grade 3: module 1: unit 2: lesson 1 close reading...

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Grade 3: Module 1: Unit 2: Lesson 1 Close Reading of Thank You, Mr. Falker: Identifying the Superpowers of Reading

GRADE 3: MODULE 1: UNIT 2: LESSON 1

Close Reading of Thank You, Mr. Falker:

Identifying the Superpowers of Reading

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved.

NYS Common Core ELA Curriculum • G3:M1:U2:L1 • March 2014

CCI Enhanced Module (Williamsville Central Schools) February 2015 • 1

Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)

I can identify the main message or lesson of a story using key details from the text. (RL.3.2)

I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)

I can describe how a character’s actions contribute to the events in the story. (RL.3.3)

I can document what I learn about a topic by sorting evidence into categories. (W.3.8)

I can effectively participate in a conversation with my peers and adults. (SL.3.1)

Supporting Learning Targets Ongoing Assessment

• I can identify the main message of Thank You, Mr. Falker by reading excerpts from the text closely.

• I can sort key details from Thank You, Mr. Falker into categories.

• I can describe what the main character wanted and what she did.

• I can discuss how the main message of Thank You, Mr. Falker is conveyed through key details.

• Close Read recording form







Agenda Teaching Notes

1. Opening

A. Engaging the Reader and Building Fluency: Read

Aloud 0f Thank You, Mr. Falker (13 minutes)

B. Unpacking the Learning Targets (2 minutes)

2. Work Time

A. Rereading on Your Own: Capturing the Gist (20

minutes)

B. Reading Again for Important Details: Somebody In

Wanted But So (SIWBS) (20 minutes)

3. Closing and Assessment

A. Debrief (5 minutes)

4. Homework

A. Take Unit 2 Newsletter home to share with family

B. Talk to someone at home about Trisha’s challenge in

learning to read. What challenges might you

encounter as a reader this year? How might you

overcome them?

• Because Thank You, Mr. Falker is a more complex text, students need access to excerpts from the book

to complete the close reading cycle. See Supporting Materials for a list of appropriate excerpts.

• In advance: Prepare a Text Excerpts recording form for Thank you, Mr. Falker by programming the

template in Supporting Materials with the 8 excerpts identified within the less0n (fits 4 excerpts per

page).

• In advance: Prepare an anchor chart: Close Read recording form for Thank you, Mr. Falker to fill in

during the lesson (or use the one provided in Supporting Materials).

• Optional: Prepare an anchor chart titled Capturing the Gist of Thank you, Mr. Falker (or use the one

provided in Supporting Materials to display)

• Access a video of an actress reading the story Thank you, Mr. Falker, through this link:

http://www.storylineonline.net/thank-you-mr-falker-2/.

• Review: Helping Students Read Closely (Appendix 1).

• Video recordings with a camera or iPad of group conversations can be used for multiple purposes. The

recordings can be viewed later to assess students’ conversation behaviors. Also, models of good

conversation can be replayed for all students to see. Guidance can be provided relating to the various

aspects of the Class Norms for Conversation.

• Mention to students that this lesson launches Unit 2 of the module and that the lesson numbers start

back at 1.

• Review: Recommended Texts list for Unit 2. (There are Recommended Texts lists for each of the three

units in Module 1 on the EngageNY website. Each list includes books at a variety of reading levels.)

• Reminder: The classroom library should be well stocked with many of the books in the Recommended

Texts list for Unit 2 (or the module as a whole), as well as other books from a variety of genres. This

should include some “in demand” books that are “stretch” texts, texts that are a bit above most students’

reading levels, but texts for which they will want to reach.

• Continue to promote an expectation of ‘wide reading’ with students. Make clear that they are expected

to be reading regularly at home, in addition to the reading they are doing at school. Students should

always have a book or books ‘on the go’ (books they are actively and regularly reading independently).

https://www.google.com/url?q=http://www.storylineonline.net/thank-you-mr-falker-2/&usd=2&usg=ALhdy281vNF5DB1BHLRoi0uVn1JLpr3H8w







Lesson Vocabulary Materials

gist, excerpt, stumbled, longed, abuzz,

elegant, brilliant, bounded, cupboard

(these vocabulary words will be

addressed in Lesson 2)

• Thank you, Mr. Falker by Patricia Polacco (book; one text for the teacher)

• Document camera and projector (or sentence strips if the electronic equipment is unavailable)

