Grizzly Bears - Mondo Publishing

®
G ui d e d
Reading
Grizzly Bears
Report
680L
Written by Marilyn Woolley and Keith Pigdon
KEY IDEA This report discusses how grizzly bears live and care for their young.
It also highlights the importance of habitat conservation to the survival of grizzly bears.
LITERACY STANDARDS ADDRESSED IN THIS PLAN
RI.3.3
RI.3.4
MAIN FOCUS Key Ideas & Details L.3.4c
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 a known root word as a clue to the meaning
of an unknown word with the same root (e.g.,
company, companion).
Craft & Structure L.3.4d Vocabulary Acquisition & Use Additional Instruction Use glossaries or beginning dictionaries, both
print and digital, to determine or clarify the precise
meaning of key words and phrases.
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 Use text features and search tools (e.g.,
key words, sidebars, hyperlinks) to locate
information relevant to a given topic efficiently.
RI.3.8
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 978-1-62889-157-7
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.3.1d Comprehension & Collaboration Sessions 1, 2, 3 Explain their own ideas and understanding in light
of the discussion.
L.3.4
Vocabulary Acquisition & Use Sessions 1, 2, 3 Vocabulary Acquisition & Use RF.3.3d Phonics & Word Recognition Additional Instruction Read grade-appropriate irregularly spelled words.
RF.3.4
Fluency Session 2 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 (time
for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and
audiences.
Sessions 1, 2 Determine or clarify the meaning of unknown and
multiple-meaning word and phrases based on
grade 3 reading and content, choosing flexibly
from a range of strategies.
Mondo Bookshop Grade 3 1
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Session 1 Text Selection: pp. 1–9
Learning Focus
RI.3.3
Students read closely to
describe the relationship
between scientific ideas
and concepts by using text
evidence and language that
pertains to sequence and
cause and effect.
Key Idea: Text Selection In the first part of this text, students learn about the
physical characteristics and behavior of grizzly bears.
Previewing the Text 5 minutes
Read the title and author credit with students. Invite students to read the table of
contents and flip through the book to look at the photographs and illustrations.
et’s look at the front cover and read the title. What do you think is
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happening in the photograph?
I see a mother bear with two smaller bear cubs. They are looking at
something I can’t see in the picture.
et’s open the book and read the table of contents on page 1. . . . What will
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the chapters tell you about?
They will tell us what grizzly bears look like and how they live, what grizzly
bears need, and how they care for their young.
VOCABULARY
As students
encounter unfamiliar or
domain-specific terms in their
reading, such as kilograms,
den, or mate, have them look
up the word in the glossary
or in a dictionary to learn the
meaning.
RI.3.4
READING the Text CLOSELY 10 minutes
Explain the learning focus. Have students read pages 2–5. Check their application
of the focus. Provide support if needed. Then have them read to page 9.
s we read today, let’s think about the relationship between ideas in the text.
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We’ll look at causes and effects and the sequence of events. What can we learn
from pages 4–5?
what a grizzly bear does throughout the year
Anything else?
The text gives us details about the bears’ activities.
teacher tip
Encourage students to think
about how to distinguish
important details from
information that merely adds
color or interest to a book.
Readers who can make this
distinction will be better able
to synthesize information and
offer a coherent summary.
Corrective Feedback
Have students closely reread
the title, table of contents, and
pages 4–5 to find key ideas
and ask questions. Encourage
them to silently reread,
stopping at key points to think
and talk together about their
understandings.
Who has something else to add?
The illustrations show the different kinds of food grizzly bears eat each month.
What connection can you make between these ideas? Ask yourself why or how
to help form a connection.
I asked myself why the bears eat certain plants during each season. When I
looked at the diagram, I realized that the bears eat the plants and animals
that are growing around the grizzlies each month. They have to eat the
food they can easily find.
ou described a connection between the seasons of the year and what the
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bears eat.
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
pages 4–5 to ask and answer more questions about this information in order
to make connections.
y asking why or how ideas connect, we can describe the relationship
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between ideas 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 think about what they have read and explain relationships
between ideas. Ask them to cite evidence from the text as they explain their
thoughts.
s we talk together, listen to each other’s contributions so you can add
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details and examples to the discussion. We are going to continue to look for
connections between ideas in the text. Who has an idea about how we can
make connections?
