02 Grade 3 Module 1 Unit 1

GRADE 3, MODULE 1, UNIT 1
TABLE OF CONTENTS
1.
Module 3.1 Module Overview

Becoming a Close Reader and Writing to Learn: The Power of Reading Around the World
See separate stand-alone document on EngageNY
2.
Module 3.1: Assessments
3.
Module 3.1: Performance Task

Accessing Books Around the World Bookmark
4.
Module 3.1 Unit Overview

Unit 1: Seeking the Power of Education and Reading
5.
Module 3.1: Recommended Texts

MODULE 3.1: UNIT 1 LESSONS
A.
Lesson 1: Talking with My Peers: Carousel of Reading Superheroes around the World
B.
Lesson 2: Introducing Close Reading: Finding the Main Message and Taking Notes about Rain School
C.
Lesson 3: Continued Close Reading of Rain School: Text-Dependent Questions and Vocabulary
D.
Lesson 4: Choosing a Book That Interests Me: Seeking the Superhero Reader in Me
E.
Lesson 5: Informative Paragraph Pre-assessment: What Is One Reason You Want the Power of Reading?
F.
Lesson 6: Close Reading of Nasreens Secret School: How Do People Access Books in Afghanistan?
G.
Lesson 7: Continued Close Reading of Nasreens Secret School: Discussion of Questions and Evidence
H.
Lesson 8: Paragraph Writing Instruction
I.
Lesson 9: Close Reading of That Book Woman: How Did People Access Books in Rural Areas of the United States?
J.
Lesson 10: Continued Close Reading of That Book Woman: Text Dependent Questions and Vocabulary
K.
Lesson 11: End of Unit 1 Assessment: Close Reading and Powerful Note-Taking on My Own
NYS Common Core ELA Curriculum
Grade 3 Module 1
Copyright 2012 by Expeditionary Learning, New York, NY. All Rights Reserved.
GRADE 3, MODULE 1: UNIT 1 OVERVIEW

SEEKING THE POWER OF EDUCATION AND READING
In this first unit, students will explore the question: Why do people seek
the power of reading? Through the study of literature, literary nonfiction,
and informational articles from around the world, and in their own backyards,
students will experience the extraordinary lengths to which some people go in
order to access the power and privilege of reading. Students will learn about
and practice how to close read and answer text-dependent questions. They
also will determine the criteria for a good conversation and practice discussing
texts with their peers. Throughout this unit, teachers also will conduct a variety
of reading assessments on individual students, based on district or school

priorities. (This will lay the foundation for students getting to know their own
reading powers during Unit 2.) As the mid-unit assessment, teachers will gauge
students ability to collaborate with their peers. Students will begin to build their
ability to write an informative paragraph using a simple accordion structure
to help them understand how to develop a topic with facts, definitions, and
details. In the end of unit assessment, students will demonstrate their ability to
organize and record notes about reading superheroes throughout the world.
GUIDING QUESTIONS
AND BIG IDEAS
What is the power of reading and education?

How does where people live in the world affect how they access reading and books?
People overcome great challenges in order to access learning and books.
Readers can learn about different cultures (people and places) through a variety of texts.
MID-UNIT 1
ASSESSMENT:
This assessment centers on NYSP12 ELA CCLS SL.3.1.b and SL.3.1.c. Three times in this unit, students will engage in
small group discussions after reading texts closely. During the three of these discussions, the teacher will use a simple
Conversation Criteria checklist to monitor and record students mastery of discussion skills. Since the assessment is about
the students ability to speak in complete sentences and use class norms, teachers may choose to track students use of these
criteria over the course of multiple lessons. Lesson 4 includes specific time to pull any students for whom teachers do not
already have ample assessment evidence.
Grade 3 Module 1
END OF UNIT 1
ASSESSMENT:
Close Reading and Powerful Note-Taking on My Own

This on-demand assessment centers on NYSP12 ELA CCLS RL.3.1, RL.3.2, RL.3.3, and W.3.8. Students will read
independently excerpts from The Librarian of Basra or another text of the teachers choosing at the appropriate
Lexile range. Students will follow the same close reading routine they have been practicing throughout the unit:
reading to get to know the text, reading to determine the central message and to identify unfamiliar vocabulary,
reading to take notes about how key details help to convey the central message or lesson of the text, and reading to
answer text-dependent questions.
CONTENT CONNECTIONS
This module is designed to address English Language Arts standards and to be taught during the literacy block of
the school day. However, the module intentionally incorporates Social Studies and Science content taught during
other parts of the day. These intentional connections are described below.
NYS SOCIAL STUDIES

