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Grade 3: Module 1: Unit 1: Lesson 11 Continued Close Reading of That Book Woman: Text-Dependent Questions and Vocabulary

GRADE 3: MODULE 1: UNIT 1: LESSON 11

Continued Close Reading of That Book Woman:

Text-Dependent Questions and Vocabulary

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

NYS Common Core ELA Curriculum • G3:M1:U1:L11 • March 2014

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

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

I can answer questions using specific details from the text. (RL.3.1)

I can explain what I understand about the topic being discussed. (SL.3.1)

I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)

Supporting Learning Targets Ongoing Assessment

• I can answer questions using specific details from the That Book Woman.

• I can explain why I chose specific details to answer questions about

the text.

• I can determine the meaning of new vocabulary using clues in the text around a word.

• Close Read recording forms (completed)

• That Book Woman: Questions from the Text







Agenda Teaching Notes

1. Opening

A. Engaging the Reader (5 minutes)

2. Work Time

A. Vocabulary: Part 1 (15 minutes)

B. Text-Dependent Questions: Looking for Evidence

(15 minutes)

C. Text-Dependent Questions: Writing the Answers (15

minutes)

D. Vocabulary: Part 2 (8 minutes)

3. Closing and Assessment

A. Debrief (2 minutes)

4. Homework

A. Lesson 11 Homework

• Students will need materials from Lesson 10: Excerpts from That Book Woman student copy and their

Close Read recording forms.

• Review: Think-Pair-Share, Helping Students Read Closely, and Quiz-Quiz-Trade Vocabulary strategy

(Appendix 1).

• In advance: Create a chart Working With Words: Using Context Clues (or use the one provided in

Supporting Materials for display)

• The Quiz-Quiz-Trade game (Work Time D) is an optional part of the lesson. It must be played using

accurate definitions for the identified vocabulary. If the Quiz-Quiz-Trade game is to be played, print 4-5

sets of the Quiz-Quiz-Trade cards from Supporting Materials. Cut out the cards and fold on the middle

dotted line so that for each card there is a sentence side and a definition side. Do this in advance of the

lesson. Each student will be given three cards. It’s possible students may have some of the same cards.







Lesson Vocabulary Materials

plowing, dusky, scholar, britches,

passel, yearn

• Illustrations from That Book Woman (pre-selected by teacher)

• Close Read recording form anchor chart for That Book Woman (from Lesson 10)

• Students’ Text Excerpts from That Book Woman (from Lesson 10)

• Working With Words: Using Context Clues (for teacher use in Work Time A)

• That Book Woman Vocabulary: Using Context Clues (for teacher reference)

• 8.5" x 11" sheet of white paper

• 3" x 5" index cards (one for each pair of students)

• Understanding the Vocabulary of That Book Woman (2 pages, for teacher reference or display)

• That Book Woman: Questions from the Text (one per student)

• Lesson 11 Homework

Supplemental Materials

• Alternate Questions from the Text (partially complete)

• Quiz-Quiz-Trade Cards (4 pages, optional for Work Time D)







Opening Meeting Students’ Needs

A. Engaging the Reader (5 minutes)

• Gather the students together as a group. Show students several illustrations from That Book Woman by Heather

Henson. For each illustration, ask students to Think-Pair-Share the important details happening in that scene: “Who do you

see? What do you see? What’s an important detail you remember from this part of the story?” Study illustrations for 3

minutes to activate students’ prior knowledge.

• Unpack the first learning target: “I can answer questions using specific details from the That Book Woman.” Ask students to

turn and talk with a partner, restating this target in their own words.

• Unpack the second learning target: “I can explain why I chose specific details to answer questions about the text.” Ask

students to turn and talk with a partner, restating this target in their own words.

• Direct students’ attention to the Close Read recording form anchor chart for That Book Woman they created

during Lesson 10. Remind students that today they will continue rereading, talking, and writing about this challenging text

to understand it even better.

• Keep in mind students have only

seen the illustrations on the initial

reading of the text. All other reads

have been using the text excerpts.

Students may benefit from an

additional full reading of the text

again at the outset of this lesson.







Work Time Meeting Students’ Needs

A. Vocabulary: Part 1 (15 minutes)

• Students will now work with the words they circled during their rereading of the text excerpts for That Book Woman.

• Gather students back together and review the strategy they learned for finding the meaning of unfamiliar words while

reading Rain School. Read the learning target: “I can determine the meaning of new vocabulary using clues in the text

around a word.” Ask students to Think-Pair-Share what this learning target is and what they did with words in Rain School.

Share as a whole group.