We can ask ourselves questions about why grizzly bears do certain things.
Who can add to that?
SL.3.1d Discussion
Collaborative
DISCUSSION TIP
As key ideas are mentioned
during a discussion, you may
want to have a volunteer
make notes about them in a
place where all can see.
We can also ask how they do things.
Who can make another connection between the information on pages 4 and 5?
The grizzly bears live in a den during the winter because it is cold and
snowy.
hat’s a good cause-and-effect relationship. What other connections can you
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make?
Grizzly bears eat a lot during the year so they can live off their body fat in
the winter.
You figured out how the bears’ diet is connected to their behavior.
Focus on the word soles in the caption of the last illustration on page 3.
ook at the caption for the picture in the bottom right corner of page 3 and
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find the word soles. This word has several different meanings. Who has an
idea what the word means on this page?
I think it means the bottom of the foot because the caption mentions a
foot and the picture shows a foot.
ou did a great job using clues in the text and pictures to come up with the
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correct definition for soles.
Confirm students’ good use of the focus and encourage them to keep it in
mind whenever they read informational texts.
ou paid attention to the text and described the relationships between new
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concepts. Remember to make connections as you read other nonfiction texts.
L.3.4 VOCABULARY
Multiple-Meaning Words
COMPREHENSION SHARE
It often helps to study the
photographs and captions
in a book to help visualize
important details. Books
include important details
in their photographs and
captions.
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 effective use of the learning focus.
TEACHER’S
CHOICE COMPREHENSION: SEQUENCE
E-RESOURCE
Formative Assessment Have students use the blackline master
RI.3.3 COMPREHENSION
Sequence
on page 10 to record the sequence of events a grizzly bear goes through in a
year’s time as outlined in the text. Review students’ answers as you evaluate
their mastery of the learning focus.
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 questions: What are the main ideas you’ve learned about
grizzly bears? How does each idea connect to the next? Gather details from
the text that describe each idea. Review students’ collected evidence as you
evaluate their mastery of the learning focus.
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W.3.8*, RI.3.8 WRITING
Gather Information
Mondo Bookshop Grade 3 3
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Session 2 Text Selection: pp. 1–9
LEARNING FOCUSES
RI.3.3, RI.3.5, RI.3.8
Students return to text and
read closely to identify
and describe sequence of
events and cause-and-effect
relationships while using
text features to efficiently
locate information and
make connections between
sentences and paragraphs in
the text.
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.
Let’s review our discussion from the last session.
We read about grizzly bears and asked how and why questions that helped
us describe relationships between pieces of information in the text.
any of you identified and described connections to help you understand
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more about grizzly bears.
Reading the Text CLOSELY 10 minutes
Explain the learning focuses. Invite students to reread pages 1–9. Check in
to see how well they have understood the focuses. If you are satisfied that
students can apply them, set the reading assignment for this session. If not,
provide corrective feedback as suggested on page 2 of this lesson plan.
ELL SUPPORT
L.3.4 Vocabulary Support
vocabulary such as den, coat,
and pads in context using the
ELL vocabulary strategies in
Getting Started.
e are still going to pay close attention to the text to describe relationships
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between the ideas. We’re also going to use text features, such as key words,
diagrams, captions, and labels to help us find information that describes causeand-effect relationships. Then we’ll describe how the sentences connect. How can
you quickly identify the main idea of pages 6–9?
I can find the chapter title in the table of contents and on page 6, “How
does the mother care for its young?”
he main idea is how the mother cares for her cubs. What other information
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can you gather from the text features on these pages?
I see that the paragraphs are numbered, so I think the events being
described take place in a specific order.
y numbering the steps, the author is showing us the sequence of events. Let’s
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read more closely to find connections between the sentences and paragraphs.
Take turns identifying concepts from these pages in the order they happened.
When babies are born in November, their mothers feed them milk. In April,
their mothers give them berries, fish, and other foods. The cubs weigh
around 5 pounds.