CORE CURRICULUM
People in world communities seek education, and they gain knowledge in similar and different ways.
CENTRAL TEXTS
1. James Rumford, Rain School (New York: Houghton Mifflin Harcourt, 2010); ISBN-13: 978-0 547-24307-8, ISBN10: 0-547-24307-3.
2. Jeanette Winter, Nasreens Secret School (San Diego: Beach Lane Books, 2009); ISBN-13: 978-1-416-99437 4, ISBN10: 1-416-99437-8.
3. Heather Henson, That Book Woman (New York: Atheneum Books for Young Readers, 2008); ISBN-13: 978-1-41690812-8, ISBN-10: 1-1469-0812-9.
4. Jeanette Winter, The Librarian of Basra: A True Story from Iraq (Houghton Mifflin Harcourt, 2005); ISBN-13: 978-015-205445-8, ISBN-10: 0-152-05445-6.
Grade 3 Module 1

CALENDARED CURRICULUM MAP: Unit-at-a-Glance
This unit is approximately 2 weeks or 10 sessions of instruction.
LESSON
LESSON TITLE
LONG-TERM TARGETS
SUPPORTING TARGETS
ONGOING ASSESSMENT
Lesson 1
Talking with My Peers:

Carousel of Reading
Superheroes around the
World
I can effectively
participate in a
conversation with my
peers and adults. (SL.3.1)
I can ask and answer
questions about a text.
(RI.3.1)
I can talk with my partner in

order to record notices and
wonders about pictures.
I can ask and answer
questions about a text.
Observation of partner
discussions
Contributions to conversation
norms
Quotes from My Librarian Is a
Camel
Lesson 2
Introducing Close
Reading: Finding the
Main Message and
Taking Notes about
Rain School
I can identify the main

message or lesson of a
story using key details
from the text. (RL.3.2)
I can describe the
characters in a story
(their traits, motivations,
feelings). (RL.3.3)
I can describe how
a characters actions
contribute to the events in
the story. (RL.3.3)
I can document what I
learn about a topic by
sorting evidence into
categories. (W.3.8)
I can effectively
participate in a

message of Rain School by
reading the text closely.
I can sort key details from
Rain School into categories.
I can discuss how the main
message is conveyed through
key details.
Close Read recording form (parts 1

and 2)
Grade 3 Module 1

LESSON
LESSON TITLE
LONG-TERM TARGETS
SUPPORTING TARGETS
Lesson 3
Continuing Close
Reading of Rain School:
Text-Dependent
Questions and
Vocabulary
I can answer questions

using specific details from
the text. (RL.3.1)
I can explain what I
understand about the
topic being discussed.
(SL.3.1)
I can use what the
sentence says to help me
determine what a word or
phrase means. (L.3.4)
I can answer questions

using details from the Rain
School.
I can explain why I chose
specific details I found to
answer questions about
the text.
I can determine the
meaning of word using
clues from the text around
it.
Close Read recording forms

(completed)
Rain School: Questions from the
text
Vocabulary cards
Lesson 4
Choosing a Book That

Interests Me: Seeking
the Superhero Reader
in Me
I can choose texts that

interest me. (RL.3.11a)
I can effectively
participate in a
I can speak in complete
sentences with appropriate
detail. (SL.3.6)
I can select a power

book that I want to read.
I can talk with a small
group about why I chose
my power book.
I can speak in complete
sentences when I
participate in group
discussions.
Book selection
Conversation Criteria checklist
ONGOING ASSESSMENT
Grade 3 Module 1

LESSON
LESSON TITLE
LONG-TERM TARGETS
SUPPORTING TARGETS
ONGOING ASSESSMENT
Lesson 5
Informative
Paragraph Preassessment: What
Is One Reason
You Want the
Power of Reading?
I can effectively participate in a

conversation with my peers and adults.
(SL.3.1)
I can speak in complete sentences with
appropriate detail. (SL.3.6)
I can write an informative/explanatory
text. (W.3.2)
text that has a clear topic. (W.3.2)
I can follow our class norms

when I participate in a
conversation.
I can speak with complete
sentences when I participate
in group discussions.
I can write an informative
paragraph with a clear topic
that explains why I want to
get the power of reading.
Conversation
Criteria checklist
Student paragraphs
(for pre assessment)
Lesson 6
Close Reading
of Nasreens
Secret School:
How do People
Access Books in
Afghanistan?
I can identify the main message or lesson

of a story using key details from the text.
(RL.3.2)
I can describe the characters in a story
(their traits, motivations, feelings).
(RL.3.3)
I can describe how a characters actions
contribute to the events in the story.
(RL.3.3)
I can document what I learn about a
topic by sorting evidence into categories.
(W.3.8)
conversation with my peers and adults.
(SL.3.1)

message of Nasreens Secret
School by reading the text
closely.
I can describe what Nasreen
wanted and what she did.
Nasreens Secret School into
categories.
message is conveyed through
key details.
Close Read recording

form (parts 1 and 2)
Begin Mid-Unit 1
Assessment, using
Conversation Criteria
checklist
Grade 3 Module 1

