®
Guided
Reading
Report
700L
Bang! Crackle!
Fizz!
Written by Audrey Carangelo
Key IDEA Chemical changes take place all around us. Some occur naturally without us
even realizing it, but others are created when humans take action. This book explains how
and why many of these changes take place.
LITERACY STANDARDS Addressed in This Plan
RI.3.3
RI.3.4
MAIN FOCUS Key Ideas & Details L.3.4a
Additional Instruction 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.
Use sentence-level context as a clue to the
meaning of a word or phrase.
L.3.4d Vocabulary Acquisition & Use Sessions 1, 2, 3 Use glossaries or beginning dictionaries, both
print and digital, to determine or clarify the precise
meaning of key words and phrases.
Craft & Structure Sessions 1, 2, 3 Determine the meaning of general academic
and domain-specific words and phrases in a text
relevant to a grade 3 topic or subject area.
RI.3.5
MAIN FOCUS Craft & Structure Sessions 2, 3 RF.3.3c Phonics & Word Recognition Additional Instruction Decode multisyllable words.
RF.3.4
MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 3 Describe the logical connection between
particular sentences and paragraphs in a text
(e.g., comparison, cause/effect, first/second/
third in a sequence).
ISBN 978-1-62889-188-1
RI.3.10 Range of Reading & Level of Text Complexity By the end of the year, read and comprehend
informational texts, including history/social
studies, science, and technical texts, at the high
end of the grades 2–3 text complexity band
independently and proficiently.
SL.3.1
Communication & Collaboration Sessions 1, 2, 3 Fluency Session 2 Use text features and search tools (e.g., key words,
sidebars, hyperlinks) to locate information relevant
to a given topic efficiently.
RI.3.8
Vocabulary Acquisition & Use Sessions 1, 2, 3 Read with sufficient accuracy and fluency to
support comprehension.
W.3.2
Text Types & Purposes Writing Task Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
W.3.8* Research to Build & Present Knowledge Sessions 1, 2, 3 Recall information from experiences or gather
information from provided sources to answer a
question.
*Standard adapted from another grade
W.3.10 Range of Writing Write routinely over extended time frames and
shorter time frames for a range of disciplinespecific tasks, purposes, and audiences.
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and
texts, building on others’ ideas and expressing
their own clearly.
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Session 1 Text Selection: pp. 4–7
Learning Focus
RI.3.3
Students read closely to
describe a relationship
between a series of scientific
ideas and concepts by
referring to specific evidence
in the text.
Key Idea: Text Selection Chapter 1 explains what chemical changes are and
why they are important. The beginning of Chapter 2 describes different
chemical changes that humans create on a regular basis.
PREVIEWING THE TEXT 5 minutes
Read the title and author credit with students. Then have them read the
back cover. Encourage students to look at the chapter titles and flip through
illustrations.
oday we will be reading a book that explains a scientific topic. Looking at
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the book cover and title, what do you think this book will explain?
chemical changes
pen the book and read the table of contents. What do you think we can
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learn from this book?
where to see chemical changes; how to make chemical changes
Those are good predictions. Let’s start reading to find out if you are right.
VOCABULARY
RI.3.4 Introduce the word
chemical to students and
invite them to share their
understanding of it. Together,
read the first paragraph on
page 4. Clarify the word’s
meaning based on the
reading.
READING THE TEXT CLOSELY 10 minutes
Explain the learning focus. Have students read page 4. Check their application
of the focus. Provide support if needed. Then have them read to page 7.
s we read today, we are going to pay close attention to the key facts and
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details the author gives us about chemical changes. Then, we will think about
how the ideas and concepts connect with each other. Who would like to
share a main concept, or idea, explained on page 4?
Chemical changes take place everywhere, not just in a science lab.
Who found details that support this concept?
Chemical changes cook our food, allow our medicine to work properly, and
help us digest food.
Who else has something to add?
They even help us breathe!
Can anyone make a connection between these ideas?
Without chemical changes, we wouldn’t be able to live. Every day, we need
to them to breathe, cook, and digest our food.
ou described a connection between chemical changes and their effect on
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our daily lives.
Corrective Feedback
Have students closely reread
the first pages to identify and
describe the main ideas and
supporting details. Encourage
them to silently reread,
stopping at key points to think
and talk together about their
understandings.
