1. Reading Objectives: Close Reading Analyze visuals. RI.4.7
Unit: 1 Lesson: 4
Module: B
Objectives:
Analyze visuals. RI.4.7
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. 15–16.
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?

2. Enduring Understanding:
Building Understanding
Let’s Set the Purpose!
Enduring Understanding:
Readers use information presented in different ways and from different sources to understand a topic.
We are going to focus on analyzing how the author uses pictures, diagrams, and other visuals to support topics in the text.

3. Let’s Get Engaged!
Look at the illustrations and photographs on pp. 15–16 of the text, and read the captions to identify the information this section of text might include. Next, skim the text to see how the diagrams and illustrations support the main topic on each page.
In this lesson we are going to learn how readers use clues from the visuals to help explain the topic.

4. Reading Routine Turn and Talk:
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:
According to the diagrams, how are birds and bats the same as each other? How are they different?

5. Close Read
Remember that good readers use the visuals to understand
concepts in informational texts. Support your answers with
evidence.
1. According to details from the text and the illustrations, how do their skeletons help birds and bats to fly? Show me where you learned this information in the text and visuals.
2. How do bird and bat skeletons help them with eating?
3. What do you learn when you compare and contrast the diagram of the bat skeleton with the diagram of the bird skeleton? Point to the diagrams containing this information.

6. Find and read sentences from the text with the above vocabulary words.
Benchmark Vocabulary
Vocabulary
• vary, p. 16
• hollow, p. 16
Find and read sentences from the text with the above vocabulary words.
Vocabulary Quick Check 
Practice:
Use p. 62 in the Reader’s and Writer’s Journal to show contextual understanding of the Benchmark Vocabulary.

7. Text Talk
Visuals
Visuals may include charts, graphs, diagrams, photographs, and illustrations. Visuals often contain text in the form of labels or captions. Authors often use visuals to better explain information in the text or to add more information for the reader.

8. Text Talk
Visuals
Let’s look at page 15 where the author describes bat wings. I write this description on the left side of my T-chart. Then, on the right side, I record what I see in the diagram. I see four long fingers and I also see a thumb.

9. Discussion Routine Reading Quick Check 
Discuss details and examples from the text and visuals that support your ideas.

10. 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.

11. 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 visuals can better explain information in a
text or add new information. Today, as you read, notice the
visuals in your book. Are there photographs, illustrations,
charts, or diagrams? Write notes on what the visuals add to
the text. If there are no visuals, write notes on what visuals
might be helpful to add to the book.

12. 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.
FLUENCY:
For fluent reading accountability.
READING ANALYSIS SUPPORT:
For students who struggle with understanding how visuals convey information in Skeletons Inside and Out.
READING ANALYSIS EXTENSION:
For students who understand how visuals convey information in Skeletons Inside and Out.

13. Use Visuals to Support a Topic
Informative/Explanatory Writing
Use Visuals to Support a Topic
Objectives:
Use visuals to support a topic. W.4.2.a

14. Writing Let’s Set a Purpose!
Informative/explanatory writing should be supported with facts and details. Writers may also use photographs, illustrations, diagrams, or maps to help explain a topic. Review the different types of visuals a writer might use along with the text that would help explain it. For example, the writer of Skeletons Inside and Out includes illustrations that are clearly labeled and that help readers visualize and understand skeletons.

15. Elements of strong visual usage:
• Visuals aid reader comprehension of informative texts.
• Unfamiliar or difficult scientific concepts may be clarified through the use of photographs or diagrams. Such visuals help readers picture what is being described and add information to the text.
• Writers often use charts and graphs to organize information such as facts, numbers, or statistics. These may use less space than text descriptions and can make information easier to understand.

16. Writing Teach and Model
Before adding visuals, writers determine what information will be provided in text. Parts of the text that require clarification or that can be enhanced with additional information are then supplemented with visuals. Make sure you understand that a writer does not always provide the visuals, but often describes what they should be. For example, a writer might describe a picture and then have an illustrator draw it.

17. Look at the following model:

18. PREPARE TO WRITE
Today you will be summarizing a text and including a visual or a multimedia component as part of the summary. Remember that a summary uses your own words and tells the main ideas and most important details in the text.
You may choose to include different types of visuals, such as illustrations, charts, or graphs. You can use the Internet to familiarize yourself with more examples of visuals, such as photographs, that you are not able to produce yourself.

19. PREPARE TO WRITE For example:
If my prompt tells me to write about four different types of birds and include visuals, I might decide to include photographs of the four birds. That way, my reader can see what the bird looks like, and I can use the text to discuss other non-visual details like where it lives and what it eats.

20. BRAINSTORM IDEAS
You should list several ideas of ways to respond to the prompt before you begin your response. Looking at examples of visuals in model texts is a good way to get inspiration. You can combine the best parts of a few different examples to make a product that meets the criteria for the assignment.

21. BRAINSTORM IDEAS For example:
If I am asked to write about four different types of birds, I can start by making a list of birds I know about. I can choose four of those. Or, I can look at books or on the Internet to find out about birds that live in different environments.

22. CREATE THE VISUAL
The visual you create should add to the information in the text. It may help readers to visualize what is being described, or it may provide extra information that adds to what is said in the text.

23. Independent Writing Practice
Write an informative/explanatory paragraph summarizing information from Skeletons Inside and Out. Choose to write about either bat skeletons or bird skeletons. With your short summary paragraphs, you should include an illustration based on the one found in the text. Include labels pointing to key features of the illustration.