LESSON
Lesson 7
LESSON TITLE
Continued Close
Reading of
Nasreens Secret
School: Discussion
of Questions and
Evidence
LONG-TERM TARGETS
SUPPORTING TARGETS
ONGOING ASSESSMENT
I can answer questions using specific

details from the text. (RL.3.1)
I can explain what I understand about the
topic being discussed. (SL.3.1)
I can use what the sentence says to help
me determine what a word or phrase
means. (L.3.4)
I can answer questions using

details from the text.
I can explain why I chose
specific details I found to
answer questions.
I can determine the meaning
of new vocabulary using
clues in the text around it.
Close Read
recording forms
(completed)
Nasreens Secret School:
Questions from the
text
Complete MidUnit 1 Assessment,
using Conversation
Criteria checklist

text that has a clear topic. (W.3.2)
I can develop the topic with facts,
definitions, and details. (W.3.2)
I can construct a closure on the topic of
an informative/explanatory text. (W.3.2)
I can write routinely for a variety of
reasons. (W.3.10)
I can write a paragraph about

what Nasreen wants and why.
support my topic with details
from Nasreens Secret School.
I can write a sentence to close
my paragraph.
Students on-demand
paragraphs
(Finish mid-unit
assessment)
Lesson 8
Paragraph Writing
Instruction
Grade 3 Module 1

LESSON
LESSON TITLE
LONG-TERM TARGETS
SUPPORTING TARGETS
ONGOING ASSESSMENT
Lesson 9
Close Reading of
That Book Woman:
How Did People
Access Books in
rural Areas of the
United States?

(RL.3.2)
(RL.3.3)
I can describe how a characters actions
contribute to the events in the story.
(RL.3.3)
(W.3.8)
conversation with my peers andadults.
(SL.3.1)

message of That Book Woman
by reading excerpts from the
text closely.
That Book Woman into
categories.
message of That Book Woman
is conveyed through key
details.
Close Read recording

form (parts 1 and 2)
Lesson 10
Continued Close
Reading of That
Book Woman:
Text -Dependent
Questions and
Vocabulary
I can answer questions using specific

details from the text. (RL.3.1)
I can explain what I understand about the
topic being discussed. (SL.3.1)
means. (L.3.4)

details from the That Book
Woman.
of new vocabulary using
clues in the text around a
word.
Close Read
recording forms
(completed)
That Book Woman:
Questions from the
text
Vocabulary cards
Grade 3 Module 1

LESSON
Lesson 11
LESSON TITLE
LONG-TERM TARGETS
SUPPORTING TARGETS
End of Unit
1 Assessment:
Close Reading and
Powerful NoteTaking on My Own

(RL.3.2)
(RL.3.3)
(W.3.8)
I can document what I learn about a topic
by taking notes. (W.3.8)
means. (L.3.4)

The Librarian of Basra into
categories.
details from The Librarian of
Basra.
of word using clues in the
text around it.
ONGOING ASSESSMENT
End of Unit 1
Assessment: Reading
Closely
OPTIONAL:
EXPERTS, FIELDWORK,
AND SERVICE
Fieldwork: Visit local and school libraries, history museums with a focus on U.S. history and segregation
Experts: Learn from people who have traveled to other countries and encountered reading superheroes (e.g.,
teachers who have worked abroad, Peace Corps volunteers, etc.)
OPTIONAL: EXTENSIONS
Geography: Research about countries mentioned in reading; locating countries on a map

Art: Students create portraits of reading superheroes, or portray themselves as reading superheroes.
Grade 3 Module 1
GRADE 3, MODULE 1: UNIT 1, RECOMMENDED TEXTS

