Guided Reading REPORT 870L Shipwreck Ecosystems Written by Judy Miller Key IDEA Shipwrecks can create new, important ecosystems in the ocean. LITERACY STANDARDS ADDRESSED IN THIS PLAN ISBN 978-1-62889-617-6 RI.4.1* RI.4.6* RI.4.8 RI.4.9 RI.4.10 RF.4.3a RF.4.4c MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Ask and answer questions to determine understanding of a text, referring to the text as the basis for the answers, both explicit and implicit. *standard adapted from another grade MAIN FOCUS Craft & Structure Sessions 2, 3 Identify author s point of view about the topic and determine if there is a bias. Distinguish their own point of view and determine if the author s arguments are fair or unfair. *standard adapted from another grade MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 3 Explain how an author uses reasons and evidence to support particular points in a text. MAIN FOCUS Integration of Knowledge & Ideas Session 3 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. 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, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Phonics & Word Recognition Additional Instruction Use combined knowledge of letter-sound correspondences, syllabification patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of context. Fluency Session 2 Use context to confirm or self-correct word recognition and understanding, rereading as necessary. syllabic words in context and out of context. SL.4.1c L.4.4a L.4.4c L.4.5a W.4.1 W.4.8* Comprehension & Collaboration Sessions 1, 2, 3 Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. Vocabulary Acquisition & Use Session 2 Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Vocabulary Acquisition & Use Session 1 Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. Vocabulary Acquisition & Use Additional Instruction Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. Text Types & Purposes Writing Task Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 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.4.9 Research to Build & Present Knowledge Session 1, 2, 3 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.4.10 Range of Writing Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. Mondo Bookshop Grade 4 1
Session 1 Shipwreck Ecosystems Learning Focus RI.4.1* Students read closely to ask and answer questions to determine understanding of a text. They cite text evidence as the basis for the answers. PREVIEWING THE TEXT 5 minutes Read the title and author credit with students. Today s text is Shipwreck Ecosystems by Judy Miller. Who would like to share some questions they have about this text? How can a shipwreck be an ecosystem? Do fish like to live in shipwrecks? It does sound like this text is about fish living in shipwrecks. What evidence gives you that idea? The title and the photos tell us that. What would you like to find out by reading this text? How can fish live in an old shipwreck? Are shipwrecks good for the ocean environment? Let s read to find out. ELL SUPPORT L.4.4 Vocabulary Support vocabulary such as sunken, shelter, and wreckage in context using the ELL vocabulary strategies in Getting Started. Corrective Feedback Have students closely reread page 29 to ask and answer questions. 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 to the end of page 29. Check on their application of the focus. Provide support if needed. The author says that shipwrecks do create new ecosystems. Try to keep this aspect of the text in mind as you read to the end of page 29.... What happens when a ship sinks in the ocean? It becomes a shelter for fish and other animals. Who would like to share something from the text that shows us this statement is true? The author tells us that fish and crabs hide from predators in the shipwreck. Yes. Let s keep reading to find out some other ways shipwrecks benefit animals in the ocean. 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 text segment to find out what information the author is telling readers. Our work today is to ask questions and look for answers about shipwreck ecosystems in the text. SL.4.1c DISCUSSION Collaborative COMPREHENSION SHARE When you reach the end of a section, review what has happened so far in the text. Note the most important events and details. 2 Shipwreck Ecosystems DISCUSSING THE TEXT 10 minutes Invite students to ask questions about how shipwrecks are helpful to ocean animals. Listen carefully to your classmates as we talk about the text so you can respond to what they say. Let s ask some questions about shipwreck ecosystems. Who has a question after reading page 30? How can a shipwreck be like a coral reef? Yes. Who can find information in the text that answers this question? Corals build on the wreckage and create a new coral reef. Who can tell us why this is important? It shows that the shipwreck is creating new homes for sea animals. Yes. Who else has a question after reading page 30? Are shipwrecks a good way to build new coral reefs?