• Text Excerpts recording form for Thank you, Mr. Falker (one per student)

• Close Read recording form anchor chart for Rain School or Close Read recoding form anchor chart for Nasreen’s Secret

School (any of the Close Read recording form anchor charts from Unit 1 can be used)

• Close Read recoding form (one per student)

• Conversation Criteria Checklist (from Unit 1)

• Chart paper for the Close Read recording form for Thank you, Mr. Falker anchor chart (or use the student recoding form

provided in Supporting Materials to display and record on)

• Lesson 1 Homework (one per student)

Supplemental Materials

• Optional resource: Capturing the Gist of Thank you, Mr. Falker anchor chart (3 pages, optional for Work Time A)

• Optional resource: Alternate Close Read recording form (partially complete)

• Somebody-In-Wanted-But-So Match Up cards







Opening Meeting Students’ Needs

A. Engaging the Reader and Building Fluency: Read-aloud of Thank you, Mr. Falker by Patricia

Polacco (13 minutes)

• Gather students together as a group. Tell them that today they are going to be hearing and reading a new story called Thank

you, Mr. Falker.

• Since students do not have their own personal copy of the book, project the book Thank You, Mr. Falker and read the

entire text slowly and fluently, and without interruption. Ask students to follow along on the projected text. This promotes

fluency. If students get excited and want to talk about the text, remind them: “Just as with the other books we have read, you

will have a chance to reread this story and talk about it today and tomorrow.”

Note: It is important that the text is read without interruption. The purpose is to acquaint students with the text, not aid them

in comprehension through questioning or discussion.

• When introducing new vocabulary,

consider having the words written

on index cards. Show the cards to

students when talking about the

word. Then post the word on a word

wall. This is helpful to visual

learners.

• Provide ELLs with card sets of key

lesson vocabulary and provide time

to work with the words in advance

of the lesson as well as while

working with the story.

B. Unpacking the Learning Targets (2 minutes)

• Direct students to the learning targets for this lesson. Tell students that this is the fourth time they have worked with close

reading and these learning targets. Read each target individually, reminding students about what they are doing for each

target. Focus on the verbs of each target: identify, sort, describe, and discuss.

• After reading each target and explaining it, gauge confidence with the learning targets by asking for a thumbs-up, thumbs-

sideways, or thumbs-down (thumb-o-meter).

• Words like identify, describe, sort,

and discuss are important Tier 2

words for students to understand.

• To build students’ capacity with

vocabulary, consider having a

bulletin board or word wall

sectioned into 3 parts for Tier 1

Words, Tier 2 Words, and Tier 3

Words.







Work Time Meeting Students’ Needs

A. Rereading on Your Own: Capturing the Gist (20 minutes)

• Remind students of the close reading work they have done so far. For each text, they did two important things during their

first independent read: They tried to find the gist for each section and wrote their ideas on sticky notes as well as underlined

or wrote down unfamiliar words.

• Tell students that their ‘text’ will look a little different from the book. This is because they will be reading excerpts of the

story. Define the word excerpts as parts of the text. They experienced this when reading That Book Woman in Unit 1.

• Distribute the Text Excerpts recording form for Thank you, Mr. Falker and the Close Read recording form for

Thank you, Mr. Falker to students. If necessary, allow students a few moments to orient to the Text Excerpts recording

form, reminding them it is similar to what they used when reading That Book Woman.

• Instruct students to read just one excerpt at a time, capturing the gist of each excerpt before moving on. For each excerpt

they should think: Who was important? What happened that was important to the story? Students should also track

unfamiliar words by circling them on their Text Excerpts recording form (sticky notes would not be needed with excerpts).

• Allow students about 12 minutes to work with the text excerpts on their own. As they work, circulate and support students as

needed.

• After 12 minutes, ask students to fill in Part 1 on their Close Read recording form, which asks for their ideas about the main

message of the story. Once they have done this, tell students they will now have 5 minutes to discuss the reading work they

have done so far in small groups or partnerships.

• If desired, bring students back together as a whole group. Hold a brief discussion of the gist of each excerpt, allowing

students to share their gist thinking. This may be necessary since it’s only the second time students are reading text excerpts.

Note: Express to students that it’s okay if they don’t make it through all the excerpts in the independent work time given.