Unit 1 focuses on people around the world who go to great lengths to get an education and to gain access to books. The list
below includes works with a range of Lexile text measures about the cultures of many countries. This provides appropriate
independent reading for each student to help build content knowledge about the topic.
It is imperative that students read a high volume of texts at their reading level in order to build the academic vocabulary and
fluency that the CCLS demand.
Where possible, materials in languages other than English are also provided. Texts are categorized into three Lexile levels that
correspond to Common Core Bands: below-grade band, within band, and above-band. Note, however, that Lexile measures are
just one indicator of text complexity, and teachers must use their professional judgment and consider qualitative factors as well.
For more information, see Appendix 1 of the Common Core State Standards.
Common Core Band Level Text Difficulty Ranges
(As provided in the NYSED Passage Selection Guidelines for Assessing CCSS ELA)
Grades 23: 420820L
Grades 45: 7401010L
TITLE
AUTHOR AND ILLUSTRATOR
TEXT TYPE
LEXILE MEASURE
Lexile text measures below band level (under 420L)

Virgie Goes to School with Us Boys
Elizabeth Fitzgerald Howard

(author),
E. B. Lewis (illustrator)
Literature
190
Children around the World
Donata Montanari (author)
Informational Text
280
Clara and the Bookwagon
Nancy Smiler Levinson (author),

Carolyn Croll (illustrator)
Informational Text
290
My Name Is Yoon
Helen Recorvits (author),

Gabi Swiatkowska (illustrator)
Literature
320
A Days Work
Eve Bunting (author),

Ronald Himler (illustrator)
Literature
350
Prairie School
Avi (author),
Bill Farnsworth (illustrator)
Informational Text
410
Grade 3 Module 1
TITLE
TEXT TYPE
LEXILE MEASURE
Lexile text measures within band level (420820L)

Beatrices Dream: A Story of a
Kibera Slum
Karen Lynn Williams (author),

Wendy Stone (photographer)
Informational Text
420
Moses Goes to School
Isaac Millman (author/illustrator)
Literature
460
Armando and the Blue Tarp School
Edith Hope Fine, Judith Pinkerton Josephson (authors), Herman

Sosa (illustrator)
Literature
500
Ruby's Wish
Shirin Yim Bridges (author),

Sophie Blackall (illustrator)
Literature
600
Page McBrier (author),

Lori Lohstoeter (illustrator)
Informational Text
640
Jeanette Winter (author)
Literature
640
Luca Gonzles (author)

Lulu Delacre (Illustrator)
Literature
640
Beatrices Goat
Biblioburro: A True Story from
Colombia
The Storytellers Candle/ La velita de
los cuentos
A Library for Juana: The World of
Sor Juana Ins
Pat Mora (author), Beatriz Vidal

(illustrator)
Literature
700
Going North
Janice N. Harrington (author),

Jerome
Lagarrigue (illustrator)
Literature
700
Richard Wright and the Library Card
William Miller (author), Gregory

Christie (illustrator)
Informational Text
730
Grade 3 Module 1
TITLE
TEXT TYPE
LEXILE MEASURE
Lexile text measures above band level (over 820L)

The Most Beautiful Place in the World
Ann Cameron (author),

Thomas B. Allen (illustrator)
Literature
Going to School in India
Lisa Heydlauff (author);

Nitin Upadhye (photographer)
Informational Text
My School in the Rain Forest: How Children Attend School around the World
Margriet Ruurs (author)
Informational Text
Running the Road to ABC
Deniz Lauture (author),

Reynold Ruffins (illustrator)
Literature
My Name Is Jorge: On Both Sides of the

River
Jane Median (author)

Fabricio Vanden Broeck
(illustrator)
830
960
Poetry
Grade 3 Module 1
GRADE 3, MODULE 1: UNIT 1, LESSON 1

TALKING WITH MY PEERS: CAROUSEL OF READING SUPERHEROES AROUND THE WORLD
LONG-TERM TARGETS ADDRESSED (BASED ON NYSP12 ELA CCLS)
I can effectively participate in a conversation with my peers and adults. (SL.3.1)
I can ask and answer questions about a text. (RI.3.1)
SUPPORTING LEARNING TARGETS
I can talk with my partner in order to record what I Notice and I
Wonder about pictures.
I can ask and answer questions about a text.
ONGOING ASSESSMENT
Observation of partner discussions
Contributions to conversation norms
Quotes from My Librarian Is a Camel
AGENDA
TEACHING NOTES
1. Opening
A. Unpacking the Learning Targets (5 minutes)
B. Practicing Observing Closely: I Notice/I Wonder (10 minutes)
2. Work Time
A. Carousel Protocol: Pictures from around the World (20 minutes)
B. Predicting the Text: Quotes Related to the Content of the
Module (15 minutes)
3. Closing and Assessment
A. Debrief (5 minutes)
B. Exit Ticket (5 minutes)
In advance: Post charts around the room (see step 2A of Agenda)