It seems like they are, given the evidence in the text. We should look for more information on this topic as we read. Draw attention to the word limestone on page 30. Let s look at the word limestone on page 30. Does the text tell you what this word means? Not really. It tells us that coral reefs are made of limestone, but not what limestone is. Can anyone share a strategy for finding out the meaning of this word? We could look up the word in a dictionary or glossary. Yes. Consulting a dictionary or glossary is a great way to figure out the meanings of unfamiliar words. Confirm students good use of the focus and encourage them to keep it in mind whenever they read to ask and answer questions to determine understanding of the text. Students should also refer to the text as the basis for the answers, both explicit and implicit. Today we asked and answered questions to determine our understanding of a text. Keep the work we ve done 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. L.4.4c vocabulary Consult Reference Materials DISCUSSION TIP If possible, allow students to read or study required material before oral discussions. You might also want to give them a question to answer based on their reading or prior knowledge about the topic. CHOICE COMPREHENSION: ASK AND ANSWER QUESTIONS E-RESOURCE Formative Assessment Have students use the blackline master on page 10 to ask and answer questions. Review students answers as you evaluate their mastery of the learning focus. CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 11 to collect evidence that helps them answer the question: Why are coral reefs important to ocean ecosystems? Use evidence from the text to support your response. Review students answers as you evaluate their mastery of the learning focus. RI.4.1* COMPREHENSION Ask & Answer Questions W.4.8*, W.4.9, RI.4.1* WRITING Gather Information Mondo Bookshop Grade 4 3
Session 2 Shipwreck Ecosystems Learning FOCUSES RI.4.1*, RI.4.6*, RI.4.8 Students return to the text to read closely and ask and answer questions to determine understanding of a text, referring to the text as the basis for the answers. They will identify the author s point of view and determine if it is fair or unfair, and cite text evidence to support the author s point of view. COMPREHENSION SHARE When you are explaining what the text says, make sure to use the words the author wrote so you are telling exactly 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 quickly review our discussion from the last session. We talked about how shipwrecks can create new ecosystems in the ocean by providing a place for sea animals to live. READING THE TEXT CLOSELY 10 minutes Explain the learning focuses. Invite students to reread the selection. Check in to see how well they have understood the focuses. If you are satisfied that students can apply them, have them reread the balance of the selection. If not, provide corrective feedback as suggested on page 2 of this plan. Today as we reread, we re going to think about the author s point of view. Let s reread page 32 silently. Remember to look for evidence of how the author feels about the topic.... Who will share what they think is the author s point of view about shipwrecks? She thinks they are helpful to the ocean animals. Let s have an example of how the author gets this point of view across to readers. On page 32, she says that artificial reefs provide breeding grounds for fish. Does the author present any other point of view? Yes. She says that some people worry that shipwrecks might pollute the ocean. Does anyone have any questions they would like to ask about the author s point of view? Does she provide evidence to show that her point of view is a good one? Draw students attention to how the author uses evidence to support points in the text. On page 30, the author says that natural coral reefs are in danger. What evidence does she provide to support this statement? She gives reasons why coral reefs are in danger. Who can share some of these reasons? She says that pollution and ocean warming cause reefs to die. Fishermen and divers also damage coral reefs. Yes. The author provides specific evidence to support the statements in the text. It is important to look for evidence when you read informational text. Let s look for more examples of statements and evidence as we read the rest of the text. Focus on how the author describes events on page 32. What does the author tell us on page 32? The author tells us that people put shipwrecks into the ocean on purpose. Who can share whether the author thinks this is a good idea? She does, because shipwrecks create artificial coral reefs. 4 Shipwreck Ecosystems
Who would like to share if they think the author is supporting her point of view with this information and why? She is supporting her point of view because she explains why creating artificial reefs is good for the environment. Yes. As we read, let s think about how the author expresses her point of view and provides evidence to support it. 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 Guide a discussion in which students identify how information presented in illustrations helps them better understand the text. Look at the first picture on page 31. What does this picture show? It shows barnacles on a reef. Can anyone share some information we learn by looking at the picture? We learn that sea animals live on reefs. The author tells us coral reefs are important in the text, and the photographer also shows us this information in pictures. As you read, look for more photographs that give us important information about what is happening. Continue the discussion, focusing on information in the text and photographs. Who d like to give another example of how a photograph gives us information? The picture on page 32 shows divers exploring an artificial reef. How does this information help support the author s statements in the text? It