Written by Bettina Bird and Joan Short and illustrated by Deborah Savin

Insects Guided Reading Report 1010L Written by Bettina Bird and Joan Short and illustrated by Deborah Savin Key IDEA This book explains how insects have managed to survive and thrive throughout the world. Students can view close-up photographs and detailed diagrams of insects as they read about their common features, life histories, and behaviors. LITERACY STANDARDS Addressed in This Plan ISBN 978-1-62889-158-4 RI.3.1* 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 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 Skim/scan to efficiently locate specific information relevant to the topic and capture findings in note form. *Standard adapted from another grade level RI.3.7 MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 3 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.3.10 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.3.1a Comprehension & Collaboration Sessions 1, 2, 3 Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. L.3.4a Vocabulary Acquisition & Use Additional Instruction Use sentence-level context as a clue to the meaning of a word or phrase. RF.3.3a Phonics & Word Recognition Additional Instruction Identify and know the meaning of the most common prefixes and derivational suffixes. RF.3.3c Phonics & Word Recognition Additional Instruction Decode multisyllable words. RF.3.4a Fluency Session 2 Read grade-level text with purpose and understanding. 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. MONDO BOOKSHOP GRADE 3 1

Session 1 Text Selection: pp. 5 16 Learning Focus RI.3.1* Students read closely to ask and answer questions to demonstrate understanding of key details in a text, referring to evidence in the text as the basis for the answers, both explicit and implicit. Key Idea: Text Selection In the first chapter of this book, students learn about the body of an adult insect and how each of the different body parts function. PREVIEWING THE TEXT 5 minutes Read the title and author credit with students and have them read the back cover. Then invite them to read the table of contents and flip through the photos and illustrations. Let s read the back cover. What does the back cover tell you about insects? There are more insects than all other species of animals put together. Insects are fascinating creatures. What additional information did you learn from the contents? This book will tell us about insects bodies, their history, and their behavior. RI.3.4 Encourage students to make their own glossaries of words related to insects that they learn from the text, such as exoskeleton, thorax, and antenna. ELL SUPPORT L.3.4 Vocabulary Support vocabulary such as breathing, seeing, hearing, making sounds in context using the ELL vocabulary strategies in Getting Started. Corrective Feedback Have students closely reread the title and page 5 to find the author s key idea. Encourage them to silently reread, stopping at key points to think and talk together about their understandings. READING THE TEXT CLOSELY 10 minutes Explain the learning focus. Have students read pages 5 7. Check their application of the focus. Provide support if needed. Then have them read to page 10. As we read today, we are going to ask and answer questions in order to better understand this text. Our questions and answers may come from information that is explicitly, or directly, stated in the text. They may also come from inferences we make. When we use our own knowledge and clues in the text and illustrations to figure out something that isn t stated directly in the text, we make inferences. What does the author tell us explicitly in the introduction? There may be over a million different species of insects in the world. What question do you have about this information? Do all insects look similar? That s a good question. Let s look for the answer. Does the text state the answer directly? No. What can you do to figure out the answer? Put pieces of information together. On page 7, it says insects all have the same main body parts. It also says most have six legs and two pairs of wings, but others don t have legs or wings. These clues, along with the pictures on pages 5 and 6, tell me the insects all look different from one another. 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 page 5 to ask and answer more questions about this information. As we read, we ll ask and answer questions about explicit and implicit information in this book. When we ask and answer questions about what we read, we pay close attention to key facts and details in the text. Let s read the rest of Chapter 1. 2 INSECTS