Who can add to that?
As they grow, they need more food, so their moms feed them more.
These concepts you described are connected. How are they connected?
They are all about what grizzly bear cubs eat. They describe how the
mothers’ actions change as their babies grow.
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.
SL.3.1d
Discussion
Collaborative
DISCUSSING the Text 10 minutes
Facilitate a discussion in which students use text features to quickly locate
information as they identify and describe cause-and-effect relationships
between ideas using text evidence. Encourage students to listen to their
classmates and add their own ideas to the discussion.
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et’s begin by talking about text features that helped you locate information.
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Who used text features to help them answer a question about the text?
I wanted to know what baby cubs eat. I found the chapter title “How does
the mother care for its young?” in the table of contents and looked at the
text, photos, and captions on pages 6–9. They tell me the pages are about
how mothers care for their cubs. On page 6, it says the mother feeds the
cubs milk, berries, plants, fish, and animals.
Comprehension Share
Drawing your own diagrams
and pictures is a good way
to make sure you understand
nonfiction text.
Who learned something new by studying a text feature?
The captions on page 7 explained to me the different ways the cubs play.
What idea are these captions connected to?
Cubs are very playful.
s you read, you asked how and why questions to help you make
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connections in the text. Who would like to share a connection they made?
I wondered how old the cubs are when they can play on their own. By
reading the steps on pages 6 through 9, I could figure out that the cubs are
around 6 months old when they can play. It’s the third fact in the sequence.
It comes after the information that says they were born in November and
weigh 5 pounds by April.
ou used the event sequence to help you figure that out. Is there a
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relationship between ideas here?
There’s cause and effect. The cause is that cubs get older and bigger, and
the effect is that they are now able to run, play, and wrestle.
ou made a logical connection between ideas from different sentences and
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pages. Who made other connections?
When the cubs are big enough, the mother chases them away so she can
mate again. The mom being ready to mate again is the cause and her
chasing the cubs away is the effect.
hat shows another cause-and-effect relationship. Where did you find that
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connection?
The last sentence on page 8 says what happens.
Focus on the word wrestle on page 7.
Who has an idea about the meaning of the word wrestle?
I think it has to do with the sport of wrestling. When you wrestle, you roll
around with someone on a mat or in a ring.
et’s read the caption for the picture on the top right of page 7. Look at the
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two bears in the picture. What do you think about the word wrestle now?
It seems like the bears are pushing each other, so maybe animals can
wrestle, too, by using their bodies.
Yes, animals can wrestle, too. It is a way that they play.
Point out that as students discussed the text, they focused on making
connections by paying attention to the sequence of events and
cause-and-effect relationships between pieces of information.
L.3.4 VOCABULARY
Clarify Meaning
TEACHING tip
Pausing for discussion
provides the opportunity to
check students’ understanding
of the text and allows for the
reinforcement of reading
strategies students need
to use.
s we discuss what we’ve read, it is important to pause and consider how the
A
information is connected. Why is it important to find relationships between
ideas in the text?
It helps us understand why certain events take place and what happens as
a result of each event.
Mondo Bookshop Grade 3 5
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ow does listening to and building on others’ ideas in a group discussion
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help you identify these connections?
When I hear someone else’s idea, it helps me think of new ideas that
I can share with the class. Sometimes I have questions and others share
the answers to my questions.
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 nonfiction books.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick
Start Planner, note the session’s learning focuses. Observe each student’s
articulation and use of text evidence to evaluate effective use of the learning
focuses.
TEACHER’S
RF.3.4
FLUENCY
Accuracy
CHOICE FlUENCY FOLLOW-UP
Fluency Practice Revisit the last sentence on page 6 to help students build
fluency. This particular sentence has a list of food separated by commas.
Students should use a slight pause in their reading between the different
types of food the bears eat. Always read fluently to provide good models for
students. The have them read along with you as well as by themselves.
TEACHER’S
W.3.8*, RI.3.8
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 questions: What are the
main ideas you’ve learned about grizzly bears? How does each idea connect
to the next? Gather details from the text that describe each idea. Review
students’ collected evidence as you evaluate their mastery of the learning
focus.