shows divers enjoying an artificial reef, just like the author says they do on page 32. So this author included some specific information about why artificial reefs are important, and the photographs support this information by showing divers exploring a reef. Draw students attention to the word habitat on page 29. Let s look at the first paragraph on page 29. The sentence says that the artificial reef provides a habitat for living things. How can we find out what the word habitat means? If we keep reading, we see that the author talks about animals living in the shipwreck. That makes it sound like a habitat is a place where animals live. Yes. The author provides information that helps us understand the word habitat. As we read, we should look for ways context can help explain an unfamiliar word or phrase. Let s keep reading and see if we can find more context clues. Help students understand the benefits of building on others comments in conversation. We ve shared our thoughts about how the author gives us information and supports it with specific details. We also talked about point of view. When you discuss texts like this one, people might have different points of view. Why do you think it is important to listen to them? SL.4.1c DISCUSSION Collaborative COMPREHENSION SHARE As you read, decide what the main ideas are. Look for details that support the main idea. L.4.4a VOCABULARY Using Context Clues Mondo Bookshop Grade 4 5
People might have a different opinion about a subject than I do. If I listen to them, I might understand a different point of view and learn something new about the topic. This might help me change my point of view or learn to respect their opinion. 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.4.4c FLUENCY Accuracy W.4.8*, W.4.9, RI.4.1* WRITING Gather Information RI.4.10 READING Independent CHOICE FLUENCY FOLLOW-UP Fluency Practice Guide students to read with sufficient accuracy and fluency to support comprehension. Model the use of changing inflection depending on whether the text is narrative or interrogative. Read the third paragraph on page 32 aloud twice: once all the way through using the same inflection for each sentence, and once changing inflection for the question that begins the paragraph. Have students tell which is easier to understand. Then have them work with a partner to read the page. CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 11 to collect evidence that will help them answer one of the following questions: Why are coral reefs important to ocean ecosystems? or How can introducing objects or animals to an ecosystem change it for the better? Students may need multiple copies of the organizer. Review students collected evidence as you evaluate their mastery of the learning focuses. CHOICE CROSS-TEXT READING: INDEPENDENT OR GUIDED In preparation for Session 3 (teacher s choice), have students read the short text selection Return of the Gray Wolf on page 33 of the Themed Text Collection. Remind students to think about the learning focuses from prior sessions as they read. Before our next session together, I would like you to read Return of the Gray Wolf on your own. As you ve done before, pay close attention to how the author shows and supports her point of view in the text. 6 Shipwreck Ecosystems
Session 3 Shipwreck Ecosystems and Return of the Gray Wolf Key Idea Introducing objects or animals to an ecosystem can change it for the better and help animals that live there. 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 texts. We have learned a lot about ecosystems. Who would like to share a way shipwrecks are creating new ecosystems in the ocean? They provide places for ocean animals to live. Who will share another way shipwrecks create ecosystems? They can replace coral reefs by creating artificial reefs. Who would like to explain why this is so important? Many animals depend on coral reefs for food and shelter. LEARNING FOCUSES RI.4.1*, RI.4.6*, RI.4.8, RI.4.9 Students compare and contrast texts to read closely and ask and answer questions to determine understanding of a text. They cite text evidence as the basis for the answers. They will identify the author s point of view and explain how the author uses evidence to support points in the text, and compare information across two texts. CROSS-TEXT ANALYSIS 10 minutes Guide students to compare and contrast the two texts. Let s think about the two texts we read and what we learned about ecosystems. Let s compare the points of view of both authors in these texts. What was the author s point of view in the first text? She thinks using shipwrecks to create ecosystems is good for the environment. And what point of view did the author of the second text have about reintroducing gray wolves to Yellowstone? She thought it was a good idea because the wolves restored balance. It s helpful to think about an author s point of view as you read informational texts. Authors can have different points of view about a subject, but it is important for them to provide evidence to support their point of view. It s also important for you as readers to develop your own point of view about a topic as you learn more about it. Guide students to synthesize information across both texts. The analysis should lead to connections and new understandings based on both texts. Let s discuss the two texts together to help 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 both texts show how adding something new to an ecosystem can change it for the better. I also noticed that both authors mention opinions that don t agree with their own. It s important to take other opinions into account when you are learning about a topic because they give more information to form your own opinion. SL.4.1c DISCUSSION Collaborative Mondo Bookshop Grade 4 7
