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Stage 1: Desired Results

Established Goals:
I can identify the connection (cause/effect, sequence, problem/solution, compare
/contrast) between sentences or paragraphs.

R.I. 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).

Understandings: Essential Questions:


Students will understand What is the relationship between a
How to describe the connections sentence and a paragraph?
(cause and effect, compare and
How are sentences connected and
contrast sequencing) between logically organized to form paragraphs?
particular sentences within and
between paragraphs supports all What signal (transition, connecting)
levels of reading comprehension. words describe connections between
How to make logical connections sentences and paragraphs.
between sentences within a
paragraph and between a series
of paragraphs supports written
and oral expression.
Students will be able to
Describe the connections between sentences and paragraphs.
Answer questions about the connections of paragraphs and sentences.

Background Information:
Before teaching this seed students need to understand the relationship between
cause and effect, sequence, problem/solution, and compare/contrast. In the 3rd
grade unit, weeks 19-24, students read a variety of texts where they had to
describe the relationship between ideas, events, and steps (seeds 4-7). Anchor
charts of signal words were created to help readers identify sequence and
cause/effect relationships. You may want to revisit these seeds before moving on to
this seed. You may want to start with teaching one type of connection at a time
such as sequence or compare and contrast.
The following link contains a video of a 3rd/4th grade teacher explaining how she
introduces her students to various text structures. http://dww.ed.gov/Reading-
Comprehension/Focus-on-Text-Structure/see/index.cfm?
T_ID=36&P_ID=98&c1=2075
Vocabulary:
compare
contrast
cause
connection
paragraph
relevance
sequence (first, second, third)
effect
sentence

Stage 2- Assessment Evidence


Performance Tasks: Other Evidence:
End of Week Test on RI 3.8. Teacher Observations
IDR Work
Stage 3: Learning Plan

Learning Activities:
Day 1:
1. Begin by giving students the text structures book or foldable. Explain that we
will be learning the different ways informational texts can be set up. Go
through each text structure in the book and have students write down the
definition. Then have them read and paste the example in the bottom part.
You can also have them write down the key words in the book. Then have
them go through the example and highlight the key words and how the text
shows it is that text structure.
2. Give the students the two paragraphs to read and decide as a class what
structure.
3. Do the text structure sort.
4. Give students the prove it sheet. They will have to read paragraphs and
decide which text structure it is and write a 2 on the short answer.

Day 2
1. Review the different text structures and give paragraphs and decide as a
class what text structure it is.
2. Do text structure sort #2.
3. Give students the prove it sheet. They will have to read paragraphs and
decide which text structure it is and write a 2 on the short answer.

Days 3 and 4:
1. Begin by providing students with a concrete example of different ways
writers can organize information. Lets say that I wanted to tell you
about what I did over the weekend. I may say something like; First, I
had to get up and run. Then I had to go to the grocery story. Next, I
had to make cookies for my daughters birthday. After that , Notice
how I told you the events in the order it happened. This is called
sequence. Provide students with other concrete examples to describe
the other structures like problem/solution, compare/contrast, and
cause/effect. Explain to students that writers will choose various ways
to organize their ideas like sequence or problem/solution.

2. Choose a variety of short passages or informational books that contain


different ways authors organize information (e.g., sequence,
cause/effect, compare /contrast). See attached document (LINK) with a
list of possible texts to use including pages numbers and examples of
some of the organizational structures used in the text. Pick out various
sections from each of the texts that have an obvious connection
between sentences and paragraphs. Model how to determine the
connection between paragraphs or sentences by thinking aloud about
how they connect. For example, using a visualizer, project the following
excerpt from the book Everything Dolphin by Marty Crisp. Dolphins and
porpoises are closely related. Porpoises have smaller heads and
shorter snouts than dolphins have. They have spade-shaped teeth,
while dolphins have cone-shaped teeth. But in modern language
usage, some people use the words dolphin and porpoise as synonyms,
both meaning the same thing. Using a think aloud, share with students
how the sentences in this paragraph are connected. You may even
want to point out signal words that helped you know that the author
was comparing and contrasting. Continue this process with a variety of
short sections from different texts. Using passages from texts on the
same topic is a powerful way to show students the differences between
how authors organize their information

