This is the final lesson in a series of close read-alouds of the text Stone Girl, Bone Girl. In this lesson, students listen to how Mary found her biggest fossil and became a famous fossil hunter. (RL.2.1, RL.2.2, RL.2.3, RL.2.5, RL.2.7)
Students participate in two culminating tasks for the read-aloud: How Mary uses a habit of character to respond to challenge and a written retelling of the beginning, middle and end of Stone Girl, Bone Girl. These activities provide important data on student progress toward the standards being assessed in the Unit 1 Assessment. The unit assessment takes place in Lessons 8-9 to monitor students' ability to independently retell important events in a story and identify a character's response to an event. (W.2.8, SL.2.2)
In the Closing, students revisit one of the Unit 1 guiding questions: How does a character respond to major events? After working closely with this focus question in the close read-aloud, students can apply their ideas to future work and texts read in class during the module.

The structure of subsequent lessons in this unit is similar to that of this lesson: language work, read-aloud, role-play, and independent writing. The predictability of the lessons helps students focus on the rigor of the work. Pay careful attention to the routines in this lesson to apply them in later lessons.
This is the first lesson in a series of four in which students create and manipulate two types of sentences: simple and compound.
In Work Time A, students are introduced to The Lion and the Bird and complete a close read-aloud. Students continue this close read-aloud in the next lesson. In this lesson, they discuss the story elements (character, setting, and problem) and begin creating the Stories of Bird Helpers anchor chart. This anchor chart represents story elements with icons, which students will use independently in the Icon Sentences protocol and in the Unit 1 Assessment in Lesson 9. The anchor chart develops students' understanding of characters' experiences within each text, which will help them compare and contrast the experiences between texts in the Unit 1 Assessment. Students develop similar anchor charts for each text read in this unit.
The pages of The Lion and the Bird are not numbered. For instructional purposes, the page that begins with "Lion is working in his garden ..." should be considered page 4 and all pages before and after numbered accordingly.
Encourage students to use their whole bodies to participate in the Role-Play protocol. Being fully engaged in the protocol will reinforce their understanding of the story. Use this activity to assess students' comprehension of the story elements they are role-playing.
Students practice the skills learned in the Opening (simple sentences) while writing in response to the text during Work Time B. This independent writing develops the skill of using evidence from the text to support an answer--a skill heavily relied on in Units 2-3.
In the Closing, students are introduced to the Icon Sentences protocol, which allows them to get more comfortable using the icons while discussing habits of character.

In the Opening, students read along silently as the teacher rereads A River of Words. Although students do not do a close read of this rich text, it is worth a second read in order to give students a foundational understanding of the life of William Carlos Williams, which in turn will support them as they closely read the Author's Note (a more complex text) later in the lesson.
In Work Time A, students participate in a teacher-led close read of the Author's Note in A River of Words. This close read guides students through explaining what inspired William Carlos Williams to write poetry (RI.4.1, RI.4.3, RI.4.4, L.4.4).
During the close read, students participate in a Language Dive that guides them through the meaning and purpose of a sentence from A River of Words (RI.4.1, RI.4.3, L.4.4a). The conversation invites students to unpack complex syntax--or "academic phrases"--as a necessary component of building both literacy and habits of mind. The sentence is compelling because it uses an adverbial clause to provide information about a poets writing process. Invite students to discuss each chunk briefly, but slow down to focus on the structure by stripping away unnecessary details. Students then apply their understanding of the concepts in this sentence to reflecting on their own writing process. A consistent Language Dive routine is critical in helping all students learn how to decipher compelling sentences and write their own. In addition, Language Dives hasten overall English language development for ELLs.
The close reading in this lesson is mostly teacher-led, so all students work at the pace the teacher sets with support where necessary. Consider inviting students who need an extension opportunity to be peer coaches.
The Author's Note in A River of Words is provided in the supporting materials, so each student can have his or her own copy. This is a complex text, so closely reading it will ensure students learn more about William Carlos Williams, in particular his poetry style and how it is unique. This will be important later in shared writing sessions when students learn to extract appropriate information from the book, the Author's Note, and the timeline in A River of Words to use in their writing.
In this unit, the habit of character focus is on working to become effective learners. The characteristic they practice in this lesson is collaborate, because they will be working to together to closely read the Author's Note from A River of Words.
Students practice their fluency in this lesson by following along and reading silently as the teacher reads A River of Words in Opening A and the Author's Note in Work Time A.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to poetry and what inspires people to write. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