If you are satisfied that students can apply the focus, set the reading
assignment for this session If you are not, prompt students to return to page 4
to ask and answer more questions about this information.
y thinking carefully about how ideas connect, we can describe the
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relationship between scientific concepts in the text. As we continue reading
this book, think about how one idea or concept connects to another.
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DISCUSSING THE TEXT 10 minutes
Invite students to explain relationships between concepts and ideas. Encourage
them to cite evidence from the text as they contribute to the discussion.
SL.3.1 DISCUSSION
Collaborative
et’s continue to discuss the chemical changes explained in this book and
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make connections between the concepts. As we talk together, listen to each
other’s contributions so you can add to the discussion. Who has an idea
about how we can make these connections?
We can ask ourselves questions about how and why chemical changes
take place.
et’s get started. Who found another connection between the concepts
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explained on pages 4–5?
Chemical changes are permanent, so once something rusts it will never
change back to its original state.
What other connections can you make?
The Statue of Liberty isn’t really green. It just looks that way because
oxygen combined with copper to create a chemical change.
DISCUSSION TIP
You can keep discussions
interesting if you vary the
people students collaborate
with; have small group,
partner, or whole group
discussions; or vary the
number of people in a group.
hat is another good connection. You explained how we can see the effects
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of chemical changes.
Focus on the word react on page 4.
et’s have a close read of the last paragraph on page 4 and focus on the
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word react. How can we figure out what react means?
L.3.4d VOCABULARY
Word Meanings
I can use the prefix re- as a clue. It means “again” or “back.”
That is a great start. Who has an idea about the definition?
to act, or do something, as a result of something or someone else
How can we confirm this is correct?
We could look in the dictionary. It says for chemical substances it means to
change after coming into contact with another substance.
sing context clues and the dictionary are good strategies to use when you
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want to figure out the meaning of an unfamiliar word.
Confirm students’ good use of the focus and encourage them to keep it in
mind whenever they read nonfiction texts.
COMPREHENSION SHARE
Look for reasons why things
happen in a text. If you
understand what caused
something to happen, you will
have a better understanding
of why it happened.
ou did a great job as you read and found relationships between concepts
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and ideas. Think about how concepts are connected as you read the rest of
this book.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick Start
Planner, note this session’s learning focus. Observe each student’s articulation and
use of text evidence to evaluate individuals’ effective use of the learning focus.
TEACHER’S
CHOICE COMPREHENSION: CAUSE-AND-EFFECT RELATIONSHIPS
E-RESOURCE
Formative Assessment Have students use the blackline master on
page 10 to describe cause-and-effect relationships discussed in Bang! Crackle!
Fizz! Review students’ answers as you evaluate their mastery of the learning focus.
RI.3.3 COMPREHENSION
Cause-and-Effect Relationships
TEACHER’S
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students use the
blackline master on page 11 as they read. Students will collect details from
the text to answer the question: Why are chemical changes irreversible? Use
details from the text to explain two examples from the text. Review students’
collected evidence as you evaluate their mastery of the learning focus.
W.3.8*, RI.3.3 WRITING
Gather Information
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Session 2 Text Selection: pp. 4–7
LEARNING FOCUSES
RI.3.3, RI.3.5, RI.3.8
Students return to the text
to describe connections
between scientific ideas
and concepts, focusing
on cause and effect. They
also describe the logical
connection between
sentences and paragraphs
and use text features and
search tools to locate
evidence in the text that is
relevant to the discussion.
ELL SUPPORT
L.3.4 Vocabulary Support
vocabulary such as lab,
reversed, and react in context
using the ELL vocabulary
strategies in Getting Started.
RETURNING TO THE TEXT 5 minutes
Ask students to reflect on the text read previously. Guide them to recall how
they applied the learning focus to their reading.
Who can summarize what we discussed in our last session?
We talked about how, where, and why chemical changes take place.
ou read carefully and were able to use details from the text to explain the
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connection between scientific concepts introduced in this book.
READING THE TEXT CLOSELY 10 minutes
Explain the learning focuses. Invite students to reread pages 4–5. Check to see
how well they have understood the focuses. If you are satisfied that students
can apply them, set the reading assignment for the session. If not, provide
corrective feedback as suggested on page 2 of this lesson plan.
uthors often use cause and effect to explain how or why things work. As
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they explain concepts, authors may describe a cause as a condition or action
that makes something else happen. An effect is the outcome of a certain
cause. As we read today, we’re going to pay special attention to how the
author uses cause and effect to explain scientific concepts. We are also going
to focus on the information presented in the illustrations and diagrams on
each page. Together let’s reread pages 4 and 5. How can you quickly find the
main idea of this chapter?