• Tell students that That Book Woman is a really hard book, especially because of the dialect. There may have been lots of

words in this story that were difficult for them to understand. Explain the strategy of looking at clues in the text around the

unfamiliar word, and then replacing the word with other words that might mean the same thing.

• Write the sentence, “…seeing as how my sister Lark would keep her nose a-twixt the pages of a book day break to dusky

dark.” on the board or a chart. Circle the word a-twixt. Think aloud the process of using clues in the sentence: her nose is in

a book, she’s reading, where is your nose when you’re reading? Model the process of substituting other words for the

unfamiliar word until one makes sense, for example “in” and “between.”

• Think aloud the process of using clues in the sentence: her nose is in a book, she’s reading, where is your nose when you’re

reading? Model the process of substituting other words for the unfamiliar word until one makes sense, for example “in” and

“between.”

• Because of the dialect, choose another example from the That Book Woman Vocabulary: Using Context Clues,

provided in Supporting Materials for teacher reference. On one side of an 8.5" x 11" sheet of white paper, write the

sentence from the text, circling the unfamiliar word or phrase. Think aloud and model the process of substituting other

words for the unfamiliar word until you come upon one or two that make sense in the context. On the other side of the

paper, write the possible substitutions, making sure to model trying the substitutions out in the sentence.

• Distribute a 3" x 5" index card to each pair of students. Assign each partnership with one of the words or phrases from the

list. Give partnerships 5 minutes of independent work time to use this process with their assigned word or phrase. Remind

them that on one side they are to write the whole sentence that the word or phrase is in, circling the unfamiliar word or

phrase. On the other side, they are to write one or two possible words that the word or phrase might be similar to in

meaning.

• Gather students back together as a group. Using the chart Understanding the Vocabulary of That Book Woman

review the work of the partnerships and the actual meanings of the words and phrases.

• The focus of this work is for

students to use context clues in

determining the meaning of

unknown words. In the Supporting

Materials of this lesson, a list of

words (and their context) lends

itself to this vocabulary strategy.

• Allow ELL students to pair up with

students who speak their native

language.







Work Time (continued) Meeting Students’ Needs

B. Text-Dependent Questions: Looking for Evidence (15 minutes)

• Remind students that they have already heard or read That Book Woman three times:

1. the read-aloud for enjoyment and to get the flow of the story

2. on their own and with groups to get the gist of it and find unfamiliar vocabulary

3. on their own and with groups to find and record important details and think about the story’s message or lesson.

• Tell students they will use their Text Excerpts for That Book Woman from Lesson 10. Distribute That Book Woman:

Questions from the Text. Review with students the process they went through to answer questions about Rain School

and Nasreen’s Secret School. First, they read the questions. Then, they read the entire text, keeping those questions in mind.

When they encountered details that could be used as evidence to answer a question, they marked that section of the text by

underlining or writing evidence.

• Review the word evidence with the class as something we use to prove an idea we have.

• Explain to students that they have 10 minutes to look for evidence they can use to answer the text dependent questions.

Since with this story, students are working with text excerpts on paper for the first time and considering the dialect, it may

be necessary to support students to a greater degree as they look for the evidence from within the excerpts.

• Remind students that right now they are not going to write out answers for the questions. First they will find evidence and

then they will talk with their peers before writing answers.

• After students have worked for about 10 minutes, interrupt them and ask them to discuss with a partner or small group the

evidence they found for each question.

• The difficulty of the vocabulary in

That Book Woman may require

greater teacher involvement in the

vocabulary card and Quiz-Quiz-

Trade activities. See the Dialect

Glossary in Lesson 10 Supporting

Materials.

• In Supporting Materials there is an

alternate version of the text

dependent questions that has the

answers partially formed.

• Some students may need to be

directed to the specific excerpts

where the evidence can be found.

Do this in a private way, offering

them a whispered ‘hint.’

• For students needing support,

consider providing examples and

non-examples of evidence to see if

they can recognize relevant

evidence.







Work Time (continued) Meeting Students’ Needs

C. Text-Dependent Questions: Writing the Answers (15 minutes)

• Gather students back together as a group. Review how to write answers to questions using a full sentence. The first half of

the sentence is pulled directly from the question. The second half of the sentence is the evidence found in the text. Model

this as necessary. Students can work in proximity with a partner, though they should work on answering the questions

independently.

• Circulate and support students with writing answers in complete sentences. As students work, identify 1-2 answers from

students’ work to share as a model. After 12 minutes, if time allows, share 1-2 model answers so students can gauge the

correctness of the work they just completed.

• ELLs benefit greatly on being able

to see numbered steps for any

lesson task like answering text

dependent questions. See Lesson 3.

