I can identify the reasons an author gives to support points in a text.
K.RI.3.8- With prompting and support, identify the reasons an
author gives to support points in a text
Read Aloud
Materials
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Writing work samples from last week
“From Here to There” text from a couple weeks ago
Garrett Morgan text
“Traffic”
Chart paper and markers or SMART Board to record student responses
Assessment (see attachment)
Monday, January 30, 2017
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Last week we learned a lot about cars and trains and other types of transportation. We
read books about them, made connections between them, and even made some! When we
read our book about cars, the author told us that there are lots of different types of cars
didn’t he? We even made a list of the different ones he mentioned. That author made a
point that cars come in different types. Then he gave use some examples to support that
point. Can you remember some of the types of cars he named?
Sometimes in books, the author will make a point and give us reasons why his point is right.
Do you remember doing this last week in your writing? We wrote about our favorite foods
and our favorite animals and then had to tell our readers why they were our favorites.
(Show work samples from last week and name the point and the support. This activity is
meant to introduce the concept and provide vocabulary to build on.)
Display “From Here to There” (used a couple weeks ago). Re-read parts of the text and
model finding a specific point the author makes and how he supports it.
Today’s lesson is setting the groundwork for students to learn this new skill.
Tuesday, January 31, 2017
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Read “Traffic”
Discuss what may have caused the traffic in the story. Guide discussion towards traffic
accidents. Then ask students to name some inventions that have made cars safer. (Be sure
to guide them to think about stop signs and traffic lights outside the car that have improved
safety as well.) Tell students that this week we are going to learn about an inventor that
helped make driving safer. His name is Garrett Morgan.
Read introduction in Garrett Morgan book.
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Leave a teaser with students for further exploration into Garrett Morgan’s invention during
IB time this afternoon.
This lesson is intended to build interest in the topic we will be exploring this week and
provide framework for the IB lessons as well.
Wednesday, February 1, 2017
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Display Garrett Morgan book. Does anyone remember this man’s name? Do you
remember what he does?
Read book on Garrett Morgan.
Introduce the idea that author’s sometimes make a point in their writing and then give
details to support it. What is the main idea of this story? Yes, it’s all about Garrett
Morgan’s life. But we already know how to find the main idea! Today, we are going to
learn how to find smaller points the author makes.
As you did yesterday, model identifying a point the author makes and finding the reasons
he gives to support that point. Now, locate another point but have the class discuss the
reasons the author gives to support his point. Record both points and the supporting
reason to reference tomorrow. You can use a bubble map, concentric circles (like we used
with main idea), or any other graphic organizer that works best for your class.
Today you will begin releasing control to students by guiding them in finding the point but
allowing them to locate the supports with limited guidance.
Thursday, February 2, 2017
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Display Garrett Morgan book and graphic organizer from yesterday. Discuss the work we
did yesterday.
Read book again focusing on finding a new point. After a few pages, have students name a
point the author made providing support as needed. Have students name the reasons the
author gives to support that point, again supporting as needed. Record responses as you
did yesterday. Repeat.
Today’s lesson is about giving control over to the students and allowing them to
demonstrate their understanding of the standard using a familiar text. Correct
misconceptions as they present themselves.
Friday, February 3, 2017
 Classwork Grade
 Complete passage assessment on RI.3.8
 Today’s grade is a classwork grade meant to demonstrate student understanding and to
guide instruction prior to the assessment next week.
Mini-Lessons
Monday, January 30, 2017
Unit 3, Session 13
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 “Today I want to teach you that now that you are reading more challenging books, you
can’t just quick-check the picture to figure out the word. You have to use the whole
picture to think about what you see and what’s happening.”
Materials
- “Pomp and Circumstance” recording and photo of people graduating
- Oh! All the Places You’ll Go by Dr. Seuss
- Familiar A-C leveled text with a simple pattern and strong picture support
- More difficult pattern book with less obvious picture support
Connection
- Recruit students to participate in a miniature graduation march from their seats to the
meeting area.
- Emphasize how much readers have grown in just a few short weeks and that they are
now ready to use more sophisticated reading strategies.
Teaching
- Display pages from a book with simple, clear pictures.
- Teach readers to use extra-strength picture power to help them read challenging books.
- Demonstrate looking at lots of details in the picture.
Active Engagement
- Encourage children to use extra-strength picture power on the next page, by saying all
that is happening in the picture and using their observations to read the text on the
page.
Link
- Make the graduating and supercharging of picture power a grand event by holding a
miniature graduation ceremony.
Tuesday, January 31, 2017
Unit 3, Session 14
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 “Today I want to teach you that sometimes you will be reading and BAM, the pattern
will be gone. Don’t worry. You can use your extra-strength picture power and turn up
your snap word power to help you.”
Materials
- Familiar A-C leveled text that does not have strong pattern support
- Extra-strength icon for “We Are Super Readers!” chart
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Connection
- Support the graduation theme by telling a story about a little kid who “read” books by
memory. Point out that as books become more challenging, this is definitely not
possible.
Teaching
- Rally the class around reading more challenging texts by relying heavily on highfrequency words.
- Quickly introduce the book you will use in the lesson.
- Dramatize being worried that the text does not have pattern support and then rising to
the challenge.
- Channel students to help you scan the page and recognize snap words.
Active Engagement
- Guide children to use snap word power on the next two pages, gradually releasing your
support.
Link
- Send children off to read, reminding them to use their powers when books are not
heavily patterned.
Wednesday, February 1, 2017
Unit 3, Session 15
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 “And this is what I want to teach you, readers. There are words that you know by heartyour snap words. But you don’t always recognize them because authors sometimes
change them around a bit. When a word looks like a stranger to you- look again. You
can ask yourself, does this look like another word that I know? It might be a familiar
snap word wearing not a new hat, but a new ending.”
Materials
- Leveled book containing familiar high frequency words with common inflected endings
(-s, -ing, -ed)
- Extra-strength icon for “We Are Super Readers!” chart
- Readers Read with a Partner chart
Connection
- Tell a story about not recognizing someone very familiar to you because the person
wore something new. This will be a metaphor for ways that word endings can disguise
familiar words.
Teaching
- Demonstrate recognizing a known word with an inflected ending and the reading the
new word.
- Name the strategy and demonstrate once again.
Active Engagement
- Give children the opportunity to read high-frequency words with inflected endings.
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Link
- Remind readers that they can always be on the lookout for familiar words when they
face a reading challenge.
Thursday, February 2, 2017
Unit 3, Session 16
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 “Today I want to teach you that when you read a book that is a story, it will tell about a
person (or an animal), and that person will do one thing and then the next thing and
finally the story will end.” (list across fingers as you talk)
Materials
- Book used in session 14
- Familiar A-C leveled text that does not have strong pattern support similar to book used
in session 14
Connection
- Highlight that the children’s books are changing. Not all of their books are lists and
patterns. Now more of their books are stories.
- Tell children that the stories they find in their books are just like the ones they write.
Teaching and Active Engagement
- Engage children in thinking about how the start of the story can help them thing about
the next part.
- Channel the children to try the strategy with you in a leveled text from the classroom
library.
Link
- Recap the teaching of today’s mini-lesson, reminding children to use all they know
about how stories go to help as they are reading.
Friday, February 3, 2017
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Review this week's sessions. Take time to go back over anything that you feel your class
needs additional support on that were covered in the week's sessions.
Word Work
Sight Words
want
came
but
CVC Word Family
-in