Bend I Session 4: Read Plants in Different Habitats with a Focus on Kinds of Habitats
“Did you notice that the author taught us information through a sequence—spring, summer, fall (or autumn), and winter? “When the text structure is clear, like it is in this section, we can use the text structure to help us retell what we learned. In this case, we can summarize in a sequence, telling what happened in each season. Give that a try right now. With your partner, explain how broad- leaved plants adapt to their environment in each season.” (In the spring, there are more nutrients in the ground, so broadleaved trees start to grow leaves. In the summer, plants become taller so they can access more sunlight. In the fall, plants shed their leaves to save energy. In the winter, plants are dormant so they can save energy.) Ask students to preview pages 14–15, then read them aloud and use the text’s structure to summarize. “Preview this next section, ‘Tropical rainforest plants,’ with your partner.” Read aloud “Tropical rainforest plants” on pages 14–15. “Did you hear a problem and a solution in this part? Yes, we learned problems plants in the tropical rainforest face, as well as possible solutions. Let’s use the structure of this section again to summarize what we just learned. “We could start by naming a problem. Maybe, ‘One problem is that vines in a tropical rainforest have trouble getting sunlight.’ Then you could say, ‘A solution…’ and give the solution. Try that right now. “With your partner, try to name another problem plants in the tropical rainforest face, as well as the solution.” Preview pages 18–19, and then read them aloud, emphasizing a key term. Display pages 18–19: “You know what to do!” Use the all-call signal. “Yes, preview with your partner.” Read aloud ‘Desert plants’ on pages 18–19. “The author writes that plants called living stones have camouflage . Based on what we just read, what does that term camouflage mean?” After students talk, point out the definition in the text. Add the word camouflage to the Vocabulary Word Wall. AFTER READING Invite students to reflect on the habitats they’ve studied today. “Readers, we learned about so many different habitats today, as well as the plants that live in them. With your partner, talk about one habitat we studied today. Which habitat was the most interesting or unique to you? Why?” “Tonight, think about the habitats around our school. See what you notice about the plants in those habitats and the ways they are adapted to their environment.”
There are many academic words that describe a text’s structure. Consider preteach- ing these words to students so that they can engage fully in this work.
Focus Standards z Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. CCSS.ELA.LITERACY.RI.3.3 z Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse part- ners on grade 3 topics and texts , building on others’ ideas and expressing their own clearly. CCSS.ELA.LITERACY.SL.3.1
BEFORE READING Engage students in a conversation about the habitats that exist in or near your school. “Yesterday, we started learning about different habitats that plants can live in, and we learned a tiny bit about a lot of different habitats. For a minute, with your partner, will you try to describe what the habitat is like right by our school?” Highlight a type of habitat near your school. Ideally, post a photo of it. Invite students to discuss what they already know about that habitat. If your school has multiple habitats nearby, you might highlight two or three habitats before inviting students to recall their prior knowledge about each. Set a purpose for reading: to learn about adaptations that help plants survive in different habitats. “Today, we’ll continue reading Plants in Different Habitats . We’ll dive into the sections we identified yesterday, learning more about each habitat and the special ways that plants within that habitat are adapted to help them survive. Let’s get started.” DURING READING Invite students to preview a section, then read that section, and discuss the main ideas. Repeat for pages 10–11, 12–13, 14–15, and 18–19. Today, we suggest you read aloud the following sections. You might add additional sections that relate to local habitats. Channel students to preview pages 10–11, then read aloud the pages, and pause to discuss main ideas. “Look at the headings, subheadings, and any visuals, and discuss with your partner what this section will teach and how it will likely teach that information.” Read aloud pages 10–11: “Did you spot a pop-out sentence, one that really sums up the main idea of this section? Me too! Thumbs up if you agree that this could be the pop-out sentence: ‘Conifers are suited to their cold habitats.’ One way to check is to see if there’s evidence in the other sentences to support this idea in the text. Check right now with your partner.” (Yes, the other sentences fit with the pop-out sentence. They say that cones protect seeds from the cold. The waxy coating on the leaves helps the plant hold onto water. And the tree’s shape keeps the branches from breaking.) Ask students to preview pages 12–13, then read them aloud and use the text’s structure to summarize. “Preview this next section, ‘Broadleaved forest plants,’ with your partner.” Read aloud ‘Broadleaved forest plants’ on pages 12–13.
Listen for these problems and solutions: Problem: Epiphytes do not grow in soil. Solution: Epiphytes can use their roots to take water and nutrients from the moist air. Problem: The soil in a tropical rainforest does not have many nutrients. Solu- tion: Roots spread sideways so plants can get all the nutrients at the top of the soil.
If students need additional support orienting to the text and using text features to glean what the text might teach, you might decide to explicitly model the process you use to orient to the text again for students.
82
83
GRADE 3 • Unit 2 • Let’s Gather
Unit 2 • Book 2 • Plants in Different Habitats
Made with FlippingBook flipbook maker