In this lesson, students make connections between this chapter and the UDHR, looking for evidence of threats to human rights, before digging into Article 17 of the UDHR through a guided close read (RI.5.1, RI.5.4, L.5.4).
During the close reading in Work Time B, students participate in a Language Dive conversation that guides them through the meaning of a sentence from Article 17. The conversation invites students to unpack complex syntax--or "academic phrases"--as a necessary component of building both literacy and habits of mind. Invite students to discuss each chunk briefly, but slow down to focus on the underlined subject-predicate structure. Students can then apply their understanding of this structure as they complete future writing and speaking tasks. A consistent Language Dive routine is critical in helping all students learn how to decipher complex sentences and write their own. In addition, Language Dive conversations may hasten overall English language development for ELLs. Note that unlike the connected (but optional) Language Dive for ELLs included in the supporting materials of Lesson 8, this Language Dive is embedded in the Close Reading Guide to benefit all students.
Many articles of the UDHR could be applied to each chapter. Students may make suggestions other than those recorded on the How Were the Human Rights of the Characters in Esperanza Rising Threatened? anchor chart (example, for teacher reference).
After closely reading Article 17 of the UDHR, students find the main ideas and write a summary (RI.5.1, RI.5.1, RI.5.9).
At the end of the lesson, students are introduced to A Life like Mine by DK Publishing and make connections between that text and Esperanza in Esperanza Rising. The purpose of this text is to help students understand that home means different things to different people.
Continue to use Goal 1 Conversation Cues to promote productive and equitable conversation. Refer to the Lesson 3 Teaching Notes and see the Tools page for additional information on Conversation Cues.
Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads Article 17 of the UDHR aloud during Work Time B.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

Opening B, Work Time A, and the Closing all contain repeated routines from Lessons 1-2. Refer to those lessons for more detail, as necessary.
In this lesson and throughout Modules 3-4, ELL supports and the Mini Language Dives within the Meeting Students' Needs column will continue to be labeled and condensed (see Teaching Notes in Lesson 1).
In this lesson, the habits of character focus are working to become ethical people and working to become effective learners. The characteristics that students practice are respect, because of the potentially diverse views of classmates in response to the text, and collaboration, as students work in triads to answer text-dependent questions.
Students practice their fluency in this lesson by following along and reading silently as the teacher reads Chapter 2 of Peter Pan in Opening B.
Recall that the research reading students complete for homework helps build both their Vocabulary and knowledge pertaining to literary classics. This kind of reading continues over the course of the module.

Opening B, Work Time A, and the Closing all contain repeated routines from Lessons 1-2. Refer to those lessons for more detail, as necessary.
In this lesson, the habits of character focus are working to become ethical people and working to become effective learners. The characteristics that students practice in this lesson are respect, because of the potentially diverse views of classmates in response to the text, and collaboration, as students work in pairs to answer text-dependent questions.
Students practice their fluency in this lesson by following along and reading silently as the teacher reads Chapter 3 of Peter Pan in Opening B.

