1. Reading Objectives: Close Reading
Unit: 1 Lesson: 5
Module: B
Objectives:
Analyze key words and phrases in informational text. RI.4.4
Engage in discussion and express ideas clearly. SL.4.1
Today we will be doing a
Close Reading
of pp. 17–19.
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:
Authors use organizational structure, specific word choice, and evidence when explaining a topic.
We are going to analyze the author’s
specific word choices on pages 17–19 of Skeletons Inside and Out.

3. Let’s Get Engaged!
Preview the section “Reptile and Amphibian Skeletons” from Skeletons Inside and Out. Look at the section title, the sidebar titles, and the visuals and captions to identify what this section might be about (skeletons of different reptiles and amphibians). Next, skim the text to identify possible key words and phrases.
In this lesson we are going to look at key words and phrases to determine how they explain the topic and concepts of the text.

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:
What are some words and phrases the author uses to describe amphibians and reptiles in this part of the text?

5. Close Read Remember to look for key words and phrases that help to
explain ideas in scientific texts. Support your answers with
evidence.
1. What words and phrases does the author use to describe reptile and amphibian skeletons? Point to these words in the text.
2. What makes a crocodile’s tail so strong? Show me where you found that information in the text.
3. Why would scientists want to compare the bones of animals that lived in the past to the bones of animals living today?
4. How does the photograph of the frog and the diagram of the frog’s skeleton on page 19 help you understand the description about frogs in the text?

6. Find and read sentences from the text with the above vocabulary words.
Benchmark Vocabulary
Vocabulary
• sturdy, p. 17
• fossils, p. 17
• ancient, p. 17
• detach, p. 19
Find and read sentences from the text with the above vocabulary words.
Vocabulary Quick Check 
Practice:
Use p. 64 in the Reader’s and Writer’s Journal to show contextual understanding of the Benchmark Vocabulary.

7. Text Talk Author’s Word Choices
Focus students on analyzing the author’s particular word choices and how those word choices shape meaning.

8. Text Talk Author’s Word Choices
Let’s look at page 18 where the author uses the words “remarkable reptiles.” I’m going to write reptiles in the first box of my graphic organizer. I am going to write remarkable in the second box. Now, I will try to figure out why the author chose the word remarkable. I see that “remarkable reptiles” sounds good since both words begin with the letter r. This is a form of figurative language called “alliteration.” I will write alliteration in the third box.

9. Discussion Routine Reading Quick Check 
Identify other vivid words the author uses to describe amphibians and reptiles.

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 to analyze how an author’s word choices
shape meaning. Today as you are reading, take note of
word choices the author uses in the book. Make a list of
these words. Write notes on how each word helps the
reader determine meaning.

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.
LANGUAGE ANALYSIS SUPPORT:
For students who struggle with understanding the author’s word choices in Skeletons Inside and Out.
LANGUAGE ANALYSIS EXTENSION:
For students who easily understand the author’s word choices in Skeletons Inside and Out.

13. Informative/Explanatory Writing
Research a Topic
Objectives:
Conduct research in order to write informative/explanatory text. W.4.7

14. Writing Let’s Set a Purpose!
Good writers use multiple sources to research a topic. When gathering data to learn more about a chosen topic, students may use authoritative, reliable print sources, such as encyclopedias, almanacs, atlases, newspapers, or magazines. These resources may also be found online. For example, a print map will show basic, one-dimensional features, but an interactive map will show movements and relationships. Reliable online sites often end with .gov or .edu in their address.

15. Strategies for researching a topic:
• Narrow your topic and determine what details you want to research.
• Make a list of types of sources that will contain relevant information.
• For online research, brainstorm a list of keywords.
• As you read sources, take notes on important information about your topic. Keep track of which sources contain which information.
• Incorporate domain-specific vocabulary and definitions into your notes.
• Determine how to best combine research from multiple sources to support your ideas.
• In your writing, use your own words to describe the information you learned.
• Always credit your sources.

16. Writing Teach and Model
Writers of informational texts use information from multiple sources but put it together in a way that will make sense to the reader. Writers don’t put all the information from a particular source together; rather, they put together all the information about a particular topic or idea.

17. Look at the following model:

18. PREPARE TO WRITE
You will be choosing an animal to research. Remember that reliable, authoritative sources include reference works, books published by university presses, newspapers, and websites that end in .edu or .gov. Be sure to locate authoritative sources.
My topic is mountain lions. I know that some zoos have mountain lions. I add the keyword “zoo” to my search to find websites of well-established zoos.

19. TAKE NOTES
Record source information and use quotation marks for direct quotes. Whether you use direct quotes or paraphrase, you must always credit your sources.
My source says: “The Florida Panther is endangered, with only about 50 cats left.” If I use those words exactly in my writing, I must put quotes around the text. If I prefer to paraphrase, I can write: “One endangered mountain lion is the Florida Panther. Experts estimate that there are 50 of this species left.” Either way, I must cite my source.

20. ORGANIZE INFORMATION
You should organize your information to identify the most relevant details about your subject. You should be prepared to write a paragraph that clearly introduces your subject and provides a few relevant details about it.

21. Independent Writing Practice
Choose an animal to research using two or three reputable sources. Take notes as you research. After researching, write and illustrate a paragraph summarizing the information. You may paraphrase or directly quote your sources and provide citations as needed.