DISCUSSING THE TEXT 10 minutes Invite students to think about Chapter 1 and share any questions they have about their reading. Ask them to come to the discussion prepared and ready to answer each other s questions with evidence from the text and inferences they have made. Let s talk about the things the author explicitly tells us in the text, and then let s make inferences. As we talk together, be sure to ask questions about information you don t understand and to use evidence from the text to explain your ideas. Who has a question about the text? What do insects use their antennae for? Let s talk about how we can find the answer to that question. They use their antennae to figure out where they are going, to protect themselves, and to find food. I figured out the answer from the information on page 10. The text says the antennae are particularly sensitive to touch, so I think when an antenna touches something, it tells the insect to go around it, which keeps it safe. It also says that insects use their antennae to distinguish tastes, so they must also help them find food. Focus on the word antenna on page 7. Who has an idea about the meaning of the word antenna? It is a wire or a rod used to get radio or television stations to play clearly. Let s have a close read of the first paragraph and study the diagram on page 7. What do you think the word means on this page? It is a part of all insects. It is a body part that feels things. Yes, an antenna is an insect body part. The plural of this word is antennae, so each insect has two antennae. Confirm students good use of the focus and encourage them to keep it in mind whenever they read informational text. You paid close attention to the text and answered questions using text evidence and inferences. Keep these strategies in mind as you read other texts. 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 individuals effective use of the learning focus. SL.3.1a DISCUSSION Collaborative DISCUSSION TIP As students discuss key ideas expressed during discussions, prompt them to draw conclusions from the information and knowledge gained. RI.3.4 Word Meanings COMPREHENSION SHARE If you are not clear about what is happening in the text, make a self-stick note so you can ask questions about what you read. 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 insects. 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 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 question: Why is the head of a grasshopper different from the head of a butterfly? Describe the differences and explain why these body parts are different. Review students collected evidence as you evaluate their mastery of the focus. W.3.8*, RI.3.1* WRITING Gather Evidence MONDO BOOKSHOP GRADE 3 3

Session 2 Text Selection: pp. 5 16 LEARNING FOCUSES RI.3.1*, RI.3.5*, RI.3.7 Students return to text to skim and scan, locating specific information and taking notes. Students also demonstrate understanding of the text by asking and answering questions using cited text and illustrative evidence, as well as their own inferences. 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 review our discussion from the last session. We asked and answered questions about the insects body parts we learned about in Chapter 1. Many of you found explicit details in the text and used that information to make inferences about the insects. READING THE TEXT CLOSELY 10 minutes Explain the learning focuses. Invite students to reread pages 5 16. 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 ask and answer questions and make inferences about the information. However, as we reread today, we re going to skim the text in order to find information about insects. We re also going to scan the photographs and diagrams in order to gather more information that we can use to better understand the topic and answer questions. When you skim text, you look only for the most important information. Let s make a list of some text features we can use to help us gather information as we skim the text. the table of contents, headings, boldfaced words, pictures, and diagrams Let s try skimming the text to learn about insects eyes. Who d like to start us off? We can skim the contents to find the section of the book about body parts. It s on page 9. Good! Skimming helped you find information quickly. What should we do next? We can read the headings and the boldfaced words and look at the illustrations. I see that information on eyes will be in the last two paragraphs. Skim the paragraphs about insects eyes and write a note about the key idea. Remember that your notes should be in your own words, not copied from the book. Insects have an eye on each side of their head, and they are called compound eyes. Did the illustration on this page help you gather this information? Yes, because I can see both of the insects eyes in the photographs and the diagram. 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. 4 INSECTS

DISCUSSING THE TEXT 10 minutes Support a discussion in which students skim the text to ask and answer each other s questions, using both explicit and implicit information. Remind students to come to the discussion prepared with information from both the text and the illustrations. Let s skim page 15. Where can we find the first piece of important information on this page? I think the first piece of important information is the heading called Making Sounds. This page is going to be about how insects make sounds. Now skim the three paragraphs on this page to find the key idea about this topic. Insects don t have voices, but they can make sounds by rubbing one part of their body against another part. Let s write that down in a note. Remember to write your note in your own words. Who would like to share their note on this topic? To make sounds, insects can rub their body parts together. Let s continue skimming and scanning this page for more information. Who has a question about this topic? How do grasshoppers make noise? Who can answer this question? They rub their legs and wings together. I inferred this by using the explicit information we just read and scanning the diagram on this page. In the diagram, there is a picture of a grasshopper s leg and wing, which makes me think that is how they make noise. Great job. Who would like to put this information in a note? Grasshoppers make noise by rubbing their legs against their wings. Let s think about what we ve learned about how insects make noise from just skimming and scanning this page. Take a minute to review your notes. Focus on the word lenses on page 9. Invite students to share their understanding of the word. We read the word lenses when the author was explaining about insects eyes. What do you know about the meaning of this word? I think it has something to do with glasses because the other day my mom said the lenses on her sunglasses were scratched. I like the way you made a connection to something you heard in real life. What words in the text can tell us more? Each compound eye is made up of many tiny six-sided lenses. I think we ll need more information. Where can we look? a dictionary Let s do that. What did you find out? A lens is the part of the eye that helps you see clearly. Does this definition make sense in the text? Yes, because the compound eye is made up of six lenses, which help the insects see. SL.3.1a DISCUSSION Collaborative COMPREHENSION SHARE Drawing your own diagrams and pictures is a good way to make sure you understand nonfiction text. 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. RI.3.4 Content Area Vocabulary TEACHER TIP Many students get frustrated when they try to read science or other nonfiction, and they give up too soon. Encourage them to plan to read more slowly or to read smaller sections of text. Assure them that what they re reading actually may be harder to understand so they won t blame themselves. MONDO BOOKSHOP GRADE 3 5

