Reading Objectives: Close Reading Unit: 1 Lesson: 3 Module: B Objectives: Analyze craft and structure, including author’s word choices. RI.4.5 Explain concepts from scientific texts. RI.4.3 Compare and contrast key ideas and details from a text. RI.4.2 Today we will be doing a Close Reading of pp. 11–14. Essential Questions: How do readers summarize ideas by using clues from both text and supporting visuals? How do authors research and use ideas from informational texts?

Enduring Understanding: Building Understanding Let’s Set the Purpose! Enduring Understanding: Authors use organizational structure, specific word choice, and evidence when explaining a topic. We are going to read to see how the author uses specific word choices to explain the topic.

Let’s Get Engaged! Look at the illustrations and photographs on pp. 11–14 of “Mammal and Bird Skeletons,” and have them read the captions to identify the information this section of text might include. In this lesson we are going to learn how authors choose words to help them clearly express their ideas.

What are some key words the author uses to describe mammal skeletons? Reading Routine You should be reading for an understanding of what the text is mainly about. Turn and Talk: Turn to a partner and discuss these questions using examples from the text: What are some key words the author uses to describe mammal skeletons?

Find and read sentences from the text with the above vocabulary words. Benchmark Vocabulary Vocabulary • survive, p. 11 • spongy, p. 13 • ability, p. 14 Find and read sentences from the text with the above vocabulary words. Vocabulary Quick Check  Practice: Use p. 58 in the Reader’s and Writer’s Journal to show contextual understanding of the Benchmark Vocabulary.

Text Talk Author’s Word Choices Authors often use signal words to compare or contrast things in the text. Use the model to focus on these sentences: “Unlike cats, whales’ skeletons are built for gliding under water” and “Instead of paws, they have hands with fingernails and opposable thumbs.” I am looking at this sentence on page 11: “Unlike cats, whales’ skeletons are built for gliding under water.” In this sentence, the word unlike means “different.” The word unlike is a signal word. It tells us about the type of information the author is presenting. It signals that the author will present information that contrasts whales and cats, or tells how they are different.

Text Talk Author’s Word Choices Now I am going to look at the second sentence on page 12: “Instead of paws, they have hands with fingernails and opposable thumbs.” I know from the previous sentence that this sentence is talking about chimpanzees. The author uses the signal word instead to contrast chimpanzees. When I read the rest of the sentence, I see that chimpanzees are being contrasted with animals that have paws, like many other mammals.

Discussion Routine Reading Quick Check  Reflect on what is being compared and why the author chooses to compare these things.

Close Read Remember authors choose specific words to help explain a topic. Support your answers with evidence. 1. How do animals’ skeletons affect the way different animals move? Use specific words from the text to explain your response. 2. How do the photographs and illustrations add to the text? 3. Based on your understanding of how mammal skeletons vary in shape and size, what might happen if elephants didn’t have strong neck vertebrae?

Small Group Time STEP 1: Focused Independent Reading It’s time to prepare to read your self-selected texts. Let’s take a look at the two focus points and make a plan for your reading. You will apply both focus points to your self-selected texts.

Small Group Time Select a book you think you will enjoy reading. STEP 1: Focused Independent Reading Select a book you think you will enjoy reading. We learned that authors use signal words such as like, unlike, and instead to signal that they are comparing or contrasting two things or ideas in the text. Today as you are reading, look for words that signal comparisons or contrasts. Place a sticky note next to each of these words.

Small Groups Small Group Options Activity STEP 2: Based on formative assessments of your progress, we’ll use the following options to provide additional instruction, practice, or extension as needed. Small Group Options Activity WORD ANALYSIS: For students who need support with this week’s Word Analysis skill. UNLOCK THE TEXT: For children who need support in accessing key ideas, key language, and key structures. CONFERENCE: With two or three children to discuss self-selected texts. CLOSE READING SUPPORT: For students who struggle with close reading. CLOSE READING EXTENSION: For students who are adept or excel at close reading.

Use Linking Words and Phrases Informative/Explanatory Writing Use Linking Words and Phrases Objectives: Write informative/explanatory texts. W.4.2 Use linking words and phrases in writing. W.4.2.c.a

Writing Let’s Set a Purpose! When drafting an informative/explanatory text, writers use linking words and phrases to connect reasons and evidence. These words help make writing flow smoothly and make writing easier to follow.

Writing Continued… Linking words can be used to show the relationships between ideas or events. In order to help readers understand these relationships, students should consider using linking words and phrases such as the following in their informative/explanatory writing: first, then, since, because, but, therefore, as a result, for that reason, not only . . . But also, however, and in contrast.

Writing Teach and Model Let’s look at some examples of linking words the writer uses in Skeletons Inside and Out, such as a result and also. Then examine how the writer of the text uses linking words to connect ideas…

Consider these guiding questions as you prepare to write: You will be writing a paragraph comparing the skeletons of two animals you have read about in the text. Before you begin writing your paragraphs, you should develop a plan for your writing. Consider these guiding questions as you prepare to write: •What two things am I comparing? •How are these things similar? How are they different? •What linking words and phrases can I use to show the similarities and differences between these two things? •What reasons might I give to support my opinion on the topic?

IDENTIFY SIMILARITIES AND DIFFERENCES To compare and contrast, you need to find similarities and differences between two things. Let’s look at similarities and differences between humans and chimpanzees based on the information on p. 12. As I look for similarities between humans and chimpanzees, I see that both have hands with fingernails and opposable thumbs. As I look for differences, I see that chimpanzees walk on all fours and use their arms and legs to balance.

ADD LINKING WORDS AND PHRASES Once you have found similarities and differences between two things, you can begin writing your comparison paragraphs. As you write, you should add linking words and phrases to show comparisons and contrasts. To explain how chimpanzees and humans are different, I can use the word but or the word however. I could say, “Chimpanzees walk on all fours, but humans walk on two legs.” I could also say the same thing in a different way: “Chimpanzees walk on all fours. However, humans walk on two legs.”

Independent Writing Practice Write a paragraph comparing and contrasting the skeletons of two animals you have read about in this section of the text. Use linking words and phrases as you provide details about the animals’ similarities and differences.