1. Reading Objectives: Close Reading Explain scientific concepts. RI.4.3
Unit: 1 Lesson: 7
Module: B
Objectives:
Explain scientific concepts. RI.4.3
Read and comprehend informational text. RI.4.10
Today we will be doing a
Close Reading
of pp. 25–29.
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:
Enduring Understanding: Readers use information presented in different ways and from different sources to understand a topic.
Today we will be reading closely to understand scientific concepts in a text.

3. Let’s Get Engaged!
Look at the photographs and diagrams on pp. 25–29 of “Arachnid and Insect Skeletons,” and use the captions to name the arachnids and insects.
In this lesson, we are going to learn how readers can explain scientific concepts, or ideas, in an informational text.

4. How are insects and arachnids similar and different?
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:
How are insects and arachnids similar and different?

5. Close Read 1. How is an adult damselfly different from a nymph?
Remember that use details and examples to understand and
explain scientific concepts in informational text. Support your
answers with evidence.
1. How is an adult damselfly different from a nymph?
2. Explain how the diagram helps clarify the process of metamorphosis. Look at the text and diagram on pp. 28–29. What does this diagram show? How do the photographs and captions in the diagram help you understand and explain the scientific concept of metamorphosis?
3. Besides damselflies, what are some other examples of insects that go through metamorphosis?

6. Find and read sentences from the text with the above vocabulary words.
Benchmark Vocabulary
Vocabulary
• segments, p. 26
• armor, p. 27
Find and read sentences from the text with the above vocabulary words.
Vocabulary Quick Check 
Practice:
Use p. 70 in the Reader’s and Writer’s Journal to show contextual understanding of the Benchmark Vocabulary.

7. Text Talk Explain Concepts
When authors are explaining concepts in a scientific text, they use text features to present key details. They might use headings, diagrams, illustrations or photographs, or captions to help the reader understand the ideas.

8. Text Talk Explain Concepts
Let’s look at page 27. I see that the author is using a diagram about how a beetle takes flight. The diagram has numbered steps and features such as photographs and captions. I’m going to list those features on the left side of my graphic organizer. These features explain a scientific concept, or idea, from the text.

9. Discuss The visuals from the text that explain scientific concepts.
Discussion Routine
Reading Quick Check 
Discuss The visuals from the text that explain scientific concepts.

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 Choose a book on a topic you already understand well.
STEP 1: Focused Independent Reading
Choose a book on a topic you already understand well.
We learned that authors use details and examples
to explain concepts, or ideas. Today as you are
reading, take note of important concepts in the
book. Place a sticky note next to any examples
that help explain key concepts.

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 explaining scientific concepts in Skeletons Inside and Out.
READING ANALYSIS EXTENSION:
For students who can easily explain scientific concepts in Skeletons Inside and Out.

13. Group Related Information
Informative/Explanatory Writing
Group Related Information
Objectives:
Group related information in informative/explanatory writing. W.4.2.a
Develop and strengthen writing as needed by planning. W.4.5

14. Good writers group related information into paragraphs and sections.
Writing
Let’s Set a Purpose!
Good writers group related information into paragraphs and sections.
Let’s look at why this kind of organization matters, and what it includes:
• If different kinds of information are given in one giant paragraph, the text may be confusing for readers.

15. • Good texts are organized in a way that is pleasing to and easily understood by readers. Information is separated into paragraphs and sections.
• Within a paragraph, there is a main idea and supporting details. The main idea is the central idea of the paragraph; supporting details provide details, facts, and examples that illustrate the main idea.
• All details and ideas in a paragraph should be related to one another.

16. Writing Teach and Model
When writers write an informative text they group related information into logical paragraphs and sections. For instance, if writing a text about amphibians, a writer might group information about crocodiles in one section and information about alligators in another. Such an organization helps readers to readily digest information and see the connection between ideas.

17. Look at the following model:

18. PREPARE TO WRITE
Pick an animal with an exoskeleton and research and write a one-page informative text about this animal. Before you begin writing, you should create plans for your writing in order to get a general idea of where specific pieces of information will be included. The use of an outline can be helpful when planning writing.

19. PREPARE TO WRITE For Example: I. Arachnids and Insect Skeletons
A. “Bugs” are either insects or arachnids
1. Arachnids have two-part bodies
2. Arachnids have eight-part legs
3. Insects have three main parts
4. Insects have six walking legs
B. Both insects and arachnids have exoskeletons
1. Outer covering of bodies and legs is hard
2. Outer covering protects the soft, inner part of their bodies

20. CREATE AN OUTLINE
Each lettered line relates to the main idea of a paragraph. Related information is grouped below the lettered lines as numbered examples.

21. CHECK FOR ORGANIZATION
Paragraphs and descriptions should be organized clearly and logically. Rearrange details and examples so that the writing is organized clearly and logically. There should be only one main idea per paragraph.

22. Independent Writing Practice
Identify an animal with an exoskeleton and research and write a one-page informative/explanatory text about this animal. Group related information in paragraphs. Check that each paragraph has a main idea and supporting details. All details within a paragraph should relate to each other.