Common Core State Standards:

RI. 3.1 Ask and answer questions to demonstrate an understanding of a text, referring explicitly to the text as a basis for the answers RI.3.2 Determine the main idea of a text; recount key details and explain how they support the main idea. RI.3.4 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 Use text features and search tools to locate information relevant to a given topic efficiently. RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) I can learning target (related to your goal for the reader and the Common Core):

I can ask and answer in the book and in my head questions about the text. I can create my own graphical organizer from the information I have read in the text.

Text complexity: Reader is challenged by the text but text is also at a level where reader can use skills and background knowledge to read at an instructional level. Lesson Component Warm-up and reading for fluency

Description of Planned Activities

Time

Outcomes and Comments (The reader and you) Knew most of the Fab. 4 except summarize - talked about what summarizing was and asked her to summarize turned into main idea of what we learned last time (used same book for previous lesson).

Let's do a quick review of the Fab 4. Have student say and explain each of the four parts of the Fab. 4

If student does not remember Fab. 4, explain it more in depth to her. (Go over Fab. 4 chart and show/talk about Fab. 4 cards) We will use this chart and these cards during our time to help us with reading our story and to think deeper about the text that we are reading. Text and level: Blue Morpho Butterflies, Level 23 Text introduction and reading Today we are going to read some more of the book titled Blue Morpho Butterflies. Preview/text We are going to focus on the life cycle of the feature walk Blue Morpho Butterfly today. Do you remember the graph that we looked at last week that showed the cycle of the butterfly? What do you remember? We also talked about bolded words last week, remember, if you see a word that is bolded and you dont know what it means, you can go

Talked about what we had learned last week and did a re-walk through the book to help her remember. Had a hard time remembering what we learned so we talked about the butterflies and I prompted her by talking about the two sides of the butterfly. Finished the picture walk with what we would be learning about today -

Record predictions

Remind to think about questions to ask and to look for a word(s) (will be using popplet to create a chart of the life to clarify during cycle) reading Lets look at these pages and make a prediction What do you think we will be learning about? Write down your prediction.

back to the glossary to look up its definition. Lets look at the bolded word on page 14. Can you find it? Do you know what this word is? Lets look at its definition in the glossary. Can you read it to me? Now you know the meaning of this word when you come to it while we read. If you dont remember it though, where can you look? Today we will only be reading a few pages because I have another activity I would like us to do. We will start on this page (page 14) and read through page 17. I have a fun activity for us to do at the end so we wont be reading too much.

talked about the life cycle of a butterfly. Ended up switching around the order of the prediction and the bolded words. Talked about Rylie's prediction and what she thought she would learn from the book before talking about the bolded words. This actually turned out to work better because then we looked up the bolded word "chrysalis" in the glossary and had her read the definition and then we transitioned back to the picture talking about the chrysalis and then started reading the book. Rylie does need some work on making predictions. She uses visuals to predict what she thinks she will learn but I would like her predictions to be more in depth than they usually are. This is sometimes hard for her even after I give her prompting and model by making up my own prediction.

Hand student sticky note and marker. Allow student to put sticky note on chart. We are going to read this book to gain more information about Blue Morpho Butterflies. If you come up with any questions along the way, I want you to write them down. If you come to any word or idea that you would like clarified, I would like you to write that down also.

Give student sticky notes and markers. Okay, now lets learn about butterflies! You can start by reading on page 2.

Have student read

After reading discussion Strategy use highlighted

Great reading! Now lets look at some of the notes you wrote while you were reading.

May or may not have words to be clarified and/or questions because text was so short

Verify predictions Clarify: (Lay out clarify card) Reader talks about how he/she What are some of the words and ideas you clarified a word would like to be clarified? (or an idea) How can you figure out tricky or hard words or ideas? Write a question I didnt get theso I: Reread, read on, sound words out, ask if it Reflect on the makes sense, ask the tutor helpfulness of the Lets put these words and ideas on our chart! strategies Question: (Lay out question card) What are some questions you had while reading? Were you questions answered as you read? I wonder. Who? What? When? Where? Why? How? Why do you think? Great! Now lets put our question sticky note on our chart too.

