Session 6 Word Consciousness: Develop a Content Word Collection
Reading Workshop at a Glance Minilesson 8–10 min.
Nonfiction readers collect and learn the special words that help them understand the precise details of the topic. As they collect new words, students will learn the power of jotting those words, as well as sketches and labels that help them hold onto their words’ meaning. They will practice this work using excerpts from a read-aloud text. Students meet with a partner from their research group and share a new topic word they have learned, talking about the meaning of that word. The work time in this session helps you support kids in building networks between the new words they are learning, doing so in a way that helps solidify students’ understanding of the new words. Meanwhile, students continue to draw on all they have learned as they research their topics. Research groups take five minutes—you’ll time them— to hold a grand conversation about their topic, just as you’ve taught them how to do during read-aloud time. They are encouraged to build off of what other students say and to use topic words as they talk.
Mid-Workshop Teaching 3 min.
Work Time 25–30 min.
Share 5–7 min.
Focus Standards z Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. CCSS.ELA-LITERACY.RI.3.4 z Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. CCSS.ELA-LITERACY.RI.3.5 z By the end of the year, read and comprehend informational texts, including history/social studies, science, and techni- cal texts, at the high end of the grades 2–3 text complexity band independently and proficiently. CCSS.ELA-LITERACY. RI.3.10
GETTING READY
YOU WILL NEED… z to display your Vocabulary Word Wall, and be ready to add a new word card: sedges . z to display the anchor chart “Nonfiction Readers Research New Topics,” and add a new sticky note. z to display Plants in Different Habitats by Bobbie Kalman and Rebecca Sjonger. z to display the “Use Topic Words as You Talk” chart (see Share).
STUDENTS WILL NEED… z their research bins and reader’s notebooks.
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Bend I • Strengthen Nonfiction Research Skills: Researching Plants
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