1. Reading Objectives: Close Reading
Unit: 1 Lesson: 5
Module: A
Objectives:
Identify key ideas in nonfiction texts.
Describe observation techniques.
Today we will be doing a
Close Reading
of pages
Essential Questions:
How does a reader consider point of view?
How does a writer use experiences, narration, and description to compel a
reader?

2. First Read Let’s explore the text!
Read the section title and then focus on the photographs and captions to think about what this section might be about.

3. Read Aloud Routine Focus: What is the “gist” of the text?
Read along silently as I read aloud to you. Focus on key ideas,
including different spiders’ characteristics and
behaviors, as well as the steps you could take to observe and
research spiders on your own.
Be prepared to discuss the following questions when you are done with the reading:
• What numbers or figures does the text offer up to show how numerous spiders are?
• What makes morning a good time for watching spiders? What makes evening a good time?
• What questions do you have?

4. Second Read Focus on key details that describe different types of
spiders and their observable characteristics and behaviors.
Be prepared to discuss the following questions when you are done with
the reading:
1. What do you know about the behaviors of typical spiders that you have observed in or around your home? What do you know about how to observe spiders? Use evidence from the text to support your answer.
2. What does paralyze mean? Why might a spider paralyze its prey?
4. What do you know about the meaning of venom based on the following sentence? “The so-called spitting spider—a yellow and-black-spotted animal with a large, humped head—shoots a strand of glue mixed with venom at its prey.”
4. Describe the importance of webs to spiders. Use evidence from the text.

5. Focused Reading Vocabulary Routine: Text-Based Vocabulary
dramatic, p. 38
dismantle, p. 39
stealthily, p. 40
striking, p. 40
Vocabulary Routine:
1. Read the sentence containing the word.
2. Identify context clues about its meaning within the passage.
3. Look up the word in a dictionary and read the definition.
4. Use the word in other ways.
*After we review these words, write your sentences on p. 4 in your Reader’s and Writer’s Journal.*

6. Focused Reading Discuss important details
Small Group Discussion Routine
On p. 40, I see that spiders work very hard to catch their prey.
Lots of people just go to the grocery store to get food, but spiders build
complicated webs or stalk their prey. I think spiders do an incredible amount
of work to survive.
Discuss important details
about the behaviors of typical spiders.

7. Focused Reading Team Talk Routine
The author states that it is safe for people to observe spiders, but people shouldn’t handle spiders. Do you agree with this opinion? Use details from the text to explain why or why not.

8. Reading Analysis Author’s Purpose
Authors generally have one of three purposes, or reasons for writing: to inform, to entertain, or to persuade. Most writers of nonfiction texts want to inform readers by presenting facts about a certain topic. The author does not always state their purpose for writing.
Turn to p. 6 in your Reader’s and Writer’s Journals to answer questions about Author’s Purpose.

9. Reading Analysis Cite Text Evidence
Focus on the last three full paragraphs on p. 40, beginning with the sentence “But night is a good time for spider watching, too.”
What type of information is the author sharing?
Why doesn’t this section of text focus on Sam?
What details are presented in this section?
What does the author want me to learn?

10. Writing in Response to Reading
Independent Reading
Reading Analysis
Work independently to complete a Web graphic organizer with details about the spitting spider on p. 41.
Writing in Response to Reading
Turn to page 6 in your Reader’s and Writer’s Journal and read the prompt: Reread the first full paragraph on p. 40. Why do you think some spiders come out only at night? Write a response and support it using text evidence.
Reading Wrap-Up
Share responses

11. Small Groups It’s time to get into our groups!
Please see me if you don’t know what group you belong in.

12. Informative/Explanatory Writing
Objectives:
Group related information when
writing. W.4.2.a
Understand the function of adverbs.
L.4.1

13. Writing Informative/Explanatory Writing
Good writers group related information into
paragraphs and sections. For instance, if writing a
text about cats, a writer might group information
about house cats in one section and information
about wild cats in another. Such an organization
helps readers to readily digest information and
see the connection between ideas.

14. Informative/Explanatory Writing
• If different kinds of information are given in one giant paragraph, the text is confusing for readers.
• Good texts are organized in a way that is pleasing for 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.
• Remind students that all details and ideas in a paragraph should relate to one another.

15. Writing Analyze the Model
The author groups related information into paragraphs.
Read the following section:
Identify how the details in the paragraph are related.

16. Writing An adverb is a word that
Conventions Focus: Adverbs
An adverb is a word that
modifies a verb, an adjective, or another adverb.
Adverbs tells how, where,
or when something happens. Examples of adverbs are soon, happily, and nearly.

17. Writing Independent Writing
Read the prompt on p. 10 of the Reader’s and Writer’s Journal. Identify an animal to research and describe. Write a one-page informative description of the animal. Remember to group related information in paragraphs.
Be sure that each paragraph has a main idea and supporting details. All details within a paragraph should relate to each other.