Rylie didn't write down any questions or clarifications during her reading but I didn't really think she would because it was only three pages and we have kind of already talked about the butterflies. She did vocalize one question during the reading but it wasn't a very educational question - it was about why the book said that the chrysalis looked like a "J."

Retell: I would like you to re-tell the story for me with as many details as you can think of. After we read the three pages, we went back and talked about what we learned about the cycle. I didn't have Rylie write down a summary or re-tell because we would be doing the popplet and I wanted to get going on that.

Using popplet: Now let's take the information we learned and make our own graph. We will be using the IPad for this. Let me show you one that I have made and then we can create one for your book.

**use popplet, model and scaffold instruction, prompt** Summarize : (Lay out summarize card) Now I would like you to summarize what you read in two sentences and write them down for

The popplet was sort of hard to introduce and explain how to use in such a short time but I just modeled it to begin with and then she said that she

me on this piece of paper. Give student paper and maker. --If time allows, show video of a butterflies life cycle--

had done one before so she did a pretty good job with it. First we wrote down the different stages of the life cycle with either a phrase or a single word. After that I asked her how we could make that into a circle to show that it repeats. After we made the circle of the life cycle, we went back and put details into each of the boxes about those stages. It was interesting to hear what details she remembered and then wanted to go back to the text and find some of those details. When we got to butterfly stage, there wasn't much detail so I think that if I continue the lesson next week, we will read more about the butterfly and try to add detail to that stage. I also wanted to add pictures to the life cycle but we were already over time so we weren't able to do so. We also didn't get to the video.

Decoding development:

Teaching point(s) Text categories and questions Had a little trouble with the word chrysalis but broke up the chunks of the word to try to figure out the whole word.

Key ideas and details:

Vocabulary development:

Word chrysalis was learned through the glossary and reading the word multiple times in context.

The key idea of this lesson was to focus on the life cycle of the butterfly. It was also to be able to use the information learned from the text to create a graphic organizer.

Fluency development:

Craft and structure:

Fluency was developed in this lesson because she has read many of the same words in the previous lesson

This lesson was structured a

about the butterfly so she had experienced these words at least one other time.

little different than the previous lessons I have done with Rylie. In this lesson I didnt follow the regular routine that we usually do. I think this was jumping out on a limb by trying this because clarify and question were basically left out of the lesson, and the focus of the lesson was not on Fab. 4. I think that by switching up the structure though helped her stay a little more focused and engaged.

Integration of knowledge and ideas:

Rylie has an interest in butterflies which helps her be more engaged throughout the lesson. Rylie brought some background knowledge to the lesson because she has learned about butterflies previously and told me that she actually had butterflies in her classroom last year.

I think todays lesson went pretty well. There are some things that I wish I could have worked on but I think we accomplished a lot through the activity of using the popplet. I think that Rylie enjoyed this activity because it was something different and she got to use the technology. I wish that I would have been able to have had enough time to allow her to insert pictures into her popplet but if I continue with the lesson next week, I will definitely be able to do this. I also wish that I would have had time to show Rylie a video of a butterflys life cycle, but again, time was an issue.

One other thing I need to do is ask Rylie what Fab. 4 strategy helped her the most with reading the text. I dont think that it wouldve been important in this lesson because the focus was not on using the Fab. 4 but I think that I will definitely ask the question in future lessons to see how shes using metacognition while reading. I did insert and revise a few things from this lesson compared to the one on Evernote because I wanted to expand on some of my thinking and ideas. I also reflected a little more after the lesson and class. My main goal of this lesson was to assess Rylies comprehension of the text through using Popplet and seeing how she turned the information [from the text] into a life cycle diagram. I think she did a good job of this and I think that by breaking it up, by main idea then coming back and inserting supporting details, really helped her to think back and use her text to complete the task.