• In Supporting Materials there is an

alternate version of the text

dependent questions that has the

answers partially formed.

D. Vocabulary : Part 2 (8 minutes)

• Tell students they are going to play a quick game of Quiz-Quiz-Trade. Students will use the prepared cards in Supporting

Materials. See the teaching note at the beginning of the lesson. Each student will have three cards. Give students 2 minutes

to review their cards.

• Explain the steps of the game. To begin, you will say “Quiz.” Partner 1 will then show Partner 2 the sentence side of their

card. Partner 2 will read the sentence, focusing on the word or phrase in bold print. Partner 2 will then tell Partner 1 what

they think the meaning of the bold word or phrase is. When you say “Quiz” a second time, the partners will switch roles.

When you say “Trade” each partner will trade partners with another nearby partnership. Play continues as you say the words

“Quiz, Quiz, Trade.”

• If desired, review the process of the game by modeling with one or two students.

Note: This part of the lesson is

optional. Quiz-Quiz-Trade is a

vocabulary protocol used at points

within the modules. It is an engaging

and worthwhile activity and can be

used with any set of words or terms.

Consider its use in other places, both

in and out of the modules.







Closing and Assessment Meeting Students’ Needs

A. Debrief: Learning Target Check (2 minutes)

• Post the learning targets again. Go through each one, asking students to engage in a quick “target check” using the Fist-to-

Five check for understanding.

Note: In Lesson 3 Supporting Materials is a set of Fist-to-Five Vocabulary Self-Reflection cards. Consider having these color

cards on permanent display.

• In this use, Fist-to-Five is a method

being used to show success with the

learning targets. Students can

quickly show their thinking by

holding up a closed fist for 0,

indicating a lack of success up to

holding up all fingers for 5,

indicating full success.

Homework Meeting Students’ Needs

Use the vocabulary matching cards to reinforce the unique vocabulary of That Book Woman.

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Grade 3: Module 1: Unit 1: Lesson 11 Supporting Materials





That Book Woman:

Questions from the Text

Name:

Date:

1. Why don’t Cal and his family see many people where they live? Use details from the text to support your answer.

2. According to the text, in what ways does Cal help his father?

3. Why does Cal think the Book Woman’s horse is brave? Use details from the text to support your answer.





That Book Woman:

Questions from the Text

4. How does Lark react when Cal wants to learn to read? Use details from the text to support your answer.

5. What is Cal’s gift to the Book Woman? Use details from text to support your answer.





That Book Woman

Questions from the Text (Alternate)

Name:

Date:

1. Why don’t Cal and his family see many people where they live? Use details from the text to support your answer.

Cal and his family don’t see many people where they live because ______

__________________________________________________.

In the text it said, “_____________________________________

__________________________________________________”

2. According to the text, in what ways does Cal help his father?

According to the text, Cal helps his father by doing chores like _______

__________________________________________________

__________________________________________________.





3. Why does Cal think the Book Woman’s horse is brave? Use details from the text to support your answer.

Cal thinks the Book Woman’s horse is brave because he sees her ______

__________________________________________________.

She also ____________________________________________

__________________________________________________.

4. How does Lark react when Cal wants to learn to read? Use details from the text to support your answer.

When Cal tells Lark he wants to learn to read, Lark reacts by ________

__________________________________________________

__________________________________________________.

5. What is Cal’s gift to the Book Woman? Use details from text to support your answer.

Cal’s gift to the Book Woman is ____________________________.

In the story, it says, “____________________________________

__________________________________________________.”





Working with Words: Using Context Clues

Word: a-twixt

Sentence from the text: “…seeing as how my sister Lark would keep her nose a-twixt the pages of a book

day break to dusky dark.”

Think:

What can you tell about the word based on the way it’s being used in the sentence?

What’s going on in this part of the story?

Are there any clues living in the illustrations?

Replace:

Try to come up with a word you know that can replace the unknown word. Remember that the sentence needs to make sense and the meaning of the sentence has to stay the same. I think the word ‘a-twixt’ might mean _____________________________ or

________________________________.





That Book Woman Vocabulary:

Using Context Clues (Teacher Resource only)

1. a-twixt: “…a-twixt the pages of a book daybreak to dusky dark.”

2. daybreak to dusky-dark: “…a-twixt the pages of a book daybreak to dusky dark.”

3. sight a soul: “So high we hardly sight a soul—’cept hawks a-winging in the sky.”

4. a-winging: “So high we hardly sight a soul—’cept hawks a-winging in the sky.”

5. fetch: “I can fetch the sheep when they take a-wander.”

6. take a-wander: “I can fetch the sheep when they take a-wander.”

7. fancy: “I do not fancy it one bit when Lark plays Teacher….”

