Introduction Across Bend I, you and your students will launch into a research study, researching plants and their adaptations, as well as other specific topics related to plants. As students read multiple texts about a plant topic, they’ll learn academic, social, and emotional skills and strategies that will help them research any topic well. They’ll also gain extensive knowledge and vocab- ulary around their topic. Student research topics : Across the bend, students will work in research groups, reading from a nonfiction text set on their roughly-right levels. We suggest you organize those text sets into topic bins. For some topics, you may offer a lower and higher level bin, which could be merged if you prefer more heterogeneous groups. In both Bends I and II, each group will study a topic related to plants. In the online resources, we’ve provided suggestions for possible topics, as well as recommended titles you can use to curate text sets. For each text set, we have also provided start-here texts you can print and duplicate. These texts orient students to the big ideas and key vocabulary for a topic. Teacher research topic : You will study plants and their adaptations. Your primary source will be Plants in Different Habitats by Bobbie Kalman, which is an accessible, well-organized text. Across the unit, you’ll also read other related books on plants. Bend I: Strengthen Nonfiction Research Skills: Researching Plants Minutes Session 1 Session 2 Session 3 Session 4 Reading Workshop 45 min. Access Prior Knowledge About Your Topic Before Starting to Read Preview the Text to Determine What It Will Teach and How Use Teaching, Acting, and Gestures to Solidify Learning Use Sketching and Writing to Take Notes
Read-Aloud and Close Reading 15–20 min. Word Study 15 min.
Introduce the Topic of Plant Adaptations, and Begin to Read The Forest Keeper , pages 1–22 Introduce R-Controlled Syllables and Read Words in Isolation
Finish The Forest Keeper , Including the Back Matter, and Determine Main Ideas
Preview Plants in Different Habitats , and Begin to Read It
Read Plants in Different Habitats with a Focus on Different Kinds of Habitats
Read a Decodable Text with a Focus on R-Controlled Syllables Practice Using New Words: “Which One?” and “Idea Completion”
Spell Words with R-Controlled Syllables
Introduce Consonant -le Syllables and Read Words in Isolation Use New Words to Play “When Would…?” and “Which One?”
Vocabulary 5 min.
Start a Collection of Content Words about Plants
Add New Words to a Content Word Collection
Session 5
Session 6
Session 7
Reading Workshop 45 min. Read-Aloud and Close Reading 15–20 min. Word Study 15 min. Vocabulary 5 minutes
Learn from the Text and the Text Features
Word Consciousness: Develop a Content Word Collection Close Reading Using a Complex Passage from Plants in Different Habitats Spell Words with Conso- nant -le Add New Words to a Content Word Collection
Elaborate on Learning to Help Knowledge Stick
Compare and Contrast Key Excerpts from Plants in Different Habitats , in Partnerships Read a Decodable Text with Consonant -le Sort Content Words Into Categories, and Generate Related Vocabulary
Add to and Revise Your Plant Adaptations Concept Map
Learn High-Frequency Words: Yourself, Everything Assess Readers’ Control of New Words
Across this bend, you’ll teach students how to build knowledge through research . You’ll also support students as they orient to texts .
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Bend I • Strengthen Nonfiction Research Skills: Researching Plants
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