The chapter title is “What Are Chemical Changes?,” so I know this chapter
will explain them.
an anyone find an example of the cause-and-effect text structure in this
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chapter?
The text explains that chemical changes take place “when elements or
compounds mix.” So when sodium and chlorine combine, the result, or
effect, is table salt.
ow do the illustrations on this page add to your understanding of this
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concept?
The picture shows a saltshaker with salt coming out of it. I have seen salt
before, but I never knew that salt was just a combination of two basic
elements. Now I understand it is a chemical compound.
he photographs and text features help us locate and understand more
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about chemical changes. Continue to think about how to use text features to
help you find relationships between concepts as you reread the rest of this
chapter.
Formative Assessment: Fluency Listen to each student read a portion of
the text. Observe students’ fluency. If students need additional practice with
fluency, provide the necessary support at the end of the session. Ask students
to note words or phrases they find challenging for discussion after the reading.
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DISCUSSING THE TEXT 10 minutes
Facilitate a discussion in which students use text features to locate information
efficiently as they identify relationships between ideas. Remind students to
speak clearly and use text evidence to support their ideas as they contribute to
the conversation.
SL.3.1 DISCUSSION
Collaborative
e are going to continue to use the text features to quickly locate
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information as we look at how the author uses cause and effect to explain
scientific ideas. Let’s begin by locating another scientific concept described in
the text.
On page 6 the subheading is “Fireworks” and there is a large photograph
of a fireworks display, so I can tell that fireworks will be another chemical
change that we will learn about in this part of the book.
What scientific concept is explained in this section?
“Combustion is when something burns.” This burning is a chemical
reaction that causes fireworks to explode.
ho can find an example in the text to explain the cause-and-effect
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relationship in this concept?
Fireworks are made of a “combination of sulfur, carbon, and potassium.”
When these elements are lit with heat or electricity, they cause the
fireworks to explode. The heat is the cause and the explosion is the effect.
COMPREHENSION SHARE
As you read, think about the
structure of the text. If the
information is presented using
a cause-and-effect structure,
look for what happened and
why things happened.
Can anyone else explain a cause and effect in this part of the text?
Yes. The color of the fireworks is another example of cause and effect.
If copper is mixed in, the effect is a bluish green color, but if lithium is
combined, the explosion will be bright red. I’ve seen all these colors at a
fireworks show.
ou did a great job as you used text features to find information. Then
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you used that information to find a connection and relationship between
concepts.
Draw students’ attention to the word friction on page 7.
his book includes quite a few science-related words that may be unfamiliar
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to you. For example, the word friction appears on page 7. Who has an idea
about the definition of this word?
L.3.4d VOCABULARY
Word Meanings
moving one item against another
How did you come up with this definition?
I used the context clues in this paragraph. The text says friction is created
“when you strike a match.” I pictured what to do when striking a match.
ou are on the right track. Let’s say I want a more specific definition. Where
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could I look?
a dictionary
Let’s all turn to the dictionary. Someone read the definition of friction.
“the action of one surface or object rubbing against another”
Point out that as students discussed the text, they focused on cause-and-effect
relationships between the information.
s we discuss what we’ve read, it is important to pause and consider how the
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concepts are connected. Why is it important to find relationships between
ideas in the text?
It helps us understand how and why chemical changes take place and what
happens as result of each one.
DISCUSSION TIP
Encourage students to ask
questions during discussions
by pausing and asking, “Who
has a question for ____?”
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ow does listening to and building on others’ ideas during a group
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discussion help you identify these connections?
TEACHER TIP
Urge students to use the
photographs to help them
understand the text. Have
them ask themselves what
the photographs add to their
understanding.
When I listen to someone else explain their ideas, I can start to make
other connections about the concepts they are describing. Also, if I have a
question about the material, my classmates can help me find the answers
and explain confusing parts for me.
Confirm students’ good use of the focuses and encourage them to keep the
focuses in mind when they read other informational texts.
ou did a wonderful job as you described connections, used text features to
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efficiently locate information, and identified cause-and-effect relationships
between concepts and ideas. Remember to use these strategies when you
read other reports.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick Start
Planner, note this session’s learning focuses. Observe each student’s articulation
and use of text evidence to evaluate individuals’ effective use of the learning
focuses.