3. During the guided practice portion, have students work with partners
to read short paragraphs from a variety of different texts and
determine the connection between paragraphs or sentences in the
text. Then have partners join another partnership to compare their
thinking. Finally, bring students back together to share how
sentences/paragraphs are connected using evidence to support their
thinking. During this discussion point out key words that signal
different connections.

4. During work time (small group instruction and independent practice),


have students continue to read informational books or magazines.
While reading, students use post-it notes to mark 2-3 paragraphs from
the text and identify how the sentences in that paragraph were
connected or organized. Students then meet with partners to share
their thinking.

Thinking Stems/Anchor Charts:


How does the author connect their ideas in paragraph __?
Why do you think the author chose to use (sequence, cause/effect,
problem/solution) to organize his/her ideas in this paragraph?
Formative Assessment:
Listen to students while they are working with partners and independently
reading. Make notes about how students are able to identify the connections
between sentences and paragraphs. Pull small groups for students who may need
additional support.
Exit Slip: Choose a short passage or a paragraph from a text. In writing, have
students identify the connection between the sentences in a paragraph or between
two or more paragraphs in the text.

Days 5 and 6:
1. Choose a passage that was used in the previous seed. Explain to students
that you have identified how the author has organized the information but
now we need to take it a step further by describing this connection. For
example, show students this section from Everything Dolphin by Marty Crisp.
Dolphins and porpoises are closely related. Porpoises have smaller heads and
shorter snouts than dolphins have. They have spade-shaped teeth, while
dolphins have cone-shaped teeth. But in modern language usage, some
people use the words dolphin and porpoise as synonyms, both meaning the
same thing. During the previous lesson you and your students identified that
this passage is comparing and contrasting how dolphins are different than
porpoises. Model for students how to explain why you think this is organized
this way using evidence from the text. You may want to use the following
prompt: Describe how the author has organized the information in this
paragraph. Support your answer with evidence from the text. Using large
chart paper, model how to respond to this prompt. Leave this chart up during
guided and independent practice as a model for student work.

2. During guided practice, provide students with informational articles to read


with a partner. Have students read through the article twice. During the first
read, students are reading and writing down their thinking in the margins.
During the second read, students are looking for connections within
paragraphs or between paragraphs. Partners then choose one paragraph, or
two consecutive paragraphs to describe how the ideas are connected.
Remind students to use evidence from the text to support their thinking.
Students also may want to note signal words in their descriptions. Allow
students about 10 minutes to work and then have them meet with another
group to share their thinking. After sharing their thinking, students may want
to add to or change their original response. Finally, bring students back
together to share their thinking with the whole class. During this discussion
you may want to explain to students that when readers are able to
understand how the text is organized, it will help them to understand and
remember what they read.

3. During work time (small group instruction and independent practice) students
will continue practicing identifying how paragraphs in informational texts are
connected. Pull small groups of students who may need additional support.

Thinking Stems/Anchor Chart:


How does the first paragraph relate to the second paragraph? Use examples from
the article to support your thinking.
How has the author organized the information in this paragraph. Support your
answer with evidence from the text.

Formative Assessment Opportunities:


Confer with students during independent reading and small group instruction
to see if they are able to describe the connection between sentences and
paragraphs in an informational text.
Make notes about areas of need that may need to be addressed during a small
focus group or whole group instruction.
Performance Task: Provide students with a short informational text that
contains a logical connection between paragraphs. After reading, have students
in writing respond to the following prompt: Describe how the first paragraph
relates to the second paragraph. Support your answer with evidence from the
text.

Day 7:
Continue with practice/review and assessment.

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