ASK AND ANSWER QUESTIONS E-RESOURCE Formative Assessment Have students use the blackline master on page 10 to ask and answer questions about the text they are reading. Review students answers as you evaluate their mastery of the learning focus. RI.3.1* COMPREHENSION Ask and Answer Questions CHOICE Constructed Response: Collect Text Evidence E-RESOURCE Summative Assessment Have students use the blackline master on page 11 as they read. Students will collect details from the text to answer the question: Which student s opinion is best supported with reasons? Use text evidence to support your answer. Review students collected evidence as you evaluate their mastery of the learning focus. W.3.8*, RI.3.1* WRITING Gather Information Mondo Bookshop Grade 3 3
Session 2 Crumble or Sway Learning FocusES RI.3.1*, RI.3.6*, RI.3.7 Students return to text to read closely and ask and answer questions to demonstrate understanding of a text. They cite text evidence as the basis for the answers, both explicit and implicit. They offer details on how the author structures the text in a cause-andeffect pattern. ELL SUPPORT RI.3.1* Discussing the Text Ask questions at students language proficiency levels and provide the following sentence frames for student responses: I found an answer to question. The answer is. I found it on page. COMPREHENSION SHARE As you read, think about the structure of the text. If the information is presented using a cause-and-effect structure, look for causes and effects of the causes. They can tell you why things happened and what happened. Returning to the Text 5 minutes Ask students to reflect on the text read previously. Guide them to recall how they applied the learning focus to their reading. Let s talk about what we did during the last session. We read about two people s opinions on making buildings strong enough for earthquakes and asked questions along the way. We used the explicit and implicit information in the text to answer our questions. Yes, when you read a selection with important facts and details, it is necessary to stop and ask yourself questions along the way to make sure you understand the information that is presented. Reading the Text closely 10 minutes Explain the new learning focuses. Invite students to reread the selection. Check in to see how well they have understood the learning focuses. If you are satisfied that students can apply them, set the reading assignment for the session. If not, provide corrective feedback as suggested on page 2 of this plan. We are going to practice using our new reading focuses while rereading the second author s opinion. Reread pages 31 and 32. Let s review asking questions. Who would like to share a question you could ask about the subject of this page? What does the author say happens after an earthquake? Let s practice identifying details that help us figure out the overall structure of the text. Remember that a text s structure is how it is organized. Let s go back to page 30 and look at how the author organized her ideas on the topic. Who would like to share their thoughts? The author first tells problems caused by earthquakes. Then, she tells what happens because of these problems. Okay, can anyone tell me what type of structure this is called? It is a cause-and-effect structure. Yes, now, how does cause and effect help us answer our question? We wanted to know what happened after earthquakes, and the author tells us. Draw students attention to the use of photographs to make the text more clear. Let s talk about the pictures that are included in the text. What do they help us understand? They help us see what happens after an earthquake. The other pictures help us see what a building that was made to be earthquake resistant looks like. We can put information together from the text and pictures to learn more about the information in the selection. Focus on how the author uses factual information to support her ideas. In this selection, there are lots of facts that help you understand the author s main ideas. Who would like to share something that still might be unclear to you? I wondered how the buildings were earthquake proof. 4 CRUMBLE OR SWAY
Keep reading closely to the end of the selection. Think about the facts the author gives us that help us understand the rest of the selection. Formative Assessment: Fluency Listen to each student read a portion of the text. Pay close attention to accuracy, appropriate rate, and expression. If students need additional practice with fluency, provide the necessary support at the end of the session. Discussing the Text 10 minutes Facilitate a discussion in which students look for information that shows the author s point of view, ask and answer questions, and determine whether the information is explicit or implicit. Encourage students to ask questions and share their ideas to check understanding. In our discussion today, we re going to continue asking questions about what we read and then find details in the pictures that help support our ideas. First, reread page 32 to yourself. Now take a moment to find a piece of information that you read about. Who would like to share? A 49-story building in San Francisco didn t fall during an earthquake. Who would like to suggest a question you could ask about that point? Why didn t it fall? Now, what details does the author include to help answer that question using both the text and the pictures? The author tells us that the building was built to be earthquake resistant. I also looked at the picture and read the caption. The picture showed me the building, and the caption gave me more information about the building. Continue the discussion, helping students use the information they gathered about the topic. Now let s think about the pictures the two authors used to support their opinions. Who would like to share how the different photographs help support each side of the issue? The first author uses pictures that show the problem after earthquakes. The pictures show the destroyed buildings. The second author shows pictures that offer a possible solution to the problem. It is important to identify details like these when you are trying to understand a new topic. Guide