INTEGRATING THE LEARNING 10 minutes Invite students to integrate the information from both texts and concisely state the big ideas across both texts. 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? Both texts explain how adding something new to an ecosystem can help the animals that live there. 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 asked and answered questions about information. We identified the authors points of view and looked for evidence that supported their opinions. W.4.8*, W.4.9, RI.4.1* 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 the texts. Then invite them to write a response to one of the questions: Why are coral reefs important to ocean ecosystems? or How can introducing objects or animals to an ecosystem change it for the better? Remind students to make good use of text evidence they ve collected to support their main points. CHOICE Writing Task: Opinion W.4.1 writing Opinion E-RESOURCE Summative Assessment Review with students what makes a strong opinion piece. Students will work independently to write an opinion paragraph about changing an ecosystem. Guide them to use page 12 as they draft their writing task. Students may wish to share their paragraphs. Now that you ve collected lots of evidence about how shipwrecks create new ecosystems, let s write an opinion piece about how you feel about this topic. These opinion pieces will answer the question: Do you think it is a good idea to create an artificial ecosystem? Use details from both texts to support your answer. Let s quickly review what makes a strong opinion piece before we get started. We need a clear statement of what we think, which is our opinion. Then we need to provide evidence to support our point of view. Then we say what we think again. Remember that you re stating your opinion, so you have to support any statements you make to convince people to agree with your opinion. You ll need to be very organized and clear in your writing. 8 Shipwreck Ecosystems
CHOICE Additional Instruction Optional Guided Reading: Return of the Gray Wolf Prior to Session 3, for students needing additional guidance, you may want to conduct a guided reading lesson with the short text, Return of the Gray Wolf. 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 our first text. We will pay close attention to the information the author gives us. We ll do this by asking and answering questions about the text. Try to notice the author s point of view about the topic and how she supports her statements. RI.4.1*, RI.4.6*, RI.4.8 COMPREHENSION Ask and Answer Questions CLOSE READING OPTION: A UNIQUE ECOSYSTEM 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 before returning for a small-group discussion. RI.4.10 READING Independent Vocabulary Metaphors Discuss with students how to understand the meaning of metaphors in this text. On page 31 of Shipwreck Ecosystems, the author says an area off the coast of North Carolina is called The Graveyard of the Atlantic. Who can share why this area might be called that? So many ships sank there that the area is like a graveyard for ships. Yes. This is an example of a metaphor. The author uses a descriptive phrase to explain what a place is like. How can a metaphor help us find information? It compares something to create an image that describes what the place or thing is like. Yes. Who can share information in this paragraph that helps us understand what The Graveyard of the Atlantic means? The ocean floor is littered with the remains of more than 1,000 ships. Yes. Metaphors are another way authors convey information to readers. L.4.5a VOCABULARY Metaphors VOCABULARY TIP Have students keep a section of their notebook to write groups of content-specific words from their reading. Have them write a brief definition of each word for reference. Word Recognition Decoding Words Help students use strategies to decode words they don t know. Look at the word replacement on page 30. How can we decode this word? We can look for parts of the word that we do know. Who would like to identify the words parts so we can decode the word? Re- means to do something again. Replace could mean finding a new place. So replacement is when something takes the place of something else. Yes. Looking at the parts of the word to find prefixes, roots, and affixes is a great strategy for decoding unfamiliar words. Let s look for more words we don t know and use that strategy to decode them. RF.4.3a WORD RECOGNITION Decoding Words Mondo Bookshop Grade 4 9
Name Date Comprehension: Ask and Answer Questions There are many details in Shipwreck Ecosystems that are explicit and many that are implicit. Use this organizer to ask yourself questions about the information in the text. Write answers to your questions and circle whether each answer was explicitly told to you in the text or was implied. Question 1: Answer: Explicit Implicit Question 2: Answer: Explicit Implicit Question 3: Answer: Explicit Implicit Mondo Publishing Score: 10 Shipwreck Ecosystems
Name Date Constructed Response: Collect Text Evidence Check which question you are answering. Write details from the text and illustrations that help you answer the question. Be sure to include page references. You may need more than one copy of this sheet. Why are coral reefs important to ocean ecosystems? How can introducing objects or animals to an ecosystem change it for the better? Details from Text Details from Illustrations Page Number Mondo Publishing Score: Mondo Bookshop Grade 4 11
Name Date Writing Task: Your First Draft Do you think it is a good idea to create an artificial ecosystem? Support your opinion with reasons and details from the text and illustrations. REMEMBER: A well-written opinion paragraph includes: Beginning: strong opening sentence that tells your opinion clearly Middle: o at least three reasons and details that support your opinion o you may use linking words like and, because, and also to talk about your reasons Ending: closing sentence or two that restates your opinion Mondo Publishing Score: 12 Shipwreck Ecosystems