1. Reading Objectives: Close Reading
Unit: 1 Lesson: 6
Module: B
Objectives:
Identify key details the author uses to support main points. RI.4.1, RI.4.2
Engage in discussion and express ideas clearly. SL.4.1
Today we will be doing a
Close Reading
of pp. 20–24.
Essential Questions:
How do readers summarize ideas by using clues from both text and supporting visuals?
How do authors research and use ideas from informational texts?

2. Enduring Understanding:
Building Understanding
Let’s Set the Purpose!
Enduring Understanding:
Authors use organizational structure, specific word choice, and evidence when explaining a topic.
We are going to identify key details in our reading and use key details in our own writing.

3. Let’s Get Engaged!
Recall what you have read so far in Skeletons Inside and Out. Next, have students page through pp. 20–24, noting that the author makes certain information easier to find by using headings, illustrations, “Did You Know?” boxes, captions, and labels.
In this lesson we are going to learn how authors use key details to support their main points.

4. What key details did you learn about sea creatures in this section?
Reading Routine
You should be reading for an understanding of what the text is mainly about.
Turn and Talk:
Turn to a partner and discuss these questions using examples from the text:
What key details did you learn about sea creatures in this section?

5. Close Read
Remember readers identify key details that support the main points in a text. Support your answers with evidence.
1. According to the text, what are sea creatures’ endoskeletons made of? What are the differences between the two? Let’s find these details and point to them in the text.
2.Look at the text and pictures on p. 20. Describe how fish move. How do the pictures help you better understand the description in the text?
3. How do crustaceans move?

6. Find and read sentences from the text with the above vocabulary words.
Benchmark Vocabulary
Vocabulary
• tissue, p. 21
Find and read sentences from the text with the above vocabulary words.
Vocabulary Quick Check 
Practice:
Use p. 68 in the Reader’s and Writer’s Journal to show contextual understanding of the Benchmark Vocabulary.

7. Text Talk Compare and Contrast
To compare and contrast two things, an author might provide details about two topics in the same paragraph using transition words, such as similarly or unlike. Or, an author may choose to use a separate paragraph for each topic.

8. Text Talk
Let’s look at pages 20 and 21 where the author compares fish and sharks. On page 20, I read that fish skeletons are made of bone. On page 21, I see that shark skeletons are made of cartilage. I’m going to record this information in my chart in the “different” column.

9. Discussion Routine Reading Quick Check 
Discuss the key details the author uses to support main points in the text.

10. Small Group Time STEP 1: Focused Independent Reading
It’s time to prepare to read your self-selected texts. Let’s take a look
at the two focus points and make a plan for your reading.
You will apply both focus points to your self-selected texts.

11. Small Group Time STEP 1: Focused Independent Reading
Try using resources in the classroom to look up words, phrases, or
concepts that they do not understand. Resources can include a
dictionary, a thesaurus, and a computer, if available.
We learned about transition words such as similarly or
unlike that indicate an author is comparing two topics.
As you read, notice whether the author is showing
similarities or differences between two things. Make a
list of words that signal the similarities or differences.

12. Small Groups Small Group Options Activity
STEP 2: Based on formative assessments of your progress, we’ll use the following options to provide additional instruction, practice, or extension as needed.
Small Group Options
Activity
WORD ANALYSIS:
For students who need support with this week’s Word Analysis skill.
UNLOCK THE TEXT:
For children who need support in accessing key ideas, key language, and key structures.
CONFERENCE:
With two or three children to discuss self-selected texts.
FLUENCY:
For fluent reading accountability.
READING ANALYSIS SUPPORT:
For students who struggle with making comparisons and contrasts in Skeletons Inside and Out.
READING ANALYSIS EXTENSION:
For students who can easily make comparisons and contrasts in Skeletons Inside and Out.

13. Informative/Explanatory Writing Develop a Topic With Concrete Details
Objectives:
Write to develop a topic with concrete details. W.4.2.b

14. Writing Let’s Set a Purpose!
Developing a topic means elaborating on it, or providing details, to help readers understand it fully. Concrete details are highly specific details that are often descriptive. They make use of the five senses to help readers create strong mental pictures. Good writers develop a topic with concrete details that provide examples or that appeal to the readers’ senses.

15. Steps for developing a topic with concrete details:
•Draw on your five senses to illustrate important aspects of your topic. For example, if you are writing an article about butterflies, you might include visual details about one specific butterfly. Tell readers how it looks (bright blue) and how it flies (flutters from flower to flower).
•Make sure your main points are supported with specific examples.
•Always relate your examples and observations to your topic.

16. Writing Teach and Model
Writers introduce a topic and then use concrete details to support a main idea.

17. Look at the following model:

18. PREPARE TO WRITE
You will be choosing an animal, plant, or flower you have observed frequently or closely. Then write an informative paragraph about the topic and support it with concrete details.

19. BRAINSTORM
You can develop a topic by thinking of vivid, highly specific words that will give readers a mental picture of what is being described. Brainstorm about which strong, specific nouns, adjectives, and verbs you can use to describe the animal, plant, or flower you selected.

20. BRAINSTORM For example:
I chose a rosebush for my plant. I am thinking about my senses to come up with vivid, specific words. For sight, I come up with red velvet to describe the way the roses look and feel. I describe the thorns as tiny sharp knives because
when you touch them they feel sharp. For smell, I think of the words sweet perfume.

21. USE SPECIFIC WORDS
Highly specific words are preferable to more general words. For example, the verb sped or galloped is more vivid than the verb ran. Use a dictionary or thesaurus to help you replace general words with more specific ones.
I’ll write this sentence about the rosebush: “The smell of roses is sweet perfume to my nose.” I am not really happy with the word smell here, so I use a thesaurus to find similar words, or synonyms. I come up with odor, aroma, and fragrance. I choose fragrance. My revised sentence reads, “The fragrance of roses is sweet perfume to my nose.”

22. Independent Writing Practice
Write an informative/explanatory paragraph about an animal, flower, or plant that they have observed. Use specific, vivid details in your paragraphs.