students to use a dictionary to understand unfamiliar words. Let s have a close look at page 31. I see some words that might be unfamiliar to you, such as pendulum in the caption. If you see an unfamiliar word in a text, you can ask the question, What does this word mean? Where is one place you can find the answer? You can find the information in a dictionary. Okay, let s look at a dictionary now. What does pendulum mean? A pendulum is a swinging bar with a weight at the end that swings from side to side. How does knowing the meaning of this word help you understand the picture on page 31? Now that I know what a pendulum is, I can understand what the picture shows me. SL.3.1c DISCUSSION Collaborative L.3.4d VOCABULARY Dictionary COMPREHENSION SHARE Combine what you have read with what you learn from the photos to help you better understand the key details, such as where, when, why, and how events occur. Mondo Bookshop Grade 3 5
Help students understand that collaborating during discussions helps each person gain a new understanding by taking in other people s understandings. In our discussions of this selection, we often referred to the selection, going over it together to share our understanding of the facts and details. When we collaborate with one another, we are able to listen to the ideas of others to gain a new perspective on what we are reading. E-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this lesson s learning focus. Observe each student s articulation and use of text evidence to evaluate effective use of the learning focus. RF.3.4 FLUENCY Accuracy W.3.8*, RI.3.1* WRITING Gather Information RI.3.10 READING Independent or Guided CHOICE fluency follow-up Model how each rereading of a text builds understanding and strengthens fluency. Follow this procedure: 1) Reread several pages, noting specific examples of expression you missed previously and vocabulary that you now understand. 2) Ask partners to read the same text and discuss what they noticed about their own thinking during the reread. CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 for collecting evidence as they read. Students will continue to collect details from the text to answer one of the following questions: Which student s opinion is best supported with reasons? Use text evidence to support your answer. Review students collected evidence as you evaluate their mastery of the learning focus. CHOICE cross-text reading: INDEPENDENT OR GUIDED In preparation for Session 3 (Teacher s Choice), have students read the short text selection Speaking about Wetlands and Flooding on page 33 of the Themed Text Collection. Remind students to think about the learning focuses from prior sessions as they read. Alternatively, if your observations indicate that students might be unable to read the text independently, use the text to conduct a guided reading session. Before our next session together, I would like you to read Speaking about Wetlands and Flooding on your own. As you ve done before, continue to ask questions as you read and then look at details the author includes to find the answers to your questions. 6 CRUMBLE OR SWAY
Session 3 Crumble or Sway and Speaking about Wetlands and Flooding Key Idea Protecting ourselves from natural disasters is important. There are people in the world who make it their mission to find ways to help educate others about this issue. REFLECTING ON THE TEXTS 5 minutes Ask students to reflect on what they learned over the past sessions. Invite them to review and reflect on both selections. As we looked closely at each page, we found that we could stop and ask questions about what we were reading. We also were able to locate details, both in the text and the pictures, to help us answer our questions and provide more information about what we were reading. Who would like to share how doing these things helped them understand the selection? Stopping and asking questions as we read is a good way to make sure we understand the text. When we look for details that the author includes in the words and pictures, we can find answers to our questions more easily. Learning FocusES RI.3.1*, RI.3.6*, RI.3.7, RI.3.9 Students compare and contrast texts to read closely and ask and answer questions to demonstrate understanding of a text. They cite text evidence as the basis for the answers, both explicit and implicit. They offer details on how the author structures the text in a cause-and-effect pattern. CROSS-TEXT ANALYSIS 10 minutes Guide students to compare and contrast the two reports. Let s think about how the information in both texts we read is similar. They both tell how we can help protect ourselves from natural disasters. Who would like to make a comparison to the information in the first selection to the information in the second one? In the first text, we are given two sides to an argument. In the second, the author interviews someone who wants to protect the wetlands. Guide students to synthesize information across both selections. The analysis should lead to connections and new understandings based on both selections. Let s think about how discussing the two selections together helps you understand both more deeply. Turn and talk with a partner about that. Try to come up with a possible theme for the two. Who d like to share? We think that the authors of both texts were providing information about ways we can protect ourselves from natural disasters. I also noticed a theme across both selections. The authors presented factual information while offering their opinions as well. SL.3.1c DISCUSSION Collaborative integrating the LEARNING 10 minutes Invite students to integrate the information from both texts and concisely state the big ideas across both selections. Often when we read, we try to say what a text was mostly about the big idea in one sentence. Now we re going to think through key parts of these two texts to find a common theme for both of them in one or two sentences. Turn and talk with a partner. Think about how we can state a theme that would go with both texts.... Who would like to start? We thought about the two authors in the first selection. They both felt that people should be protected from earthquakes, but they had different opinions about how that should be done. They both provided information in a cause-and-effect pattern. The author of the second selection stated what the wetlands have to offer. All of the authors included implicit and explicit information to support their point of view. Mondo Bookshop Grade 3 7