Encourage them to get through as many excerpts as they can and praise their efforts as they read the excerpts, since this is a

new and different thing for them. There may be a temptation to extend the time for students but hold to the timings. Students

will add to their understanding of the text as they continue through the close reading sequence.

• Students do not have their own copy

of the text Thank You, Mr. Falker.

Because students are reading text

excerpts off paper for only the

second time, consider modeling

with the first excerpt, followed by

allowing students to turn-and-talk

to work through the second excerpt.

• Direct modeling with thinking-

aloud is greatly beneficial for all

students. ‘Hearing’ the thinking and

seeing the writing that identifies the

gist of an excerpt will provide

students with a stronger foundation

for the work in this part of the

lesson.

• If students are still struggling to

name the gist of excerpts, consider

using the Capturing the Gist of

Thank you, Mr. Falker anchor

chart as a student recording form,

working with struggling students

during guided reading or another

time outside of the module.







Work Time (continued) Meeting Students’ Needs

B. Reading Again for Important Details: Somebody In Wanted But So (SIWBS) (20 minutes)

• Gather students back together as a group. Direct their attention to any of the Close Read recording form anchor

charts from Unit 1. Use these to review the categories that students used to collect important details. Remind students that

they were looking for characters, setting, motivation, problem, and solution.

• Direct students to read the text excerpts again independently, using Part 2 (SIWBS) of the graphic organizer to help them

focus on the important details.

• Remind students that it is very important to read the entire set of text excerpts again, not just “hunt and peck” for important

details. Details are more or less important based on a reader’s understanding of the main message of a text. And when a

reader starts to identify a pattern in the details, then the reader’s understanding of the main message may grow or change.

• Circulate and support students as needed while they read, collect, and record important details.

• After 10 minutes of independent close reading time, invite the class to once again discuss their reading work with their

partner or group. Ask students to go through each category of the SIWBS, giving each person a chance to share their ideas.

When students’ ideas differ, it is important to notice that and discuss why each person decided the way he or she did.

• Point out to students that our understanding of a story gets deeper or changes when we reread, paying attention to details

that relate to the main message or lesson.

• As students work, continue gathering information about students’ discussion skills on the Conversation criteria

checklist.

• Direct students to fill in Part 3 of their Close Read recording form: “Now what do you think the main message of this story

is? Why do you think this?”

• As an extension activity, consider

having students work in a group to

complete the second part (SIWBS)

from a secondary character’s point

of view. For example, what is Mr.

Falker’s motivation in the story?

What is his problem? What is the

solution through his eyes?







Closing and Assessment Meeting Students’ Needs

A. Debrief (5 minutes)

• Gather students back together as a group. Invite students to assist in completing the Close Read recording form anchor

chart for Thank You, Mr. Falker.

• Debrief with the questions: “What was challenging about reading this book?” and “How did reading the text closely multiple

times help you understand the key details and main message?”

Note to teacher: Be sure to review students’ Close Read recording forms to assess their progress toward today’s targets.

Homework Meeting Students’ Needs

• Talk to someone at home about Trisha’s challenge in learning to read. What challenges might you encounter as a reader this

year? How might you overcome them?

• It may be beneficial for some

students to have a second set of

excerpts that they can take home to

reread.

• Some students could be given a set

of the SIWBS Match-Up cards to

take home to practice retelling the

story to someone at home.

• Access a video of an actress reading

the story Thank you, Mr. Falker,

through this link:

http://www.storylineonline.net/tha

nk-you-mr-falker-2/. Make this

video available to students on a

class, school, or district website.



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Grade 3: Module 1: Unit 2: Lesson 1 Supporting Materials





Excerpts from Thank You, Mr. Falker

Written by Patricia Polacco

Because Thank You, Mr. Falker is a lengthy and challenging text, students will only be asked to read

excerpts for their close reading. This approach is similar to how older students might read a short

passage of a primary source document.

This page lists the page(s) where you can find each excerpt, as well as the starting and ending phrase

of the relevant excerpt.

Page 4 Beginning: “Trisha, the littlest girl . . .”

Ending: “…by the stone fireplace.”

Page 7 Beginning: “But when Trisha looked . . .”

Ending: “…began to feel dumb.”

Beginning: “Trisha’s grandma used to say . . .”

Ending: “…harder and harder now.”

Page 16 Beginning: “When she tried to read . . .”

Ending: “…grandparents’ farm in Michigan.”