TEACHER’S
RF.3.4
FLUENCY
Accuracy
CHOICE FLUENCY FOLLOW-UP
Fluency Practice You might try Duet Reading to address major fluency issues.
1) Teacher reads aloud (fluently, with expression) close to the student’s ear,
while tracking text. 2) Student and teacher read aloud, with teacher reading
1–2 seconds ahead of student, if need be. 3) If student falters, teacher
continues, encouraging student to keep reading. 4) As learners are able, they
take over tracking and reading alone.
TEACHER’S
W.3.8*, RI.3.3
WRITING
Gather Information
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students use the
blackline master on page 11 for collecting evidence as they read. Students
will continue to collect details from the text to answer the question: Why
are chemical changes irreversible? Use details from the text to explain two
examples from the text. Review students’ collected evidence as you evaluate
their mastery of the learning focus.
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Session 3 Text Selection: pp. 8–13
Key Idea: Text Selection This selection continues to explain chemical changes that
humans can create, such as glow sticks, carbonation in soda, and cooking eggs.
RETURNING TO THE TEXT 5 minutes
Explain that students will learn more about chemical changes that humans
create as they read more of Bang! Crackle! Fizz! Remind them to use
text features and search tools to locate text evidence as they explain the
relationship between ideas and concepts.
e’ve learned about chemical changes, using text features to locate
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information and identifying cause-and-effect relationships between the ideas
and concepts in this text. As we read part of Chapter 2, we’ll keep thinking
about logical connections between ideas, as well as sentences and paragraphs.
READING THE TEXT CLOSELY 10 minutes
State the learning focuses and invite students to read pages 8–9. Check to
see how well they are doing with application of the focuses as you have done
previously. Then have students read to page 13, paying specific attention to
text features and relationships between scientific concepts.
et’s begin by talking about text features that helped you understand a
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chemical change created by humans.
On page 9, I see a numbered diagram of a glow stick. Each number is
labeled with information that explains what is inside the glow stick and
shows how it can change into a glowing substance.
LEARNING FOCUSES
RI.3.3, RI.3.5, RI.3.8
Students return to the text
to describe connections
between scientific ideas and
concepts, focusing on causeand-effect relationships.
They also describe the
logical connection between
sentences and paragraphs
and use text features and
search tools to locate
information in the text.
VOCABULARY
L.3.4d As students encounter
unfamiliar words or domainspecific terms such as
camouflage, denaturing,
fermentation, photosynthesis,
and pigment, have them look
up the word in the glossary
or in a dictionary to learn the
meaning.
ow does the information from the diagram help you understand a causeH
and-effect relationship?
It helps because I can see that when I bend a glow stick, it causes the
effect of the chemicals mixing and changing into something that glows.
ou did a great job as you used text features to find information, and then
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you used the information to see a relationship between concepts. Now can
anyone explain how the paragraphs in this section of text are connected?
They all explain uses of glow sticks. The section begins by explaining how the
glow sticks work and then explains the different things we can use them for.
DISCUSSING THE TEXT 10 minutes
Facilitate a discussion that links three learning focuses. Remind students to use
both the text features and information in each paragraph to find relationships
between the ideas.
SL.3.1 DISCUSSION
Collaborative
How can we quickly find information about hot and cold packs?
We can scan the text until we see the heading “Instant Hot and Cold.”
Then we can look at the photographs and the captions and carefully read
the text in this section.
Let’s give this section a close read to look for a connection between ideas.
I found a cause-and-effect relationship in the second paragraph. If you
squeeze a hand warmer packet, you cause the water pouch to burst. Then
the effect of the water bursting is that it will mix with chemicals, which
release heat when they dissolve.
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Support students as they read the rest the book on their own. As students
discuss their ideas, remind them to ask and answer questions.
ou’ll finish this book on your own. As you read, think carefully about the
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relationships between concepts. How can text features help you do this?
They give certain information that isn’t included in the text. The diagrams
and illustrations help us understand what we’re reading about.
Remember to ask questions if you don’t understand what your classmates say.
TEACHER’S
W.3.8*, RI.3.3
WRITING
Respond to Question
CHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE
E-RESOURCE
Formative/Summative Assessment Have students use the
blackline master on page 11 as they finish reading. Then ask them to write
a response on a separate sheet of paper that answers the question: Why
are chemical changes irreversible? Use details from the text to explain two
examples from the text. Have students use the text evidence they collected to
support their writing.