Have students reflect on the strategies they learned for comparing two texts with a similar theme. Let s recap what strategies we used to deepen our understanding of both texts. We thought about how asking and answering questions helps us understand what we read. We said that both selections focused on natural disasters, but offered different reasons and evidence to support the individual author s opinion and to show different causes and effects of natural disasters. W.3.8*, W.3.1* WRITING Respond to Question CHOICE constructed Response: Write to source E-RESOURCE Formative/Summative Assessment Have students continue to 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 following question: Which student s opinion is best supported with reasons? or Why is it important to protect the wetlands? Use text evidence to support your answer. Have students use the text evidence they collected to support their writing. CHOICE Writing Task: Report W.3.2 WRITING Report E-RESOURCE Summative Assessment Review with students what makes a strong report. Explain that their assignment is to decide what the advantages and disadvantages are to making buildings earthquake resistant. Students will work independently to write their texts. Remind them to include a title, state the facts, and offer their concluding idea. Guide them to use the planner on page 12 as they organize their text evidence for their writing task. Students may wish to share their reports. Now that you ve collected lots of evidence about issues surrounding earthquake-resistant buildings, let s write a report about the advantages and disadvantages of these types of buildings. This report will answer the question: What are the advantages and disadvantages involved in making buildings earthquake resistant? Let s quickly review what makes a strong report before we get started. We need actual facts about our topic. When we offer our opinion, we need to also have factual data to support it. Remember that you are writing about two different reports. You need to be very organized and clear in your writing. 8 CRUMBLE OR SWAY
CHOICE Additional Instruction Optional Guided Reading: Speaking about Wetlands and Flooding Prior to Session 3, for students needing additional guidance, you may want to conduct a guided reading lesson with the short text, Speaking about Wetlands and Flooding. Use the learning focuses from Sessions 1 and 2 to reinforce the standards and the learning. Today we ll spend some time practicing the comprehension skills we worked on with Speaking about Wetlands and Flooding. We will pay close attention to any questions we might have as we read. Then, we will look for details that the author included to support the topic. Finally, we will identify how the author used a cause-and-effect pattern. RI.3.1*, RI.3.6*, RI.3.7 COMPREHENSION Ask and Answer Questions, Structure, and Photographs CLOSE READING OPTION: WHAT TO DO WHEN LAVA IS LICKING YOUR TOES E-RESOURCE Summative Assessment Print the online blackline master for independent close reading. Ask students to read the selection indicated on the page and respond to the prompts (summarize author s message, identify critical vocabulary, respond to constructed response questions) before returning for a discussion. VOCabulary Draw attention to the simile the wetlands are sort of like nature s sponge on page 33. Can someone share something they notice about the phrase the wetlands are sort of like nature s sponge? It is comparing the wetlands to a sponge. We know a simile compares two things using like or as. Who can tell me what two things are being compared in this simile? The roots of mangrove trees and a sponge are the two things compared. Why are these two things compared using the word like? The roots of mangrove trees are big, and they help soak up extra water just like a sponge does. L.3.5a VOCABULARY Similes VOCABULARY TIP Have students use the context where words and phrases appear in a text to decide on the correct meaning. Word Recognition Focus on the word wonderful on page 29. Let s look at the word wonderful on page 29. Let s think about its meaning. How could you figure it out? You could look for clues in the sentences. What clue in the sentence can help you understand the meaning of wonderful? The word goal could help me understand it. Who else has an idea to figure out the word s meaning? You can look at the parts of the word. Let s look at the word. What parts do you see? We see the suffix -ful. Okay, what is the base word? wonder Who can tell me how -ful changes the meaning of the base word it s added to? It changes a noun to an adjective. Wonder is a thing, and wonderful is a word that describes something. RF.3.3b WORD RECOGNITION Suffixes Mondo Bookshop Grade 3 9
Name Date Comprehension: Ask and Answer Questions Take notes about questions you have as you read Crumble or Sway. Answer your questions using text evidence or inferences. Question Answer Mondo Publishing Score: 10 CRUMBLE OR SWAY
Name Date Collect Text Evidence Check the question you are responding to. Write details from the text and pictures that answer the questions. Be sure to include page references. You may need more than one copy of this sheet. Which student s opinion is best supported with reasons? Why is it important to protect the wetlands? Page Number Text Evidence Mondo Publishing Score: Mondo Bookshop Grade 3 11
Name Date Writing Task: Planning Your Report Write a report about advantages and disadvantages of making buildings earthquake resistant. Use the text evidence you have collected to support your writing. Title: I. Advantages A. 1st Advantage B. 2nd Advantage II. Disadvantages A. 1st Disadvantage B. 2nd Disadvantage NOTE: Write your response on a separate sheet of paper or on a computer. Remember to read your writing when you are done and make any necessary revisions. Mondo Publishing Score: 12 CRUMBLE OR SWAY