In this lesson, students read the next chapter of Esperanza Rising, "Las Guayabas," and analyze how the chapter fits into the overall structure of the text (RL.5.1, RL.5.5). They then make connections between this chapter and the UDHR, looking for evidence of threats to human rights, before digging into Article 2 of the UDHR through a close read (RI.5.1, RI.5.4, L.5.4).
Rather than participating in a guided close read during Work Time B, students work in triads to closely read and answer questions about the article. This is gradual release in preparation for the mid-unit assessment in the next lesson. After closely reading Article 2 of the UDHR, students find the main ideas and write a summary (RI.5.1, RI.5.1, RI.5.9).
The lesson is written for "Las Guayabas" to be a teacher read-aloud, but this can be organized in different ways to meet the needs of your students. For example, students could read the chapter in pairs or triads, taking turns to read, with a teacher-led smaller group of students who need additional support.
Many articles of the UDHR could be applied to each chapter. Students may make suggestions other than those recorded on the How Were the Human Rights of the Characters in Esperanza Rising Threatened? anchor chart (example, for teacher reference).
Continue to use Goal 1 Conversation Cues to promote productive and equitable conversation.
In this lesson, the habit of character focus is on working to become an ethical person. The characteristic that students practice is respect, as volunteers share out personal reflections on what happened in Esperanza Rising.
Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads "Las Guayabas" from Esperanza Rising during Opening B and Article 2 of the UDHR during Work Time B.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

This resource guide begins by outlining the theory underlying the literacy work and then lays out the framework for the supports included in the Readers series. Subsequent chapters describe and illustrate the specific content literacy and language development strategies that have been chosen as being of particularly high impact. Although most of the strategies can be used in multiple ways, we have chosen to present them as occurring "Before, €During€ and After Reading" because of the importance of this mental model in effective content literacy instruction.

FreeReading is an open source instructional program that helps educators teach early literacy. Because it is open source, it represents the collective wisdom of a wide community of teachers and researchers. FreeReading contains Comprehension Activities, a page of activities to address important comprehension skills and strategies.

Heavily influenced by social and scientific theories, including those of Darwin, writers of naturalism described"”usually from a detached or journalistic perspective"”the influence of society and surroundings on the development of the individual. In the following lesson plan, students will learn the key characteristics that comprise American literary naturalism as they explore London's "To Build a Fire" and Crane's "The Open Boat."

This lesson follows a similar structure to Lessons 1 and 2, with students reading Chapter 10 of The Hope Chest in triads, determining themes that were evident in the chapter, and summarizing the chapter (RL.4.1, RL.4.2, L.4.5b).
In the Closing, students are guided through a research reading share to hold them accountable for their research reading homework. Consider using the Independent Reading: Sample Plan if you do not have your own independent reading review routines.

This lesson follows a similar structure to Lessons 1-5, with students reading Chapter 13 of The Hope Chest in triads, determining themes that were evident in the chapter, and summarizing the chapter (RL.4.1, RL.4.2, L.4.5b).
In this lesson, after reading Chapter 13, students focus on similes and metaphors in Chapter 13 (L.4.5a) rather than on idioms, adages, and proverbs, because none of the latter are clearly evident in this chapter.
In Work Time A, students participate in a Language Dive that guides them through the meaning of a sentence from The Hope Chest. The focus of this Language Dive is on using relative pronouns (L4.1a). Students then apply their understanding of the meaning and structure of this sentence when using relative pronouns in their summaries and during the Mid-Unit 2 Assessment in Lesson 8. Refer to the Tools page for additional information regarding a consistent Language Dive routine.

Work Times A and C and the Closing all contain repeated routines from Lessons 2-3. Refer to those lessons for more detail as necessary. Note: Pages 6-7 of One Well--and future pages of this text--mention percentages. Before reading these pages, consider explaining what percentages are so when students encounter these references in the book, they are more meaningful.
In Work Time B, students participate in a Language Dive that guides them through the meaning of a sentence from One Well. The focus of this Language Dive is the function of pronouns (L.3.1a). Students then apply their understanding of the meaning and structure of this sentence when determining the main idea of the text and when determining the function of pronouns in One Well and during the Mid-Unit 1 Assessment. Refer to the Tools page for additional information regarding a consistent Language Dive routine.
In this lesson, students focus on working to become effective learners with a characteristic of their choice.
Students practice their fluency by following along and reading silently as the teacher reads aloud One Well in Work Time C.