TEACHER’S
CHOICE CLOSE READING OPTIONS
E-RESOURCE
Summative Assessment Print the online blackline master for
independent close reading. Ask students to read the selection indicated on the
page independently and respond to the prompts (summarize author’s message,
identify critical vocabulary, respond to constructed response questions) before
returning for a small-group discussion. Alternatively, you can use the completed
blackline master for summative assessment.
TEACHER’S
CHOICE
Writing Task: Informative Report
W.3.2
WRITING
Informative
E-RESOURCE
Summative Assessment As you review the components of an
informative report, emphasize that it should explain information in a clear,
interesting style. Remind students that the facts and details in the report must
be accurate. Invite students to write their reports independently, using main
ideas and key details from the text. Have students use the blackline master on
page 12 as they draft.
ou’ve learned about chemical changes, and now you will share what you’ve
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learned. Think about a chemical change you’d like to describe or explain
in detail. Review your notes and choose one type of chemical change that
interests you the most. When you write your report, use details and evidence
from the text, and include information about the relationships you’ve
identified while reading.
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TEACHER’S
CHOICE
Additional Instruction
WORD STUDY
Context Clues Offer opportunities to discuss compound words.
L.3.4a VOCABULARY
Context Clues
his text includes many compound words. Let’s work on a strategy to
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understand compound words by thinking about the word bloodstream in the
second paragraph on page 4. What makes a compound word?
The two smaller words blood and stream make a compound word.
et’s define each part and see how they work together to make sense. What
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do the smaller words mean?
Blood is the red liquid that flows through the bodies of people and animals
and stream means “a flow of liquid.”
What happens when we put them together?
we get bloodstream, meaning “the flow of blood through the body”
VOCABULARY
Content-Specific Words Help students learn content-specific words with paired
images and context clues.
L.3.4a VOCABULARY
Content-Specific Words
e’ve read many scientific words and names in this book. What text features
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helped you identify them?
labels, captions, text
Let’s look at page 22. Did anyone come across an unfamiliar word?
I’ve never heard the word bioluminescence.
How did you use context clues to figure out this word’s definition?
The text explains this is a process in which “chemical change causes
luceferin to light up.”
VOCABULARY
If students do not understand
the meaning of a word or
phrase, have them look for
a definition in sentences
around the unknown word or
phrase.
How does the photograph help you learn more about bioluminescence?
I can see exactly what bioluminescence looks like when the jellyfish lights up.
I like how you used context clues and the photo to learn about this new word.
WORD RECOGNITION
Multisyllabic Words Help students locate the word antibiotics on page 16.
his may be an unfamiliar word, but we can use familiar strategies to read it.
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First, do you recognize the prefix?
RF.3.3c WORD RECOGNITION
Multisyllabic Words
Yes, antiWho remembers what this prefix means?
against
How many syllables is this prefix?
two
Yes, anti- is a two-syllable prefix. Let’s try to break the rest of the word into
syllables. Say the syllables with me: bi-ot-ics. The root bio comes from the
Greek word that means life. Using these clues, what do you think the word
means?
against life?
reat guess! An antibiotic is a medicine that kills harmful bacteria in your
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body that make you sick, so it works against the life of these germs.
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Name
Date
Comprehension: Cause-and-Effect
Relationships
As you read Bang! Crackle! Fizz!, think about cause-and-effect relationships.
Use this organizer to write about the causes and effects you read about. Be
sure to write the number of the page where you find information from the text.
Effect
Page number ______
Page number ______
Cause
Effect
Page number ______
Page number ______
© Mondo Publishing
Cause
Score:
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Name
Date
Collecting Text Evidence
Why are chemical changes irreversible? Provide two
examples from the text.
Use this chart to collect evidence you can use to answer the question. Pay
close attention to the text, the diagrams, and the photographs as you take
notes. Remember to include the page numbers on your chart. You may
need to use more than one copy.
Page Number
© Mondo Publishing
Evidence from the Text
Score:
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Name
Date
Writing Task: Informative First Draft
Think about the type of chemical change that is most interesting to
you. Then write an informative report explaining this topic. Choose key
details to include in your report. Make sure your facts are accurate, but use
your own words to explain the topic.
REMEMBER: A well-written informative report includes:
• an opening sentence to introduce the topic
• facts and key details to explain concepts
© Mondo Publishing
• a strong ending sentence to conclude, or wrap up, the ideas
Score:
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