Help students understand the benefits of being prepared for class discussions. We ve talked a lot about how we skimmed and scanned the text, illustrations, and diagrams in order to understand the text and ask and answer questions. You did a great job identifying key details that were explicitly stated and drawing inferences about the information. How does studying the text before we talk help you contribute to the discussion? I can make inferences about the information to help answer my classmates questions. E-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 individuals effective use of the learning focuses. RF.3.4a FLUENCY Purpose and Understanding W.3.8*, RI.3.1* WRITING Gather Evidence CHOICE FLUENCY FOLLOW-UP Fluency Practice Revisit Mouth Parts on page 11 to help students build fluent and phrased reading. This section has words in parentheses and is a good place to demonstrate changing your tone of voice when you read parenthetical words. Always read fluently to provide good models for students. Then have them read along with you and by themselves. 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 the question: Why is the head of a grasshopper different from the head of a butterfly? Describe the differences and explain why these body parts are different. Review students collected evidence as you evaluate their mastery of the focus. 6 INSECTS

Session 3 Text Selection: pp. 30 35 Key Idea: Text Selection In this section, students will learn about insects, such as butterflies and beetles, that undergo complete change. RETURNING TO THE TEXT 5 minutes Explain that students have read about insects bodies. They skimmed the text and then used explicit and implicit details and the illustrations to ask and answer questions. As we discussed the bodies of insects, what strategy did we use to help us find answers to our questions? We skimmed the text and scanned the illustrations to find the information we wanted, and then read to find explicit information and draw inferences about the insects bodies. LEARNING FOCUSES RI.3.1*, RI.3.5*, RI.3.7 Students return to text to skim and scan, locating specific information relating to the topic and taking notes. Students also demonstrate understanding of the text by asking and answering questions using cited text and illustrative evidence, as well as their own inferences. READING THE TEXT CLOSELY 10 minutes State the learning focuses and tell students today s reading is another section of Insects. Invite them to read page 30. Check to see how they are doing with application of the focuses. Then have students read pages 31 35. Today as we read, we re going to ask questions and look for general information about insects that undergo complete change. We re also going to look for specific details in both the text and the illustrations that will help to answer our questions and make inferences. Let s talk about insects that undergo a complete change. What types of insects undergo complete change? How can we find the answer? We can skim the text on page 30. The diagrams show a beetle and a butterfly, and the text explicitly says butterflies and beetles undergo complete change. Let s keep asking and answering questions by skimming and scanning the text and illustrations to find answers as we read pages 31 35. RI.3.4 Introduce the meanings of content-specific words, such as migrate and molt. Encourage students to use these words when they write and speak about the text. DISCUSSING THE TEXT 10 minutes Facilitate a discussion that links the three learning focuses. Remind students to skim and scan the text and illustrations in order to answer questions with directly stated details or to make inferences based on clues. How can we quickly find the main stages in the development of a Christmas beetle? We can skim the text on page 34. Let s work together to find the answer. egg, larva, pupa, and adult What clues did you use to find this information? the boldfaced words on page 34 How can you remember these facts? We can take notes. SL.3.1a DISCUSSION Collaborative COMPREHENSION SHARE Skimming to find the answers to your questions is a good way to research nonfiction topics. If you don t read the whole book, you can read and reread the important parts and take time to understand them. MONDO BOOKSHOP GRADE 3 7