8. aims: “So now she aims to school us herself. But me, I am no scholar-boy.”

9. school us: “So now she aims to school us herself. But me, I am no scholar-boy.”

10. scholar-boy: “So now she aims to school us herself. But me, I am no scholar-boy.”

11. britches: “…the rider is no man at all, but a lady wearing britches.”

12. passel: “A passel of books she’s packed clear up the mountainside.”

13. wares: “For if she aims to sell her wares just like the tinker-man …”

14. tinker-man: “For if she aims to sell her wares just like the tinker-man …”

15. greenbacks: “…we have no greenbacks here, no shiny coin to spend.”

16. swap: “two weeks to the day she’ll come again to swap these books for more!”

17. a spell: “I stand a spell to watch that Book Woman disappear.”

18. yearn: “And all at once I yearn to know what makes that Book Woman risk catching cold.”

19. nigh on: “It’s nigh on spring before that Book Woman can stop to visit a spell.”





Understanding the Vocabulary of That Book Woman

Sentence from text with

unfamiliar word/phrase

What we think it might

mean…

What it actually means…

“So high we hardly sight a

soul—’cept hawks a-winging in

the sky.”

see a living thing

“So high we hardly sight a soul—

’cept hawks a-winging in the

sky.”

flying

“I can fetch the sheep when

they take a-wander.”

go get or collect

“I can fetch the sheep when they

take a-wander.”

wander away or wander off

“I do not fancy it one bit when

Lark plays Teacher….”

like or care for

“So now she aims to school us

herself. But me, I am no

scholar-boy.”

plans



scholar-boy.”

teach us



scholar-boy.”

school-boy or smart person

“…the rider is no man at all, but

a lady wearing britches.”

pants





Understanding the Vocabulary of That Book Woman

Sentence from text with

unfamiliar word/phrase

What we think it might

mean…

What it actually means…

“A passel of books she’s packed

clear up the mountainside.”

pack or whole bunch

“For if she aims to sell her

wares just like the tinker-

man …”

items or things

“For if she aims to sell her wares

just like the tinker-man …”

person who sells

“…we have no greenbacks

here, no shiny coin to spend.”

paper money

“two weeks to the day she’ll

come again to swap these

books for more!”

trade

“I stand a spell to watch that

Book Woman disappear.”

for a while or a bit of time

“And all at once I yearn to

know what makes that Book

Woman risk catching

cold.”

strongly want or need

“It’s nigh on spring before that

Book Woman can stop to visit a

spell.”

near to or almost





Quiz-Quiz-Trade Cards: That Book Woman

“So high we hardly sight a

soul—’cept hawks a-winging in

the sky.”

see a living thing

“So high we hardly sight a soul—

’cept hawks a-winging in the

sky.”

flying


take a-wander.”

go get or collect


take a-wander.”

wander away or wander off

“I do not fancy it one bit when

Lark plays Teacher….”

like or care for








scholar-boy.”

plans


herself. But me, I am no scholar-

boy.”

teach us



scholar-boy.”

school-boy or smart person

“…the rider is no man at all, but a

lady wearing britches.”

pants






“A passel of books she’s packed

clear up the mountainside.”

pack or whole bunch

“For if she aims to sell her

wares just like the tinker-

man …”

items or things

“For if she aims to sell her wares

just like the tinker-man …”

person who sells

“…we have no greenbacks here,

no shiny coin to spend.”

paper money

“two weeks to the day she’ll come

again to swap these books for

more!”

trade






“I stand a spell to watch that

Book Woman disappear.”

for a while or a bit of time

“And all at once I yearn to know

what makes that Book Woman

risk catching

cold.”

strongly want or need

“It’s nigh on spring before that

Book Woman can stop to visit a

spell.”

near to or almost





Lesson 11 Homework

That Book Woman Vocabulary Match Up

Cut out all of the cards. Mix them up and place them face down in four rows of four. Flip over two

cards. If there is a match between a word or phrase from the story with the corresponding meaning,

you keep the two cards. If the cards don’t match, flip them back over leaving them in the same spots.

yearn

greenbacks

passel

a-winging

strongly want or

need

paper money

pack or whole bunch

flying

swap

britches

fancy

sight a soul

trade

pants like or

care for see a living thing

Answer Key

yearn – strongly want or need greenbacks – paper money britches - pants

swap – trade passel – pack or whole bunch fancy – like or care for

a-winging – flying sight a soul – see a living thing

Documents

Grade 3: Module 1: Unit 1: Lesson 11 Continued Close ...cms5.revize.com/revize/williamsvilleschools/About... · 3. on their own and with groups to find and record important details