By reviewing homework questions in this lesson, students are held accountable for their homework and reminded of what happened in that chapter of the novel. This helps to provide a purpose for continuing to study Article 23 of the UDHR (RL.5.1).
In this lesson, students determine the main ideas of Article 23 and write a summary after a mini lesson about summary writing in which they analyze a model (RI.5.2).
Writing instruction has been carefully designed across the module. In this unit, the focus is on writing a short summary paragraph. In unit two, the focus shifts to writing a full essay--an introduction paragraph, two proof paragraphs, and a conclusion paragraph. These basic structures are introduced to students in this module and built upon throughout the school year.
Lessons 3-5 featured built-out instruction for Goal 1 Conversation Cues to promote productive and equitable conversation. Moving forward, continue using Goal 1 Conversation Cues in this way, considering suggestions within lessons. Refer to the Lesson 3 Teaching Notes and see the Tools page for additional information on Conversation Cues.
Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads "Los Higo" aloud during Closing and Assessment A.
In this lesson, the habit of character focus is on working to become an ethical person. The characteristic that students practice is respect, as volunteers share out personal reflections on what happened in Esperanza Rising.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

Students are introduced to the module guiding questions, which include how the world's freshwater is threatened, in Work Time B. Be aware that some may connect with this topic personally and deeply. Monitor students and determine whether there are any issues surfacing that need to be discussed in more detail as a whole group, in smaller groups, independently, or with families. Students' feelings may be personal, and they are not required to share them.
In Work Time A, students participate in the Infer the Topic protocol to familiarize themselves with the module topic using resources from the texts they will be reading throughout the module (RI.3.1, W.3.8, SL.3.1). They continue to build on the foundations of inferring the topic as they are introduced to the performance task and the module guiding questions in Work Time B.
In Work Time C, students hear a read-aloud of Water Dance and determine the meaning of unfamiliar vocabulary (RL.3.4, L.3.4). This text is meant to engage students in the topic with poetry and illustrations and to allow practice determining the central message (RL.3.2).
Students begin a class KWEL chart in the Closing. The process of adding to the chart will be repeated in later lessons. Pay careful attention to the routine in this lesson to apply it in subsequent lessons.
In this lesson, students focus on working to become effective learners as they concentrate on a characteristic of their choice.