What did you write in your notes? Christmas beetles go through four stages: egg, larva, pupa, and adult. What additional information can you learn by scanning the illustrations on page 35? The grub hatches above ground, but the pupa grows under the soil. What inferences can you make from this information? Beetles must be strong if they can climb out of the soil when they reach the adult stage of their lives. Support students as they continue to ask and answer questions about the content in this book. As they share their findings with each other, remind them to clearly explain their thoughts and support their ideas with evidence from the text. You ll finish this book on your own. Use self-stick notes to write questions you have or to remind you of places where you can make inferences. Then you ll work in small groups to discuss the book. As you discuss the book, be sure to carefully explain your thoughts and ideas using evidence from the text. W.3.8*, RI.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 question: Why is the head of a grasshopper different from the head of a butterfly? Describe the differences and explain why these body parts are different. Have students use the text evidence they collected to support their writing. CHOICE CLOSE READING OPTIONS E-RESOURCE Summative Assessment Print the online blackline master for independent close reading. Ask students to read the selection indicated on the page independently and respond to the prompts (summarize author s message, identify critical vocabulary, respond to constructed response questions) before returning for a small-group discussion. Alternatively, you can use the completed blackline master for summative assessment. CHOICE Writing Task: Informative 8 INSECTS W.3.2 WRITING Informative E-RESOURCE Summative Assessment Remind students that informative writing includes facts and details about a specific topic. Invite students to write an informative report explaining one major topic about insects that they learned about in Insects. Students will work independently to write their informative reports. Encourage them to use illustrations to accompany their writing. You ve learned about insects and collected a lot of text evidence. Now you will share what you ve learned. Think about a topic you d like to describe or explain in detail. For example, you may choose to write about insects body parts, how they change, or how they trick their predators. Review your notes and choose one topic about insects that interests you most. When you write your report, use reasons and evidence from the text, and include some of your new vocabulary about insects. When you are finished, illustrate and display your writing on the class bulletin board.

CHOICE Additional Instruction WORD STUDY Prefixes Discuss the prefix ex- with students. On page 7, we read about an exoskeleton. What is an exoskeleton? An insect s skeleton outside its body instead of inside. It covers everything up. Right. The word exoskeleton contains the prefix ex-. Let s think of some other words that contain the prefix ex-. exit, external Can you figure out what ex- means in all these words? I think it means outside because an exit takes you outside, and external means things that are outside of something. You are right, the prefix ex- mens outside or away from. RF.3.3a Prefixes Context Clues Help students develop content vocabulary through a discussion of context clues. What is one of the new terms that was defined in our reading? thorax, complete metamorphosis, grub Who can name one way that those terms were defined? How did you know which part of the text was the definition? The meaning of thorax was in parentheses. The meaning of metamorphosis was in quotes. The meaning of grub was in the sentence. Well done. Books define words in various ways, but we can usually tell something is a definition because it is set apart from the regular text. L.3.4a Context Clues If students do not understand the meaning of a word or phrase, have them look for a definition in sentences around the unknown word or phrase. WORD RECOGNITION Multisyllable Words Draw students attention to the word coloration on page 42. This book contains many words with several syllables. As you come across them, you can break the word apart to help you read it. What word part do you see in coloration? I see the suffix tion. What is the root word? color Let s work together to break the word into syllables. Say the syllables with me: col-or-a-tion. What do you think this word means? the colors or patterns on an animal Now look at the third paragraph on page 42. Does your meaning make sense? RF.3.3c WORD RECOGNITION Multisyllable Words MONDO BOOKSHOP GRADE 3 9

Name Date Comprehension: Ask and Answer Questions Write three questions you have about insects. Then answer your questions using information from Insects. Question: Answer: Question: Answer: Question: Answer: Mondo Publishing Score: 10 INSECTS

Name Date Collecting Text Evidence Why is the head of a grasshopper different from the head of a butterfly? Describe the differences and explain why these body parts are different. Use this chart to collect evidence. Pay close attention to both the text and the illustrations as you take notes. Remember to include the page numbers as you take notes. Details About the Head of a Grasshopper Details About the Head of a Butterfly Mondo Publishing Score: MONDO BOOKSHOP GRADE 3 11

Name Date Writing Task: Informative First Draft Look at the evidence you collected and think about a topic related to insects that is most interesting to you. Then write an informative report explaining this topic. Choose key details to include in your report. Make sure your facts are accurate, but use your own words to explain the topic. REMEMBER: A well-written informative report 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 Mondo Publishing Score: 12 INSECTS