Page 18-21 Beginning: “Then when Trisha started fifth grade . . .”

Ending: “…how talented you are?”

Page 28-31 Beginning: “Then, one day, Mr. Falker . . .”

Ending: “…so lonely and afraid.”

Page 32 Beginning: “Now, almost every day . . .”

Ending: “…tears in their eyes.”

Page 34 Beginning: “That night . . .”

Ending: “…she was happy, so very happy.”





Capturing the Gist of Thank you, Mr. Falker Anchor Chart

Excerpt Gist Vocabulary

1

Page 4

Beginning:

“Trisha, the

littlest girl…”

Ending:

“…by the stone

fireplace.”

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

2

Page 7

Beginning:

“But when

Trisha

looked . . .”

Ending:

“…began to feel

dumb.”

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

3

Page 10

Beginning:

“Trisha’s

grandma used

to say…”

Ending:

“…harder and

harder now.”

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________





Capturing the Gist of Thank You, Mr. Falker Anchor Chart


4

Page 16

Beginning:

“When she tried

to read…”

Ending:

“…grandparents’

farm in

Michigan.”

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

5

Pages 18-21

Beginning:

“Then when

Trisha started

fifth grade…”

Ending:

“…how talented

you are?”

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

6

Pages 28-31

Beginning:

“Then, one day,

Mr. Falker…”

Ending:

“…so lonely and

afraid.”

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________





Capturing the Gist of Thank You, Mr. Falker Anchor Chart


7

Page 32

Beginning:

“Now, almost

every day…”

Ending: “…tears

in their eyes.”

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

8

Page 34

Beginning:

“That night…”

Ending:

“…she was

happy, so very

happy.”

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________





Text Excerpts for __________________________________________

Written by ________________________________________________

# Excerpt Gist (Who & What Was Important)

______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

[Type the excerpt here]








Close Read Recording Form

Close Read Recording Form for book:

Part 1: Capturing the Gist of a Story

After reading this for the first time on your own, what do you think the main message of this story is?

Name:

Date:





Close Read Recording Form

Part 2: Gathering Important Details in a Story

Somebody …

(character)

in …

(setting)

wanted …

(motivation)

but …

(problem)

so …

(resolution)

Part 3: Revisiting the Gist of the Story

After thinking more closely about the characters and their motivations, now what do you think

the main message of the story is?

____________________________________________________________________

____________________________________________________________________

Why do you think this? ___________________________________________________

____________________________________________________________________

1 Kylene Beers, When Kids Can’t Read: What Teachers Can Do (Portsmouth, NH: Heinemann, 2003).





Alternate Close Read Recording Form for Thank you, Mr. Falker

Close Read Recording Form for book:

Thank you, Mr. Falker

Part 1: Capturing the Gist of a Story

After reading this for the first time on your own, what do you think the main message of the story is?

I think the main message of the story is

Part 2: Gathering Important Details in a Story

Somebody …

(character)

_________, a young girl who loved ______________

in …

(setting)

________________________________________

wanted …

(motivation)

to learn how to _____________________________

but …

(problem)

she couldn’t seem to____________________ because

________________________________________

so …

(resolution)

a kind _______________ named ______________ decided to ________________________________





Part 3: Revisiting the Gist of the Story

After thinking more closely about the characters and their motivations, now what do you think

the main message of the story is?

The main message of Thank you, Mr. Falker is _____________________________________

_____________________________________________________________________

_____________________________________________________________________.

I think this because ________________________________________________________

_____________________________________________________________________

_____________________________________________________________________.

1 Kylene Beers, When Kids Can’t Read: What Teachers Can Do (Portsmouth, NH: Heinemann, 2003).





Somebody-In-Wanted-But-So Match-Up

Somebody Character

Trisha

In Setting

Her home and school in Michigan

and later California

Wanted Motivation

To learn how to read like everyone

else in her family of readers

But Problem

She couldn’t seem to learn how to

read no matter how hard she tried.

So Solution

A kind teacher named Mr. Falker

worked with Trisha until she finally

figured out how to read.





Lesson 1 Homework

Name:

Date:

Share with your family members that we started Unit 2 today! Make sure to also share

the Unit 2 Newsletter.

Talk to someone at home about Trisha’s challenge in learning to read. What challenges

might you encounter as a reader this year? How might you overcome them?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

grade 3: module 1: unit 2: lesson 1 close reading...

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