TEACHER’S
CHOICE CLOSE READING OPTIONS
E-RESOURCE
Summative Assessment Print the online blackline master for
independent close reading. Ask students to read a portion of the Session 3
text selection independently, as indicated on the blackline master. Then have
them respond to the prompts (summarize author’s message, identify critical
vocabulary, respond to constructed response questions) before returning for
Session 3’s small-group discussion. Alternatively, you can use the completed
blackline master for summative assessment.
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Session 3 Text Selection: pp. 10–16
Key Idea: Text Selection In this section, students will learn about what grizzly
bears need to survive and why the grizzly bears are in danger.
Returning to the Text 5 minutes
Explain that students have read about what grizzly bears look like, what
they do during the year, and how mothers care for their cubs. They used text
features to quickly locate information and made connections between the
ideas.
s we discussed the grizzly bears, what strategy did we use to help us
A
efficiently find information?
We used text features like the table of contents, captions, labels, and
key words.
How did this help us make connections between the ideas?
We could easily locate the topic we were looking for and then read all
about it.
Reading the Text CLOSELY 10 minutes
State the learning focuses and invite students to read pages 10–13. Check to
see how they are doing with the application of the focuses. Then have students
read pages 14–16.
oday we are going to discuss pages 12 and 13. What is the main idea on
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these pages?
why grizzly bears are in danger
What connections can you make about this information?
When people use the land for fishing, trail riding, or hunting, they cause
grizzly bears to leave.
LEARNING FOCUSES
RI.3.3, RI.3.5, RI.3.8
Students return to text
and read closely to
describe connections and
identify cause-and-effect
relationships while using
text evidence and text
features to efficiently locate
information.
Vocabulary
RI.3.4 Help students
understand words that give
information about human
activity on the land, such
as trail riding, grazing, and
mining. Discuss the meaning
of each word. If time permits,
you may want to share
photographs of each activity.
ELL SUPPORT
Vocabulary Support
L.3.4
vocabulary such as danger
and protected in context
using the ELL vocabulary
strategies in Getting Started.
How did the text features help you make this connection?
The labels on the illustrations explained all the different activities humans
do on the land where grizzly bears live and showed a grizzly bear running
away.
et’s continue describing connections, using text features to locate
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information, and describing cause-and-effect relationships between these
sentences and ideas.
Discussing the Text 10 minutes
Facilitate a discussion that links the three learning focuses. Remind students to
use text features to quickly locate information as they search for connections
between the ideas.
SL.3.1d Discussion
Collaborative
age 14 tells where grizzly bears are found. Who can describe a connection
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from the ideas found here?
Grizzly bears are only found in North America, but there’s not many of
them left, so we need to be careful and protect them.
hat’s one reason why we need to protect them. Tell us how you know there aren’t
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many grizzly bears left.
Mondo Bookshop Grade 3 7
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There’s a large map with a key that explains exactly where grizzly bears live.
I can see how small the area of land is where grizzly bears live, and I know
that they need a lot of space.
ou did a great job using text features and ideas from other pages of the
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book to describe a connection. Let’s continue doing this. Who can tell us
about a connection they made and how they made the connection?
The caption under the picture on page 16 helped me understand a
cause-and-effect relationship between the artist and her paintings. The
artist painting is the event, or the cause. The effect is that people will see
her pictures and learn more about grizzly bears.
Support students as they continue to make connections between sentences
and paragraphs in this text. As they share their ideas with each other, remind
them to clearly explain their thoughts and support their ideas with evidence
from the text.
s you discuss the book, be sure to point out sentences and paragraphs that
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helped you connect ideas in the text. Remember to clearly explain your thoughts
and ideas using evidence from the text so others will understand the connections
you are describing.
W.3.8*, RI.3.8
writing
Respond to Question
TEACHER’S
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 questions: What are the main ideas
you’ve learned about grizzly bears? How does each idea connect to the next?
Gather details from the text that describe each idea. Have students use the text
evidence they collected to support their writing.