Throughout this module, students revisit the module guiding questions introduced in this lesson: "How do writers capture a reader's imagination?" and "What can we learn from reading literary classics?"
In this lesson, students participate in the Infer the Topic protocol to familiarize themselves with the module topic, using resources from the texts they will be reading throughout the module (RL.3.1, W.3.8, SL.3.1).
In Work Time C, students begin reading Peter Pan retold by Tania Zamorsky. The routine of reading aloud as students follow along silently in their heads, and then recounting the chapter will be repeated (with gradual release) in each lesson until students have finished reading the book in Unit 2. Pay careful attention to the routines in this lesson in order to apply them to subsequent lessons.
In this module, a literary classic is defined as a story that was written a long time ago but is still enjoyed today. It is important students understand that one person's idea of a literary classic might be different from someone else's because there are no set rules about what a literary classic is.
Ensure students understand that they are reading Peter Pan as an example of a literary classic and that we can learn things about different time periods in history through reading literary classics. Also ensure that they understand the importance of studying these classics so they can learn from the narrative techniques used.
It is important to be sensitive to students' and families' feelings and experiences with regard to literary classics in the U.S., such as Peter Pan--feelings that may range from very positive to somewhat neutral to very negative. Some people love the adventure, the characters, and the descriptive writing; others find the racism and sexism offensive--for example, the way Mrs. Darling stays at home and looks after duties there while Mr. Darling goes out to work--and also the descriptions of "Indians." These issues are discussed more in the next lesson through an informational context text, but it is important to be prepared to handle them sensitively should they arise.
After reading each chapter, students have time to reflect. Monitor your students and determine whether issues are surfacing that need to be discussed in more detail as a whole group, in smaller groups, or independently.
ELL supports within the Meeting Students' Needs column have changed. Each support is labeled and fully explained the first time it is used, then labeled and condensed in subsequent lessons (see the Unit 1 Overview).
Note that the Mini Language Dive format has changed to reflect a more student-centered approach (see the module overview).
Beginning in this lesson and throughout much of Units 1-2, students are asked to follow along silently as you read the text aloud or to read chorally as a class or with partners. This builds their fluent reading skills. In this lesson, students follow along, reading silently in their heads as the teacher reads Chapter 1 of Peter Pan aloud during Work Time C.
This lesson is the first in a series of three that include built-out instruction for the use of Goal 4 Conversation Cues. Conversation Cues are questions teachers can ask students to promote productive and equitable conversation (adapted from Michaels, Sarah and O'Connor, Cathy. Talk Science Primer. Cambridge, MA: TERC, 2012. Based on Chapin, S., O'Connor, C., and Anderson, N. [2009]. Classroom Discussions: Using Math Talk to Help Students Learn, Grades K-6. Second Edition. Sausalito, CA: Math Solutions Publications). Goal 4 Conversation Cues encourage students to think with other students to expand the conversation. Continue drawing on Goals 1-3 Conversation Cues, introduced in Modules 1-2, and add Goal 4 Conversation Cues throughout Modules 3-4 to more strategically promote productive and equitable conversation. Refer to the Tools page for additional information on Conversation Cues. Consider providing students with a thinking journal or scrap paper. Examples of the Goal 4 Conversation Cues you will see in the remaining modules are (with expected responses):
To encourage students to compare ideas:
Teacher: "How is what _____said the same as/different from what _____ said? I'll give you time to think and write."
Student: "_____ said _____. That's different from what _____ said because _____."

To encourage students to agree or disagree and explain why:
Teacher: "Do you agree or disagree with what your classmate said? Why? I'll give you time to think and write."
Student: "I agree/disagree because _____."

To encourage students to add on to others' ideas:
Teacher: "Who can add on to what your classmate said? I'll give you time to think and write."
Student: "I think that _____."

To encourage students to explain others' ideas:
Teacher: "Who can explain why your classmate came up with that response? I'll give you time to think and write."
Student: "I think what she's saying is _____."

Note that Goal 4 Conversation Cues are not built into the Discussion Norms anchor chart, as these cues are best suited for teachers facilitating student conversations.

Students examine the divided nature of Raskolnikov's character and personality. Then they uncover the divided natures of other characters"”a fact that becomes increasingly evident as the novel progresses to go beyond character analysis to comprehend Dostoyevsky's underlying themes. What does the novel imply about human nature? Dostoevsky clearly perceived that people are neither simple nor easily classified; they are often torn in opposite directions by forces both inside of and outside of themselves, sometimes with catastrophic results.

The Nrich game as introduced is intended for children who are just beginning to become confident with small numbers. However there are many variations, some suggested below, that make it suitable for older children. As with many of the NRICH games, consolidation of basic number facts is combined with an element of strategic thinking.

Opening A: I can identify the vowel sounds in spoken words. (RF.1.2)
I can listen to several one-syllable words and identify the short or long vowel sound they contain.
Work Time A: I can examine the spelling of vowel sounds in a printed word and determine the syllable type (closed, open, or magic "e"). (RF.1.3)
I can explain that single-vowel letters in one-syllable words usually have short vowel sounds.
I can explain that in CVCe (consonant, vowel, consonant, silent "e"), one-syllable words ending in final "e," the V (vowel) letter usually has a long vowel sound.
I can decode a word with a vowel in the middle and a silent "e"at the end.
I can identify the five or six types of syllables in written words.
Work Time B: I can examine the spelling of vowel sounds in a printed syllable, determine the syllable type, and use that information to combine it with another syllable to make and read a word (real or nonsense). (RF.1.3)
I can decode a two-syllable word that contains the CVCe vowel pattern.
I can decode (read) two-syllable words by thinking about the syllable type.