TEACHER’S
CHOICE
Writing Task: Informative
W.3.2
writing
Informative
E-RESOURCE
Summative Assessment Remind students that informative
writing explains a specific topic or concept. Invite students to write an
informative report explaining something they learned about grizzly bears
from reading the text. Guide them to use the blackline master on page 12 as
they write their reports. Students will work independently. Encourage them to
illustrate their writing.
ou’ve made a lot of connections as you’ve learned about grizzly bears and
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collected text evidence about them. Now you will share what you’ve learned.
Think about something you learned in the text that you’d like to explain
in detail. Review your notes and choose one topic about grizzly bears that
interests you most. When you write your report, include information about
the relationships you’ve identified while reading. When you are finished,
illustrate your writing. We will display our writing on the bulletin board.
8 GRIZZLY BEARs
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TEACHER’S
CHOICE
Additional Instruction
word study
Root Words Point out to students the use of the words in danger and
dangerous in different parts of the book. Have them discuss how these words
are similar, but mean different things.
L.3.4c VOCABULARY
Root Words
he text on page 13 says that grizzly bears are in danger. What does this
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mean? How do you know?
It means that they could die. I know because the text says that grizzly bears
can be killed when people use the land.
ou used context clues to determine the meaning of in danger. Now look at
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the sign on page 15. What does dangerous mean?
It means that grizzly bears and other wildlife can hurt you.
How are the words in danger and dangerous similar?
They both have the word danger in them.
How are they used differently in the book?
In danger describes the situation the bears are in. Dangerous tells that
grizzly bears can hurt people.
ords that have the same root can have different meanings. Pay attention to
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the context of a word to figure out what it means.
VOCabulary
Using a Dictionary Help students develop new vocabulary by using a dictionary
to look up unfamiliar words.
et’s look at the word approach on page 15. Who would like to share their
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ideas about the meaning of this word?
“to get near to”
How can we double-check this definition?
We can look it up in the dictionary.
et’s do that together. It says that approach means “to go up to something
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or go near something.” Why does the sign say not to approach wildlife?
You shouldn’t approach wildlife because all wild animals are dangerous.
word recognition
Irregularly Spelled Words Focus on the word weigh in the second text box on
page 2.
L.3.4d VOCABULARY
Using a Dictionary
Vocabulary
If students are using print
dictionaries, you may want
to remind them how to use
the guide words at the top
of the pages. Explain that
words that fall alphabetically
between the two guide words
on a page will be found on
that page.
RF.3.3d WORD RECOGNITION
Irregularly Spelled Words
hen you saw this word, you might not have recognized it right away. Let’s
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pronounce it together.
/wa–/
he spelling of this word is irregular. That means it doesn’t follow the phonics
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rules that we know. If it did, how might we spell it?
waye, waay, way, wae
hose are all good guesses. There is only one correct spelling for weigh in
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this context, so in order to read it, you have to memorize it.
Mondo Bookshop Grade 3 9
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Name
Date
Comprehension: Sequence
Use this graphic organizer to show what bears do during each season
of the year. Begin with spring. Use pages 4–5 of Grizzly Bears to help
you fill in the chart. You may write or draw your answers.
Summer
Winter
Fall
© Mondo Publishing
Spring
Score:
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Name
Date
Collecting Text Evidence
What are the main ideas you’ve learned about
grizzly bears? How does each idea connect to the next?
Use this graphic organizer to collect evidence about grizzly bears. In the first
column, describe an event. In the second column, describe the connecting event.
Pay close attention to text features as you take notes. Remember to include the
page numbers. Use as many copies of this graphic organizer as you need.
Grizzly Bears
Key Detail and Page Number
© Mondo Publishing
Key Detail and Page Number
Score:
Mondo Bookshop Grade 3 11
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Name
Date
Writing Task: Your First Draft
Look at the evidence you collected. Then think about the information
and ideas that are most interesting to you. Write an informative
piece explaining one thing you learned in Grizzly Bears. Make sure your
facts are correct, but use your own words to explain the topic.
REMEMBER: A well-written informative piece 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:
12 GRIZZLY BEARs
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