The Carousel protocol is a simple way to engage students with new
content by getting them up moving, thinking, talking, and writing. In
this lesson, students look at some mystery photographs to pique
their curiosity. Do not reveal what the pictures are about, or the tell
students the guiding question for the module until the end of the
lesson.
Review Think-Pair-Share and Carousel protocols (Appendix 1)
There are vocabulary words that are not domain-specific or academic
that may need to be clarified for students: question, conversation,
power.
ELLs may not have the comic book definition of superhero. Connect
to students backgrounds to find their schema for a superhero.
Grade 3 Module 1

LESSON VOCABULARY
MATERIALS
notice, wonder, norms, record, details
7 photographs/illustrations (1 for modeling, 6 for carousel stations)

of children reading in different settings (global/local). Consider
using pages from the central texts (Rain School, p. 9; Nasreens Secret
School, p. 13; and That Book Woman, p. 22) to foreshadow the work of
this module.
7 pieces of chart paper (one for each photo/illustration) with
T-chart: What I Notice/What I Wonder
Markers (ideally a different color for each pair)
Quotes: My Librarian Is a Camel (one per student)
Chart paper: Quote from My Librarian Is a Camel
3 x 5 index cards
OPENING
MEETING STUDENTS NEEDS

Orient students to todays learning targets. Circle the key terms notice and wonder. Ask students to talk with a
partner about what these words mean. and ask a few to share out, to check for understanding.
Talk with students about the importance of learning targetsthey help learners know what they are
expected to learn and do during a lesson.
Consider providing nonlinguistic

symbols (e.g., a question mark
over the head of a talking student
for ask questions, or a magnifying
glass over a picture for find) to
assist ELLs in making connections
with vocabulary. These symbols
can be used throughout the year
with posted targets.
Grade 3 Module 1

OPENING
B. Practicing Observing Closely: I Notice/I Wonder (10 minutes)

Invite students to the reading area. Place them in pairs or ask them to identify a person near them with
whom they can think and talk. Display for students a picture/illustration similar to the ones they will see
during their work time today.
Notice: When we look at a picture, or a book, we notice details. Discuss the meaning of the word details.
What details do you notice about this picture? For example, when I look at this picture, I notice ... [discuss
a detail from picture] but it also makes me wonder ... [insert a question, for example the location of the
photograph]. Emphasize the importance of referring directly to what you see in the picture (to help students
begin to work with evidence).
Use the simple Think-Pair-Share protocol. Give students about thirty seconds or so to think; students then
share with a partner what they noticed. Invite a few volunteers to share with the class the ideas that their
partner had. As students share, record their ideas on the I notice side of the T-chart.
Wonder: Invite students to share their understanding of a question: What words do we use when asking
questions?
Students think, then share with a partner, questions they had about the picture. Record the question words
students generate below the What I Wonder column (For example, What are they doing?). Consider
using this opportunity to reinforce how to format a question using ending punctuation.
Repeat a few times so students grasp noticing and wondering before moving into the Carousel protocol.
Use thoughtful grouping:

ELL language acquisition is
facilitated by interacting with
native speakers of English who
provide models of language.
Provide an illustrated anchor
chart of question words (e.g., for
the word when, use picture of a
clock) to assist students needing
additional support with learning
the structure to ask questions.
Grade 3 Module 1

WORK TIME
A. Carousel Protocol: Pictures from around the World (20 minutes)

Do not tell students what the pictures are. Its supposed to be a mystery for them to puzzle through.
Students will work in different areas of the room for the carousel. Ask each pair to join another team to
form groups of four.
Informally discuss good conversational norms. (Class Norms for Discussion will become an anchor chart
in a future lesson). Students can begin offering ideas as simple as looking each other in the eyes when we
speak or listening while the other person talks. Review expectations with students about this protocol:
taking turns, making sure everyone gets to write, etc.
Start each group of four at one station with one picture/photograph and a I notice/I wonder T-chart
for each pair. As students look at the picture, they first just talk with their group about details they notice and
questions they wonder and then use their marker to add to the chart in the same way they practiced as a class,
noticing details and asking questions using their question words.
After 2 to 3 minutes, students rotate to a new station.
After students have completed a couple of the stations, it might be a good idea to stop students to praise
them on their conversation skills, as well as remind them of expectations.
Repeat until they have interacted with each picture.
Clarifying vocabulary meets

the needs of ELLs and other
students developing academic
language.
ELLs can substitute a word in
their notices in their native
language if they dont know the
word in English. For students
needing additional support,
notices can also be drawn,
circled, or marked with a sticky
note on the pictures.
For students needing additional
support to complete multistep
directions, provide a step- bystep visual of the protocol.
Grade 3 Module 1

WORK TIME
B. Predicting the Text: Quotes Related to the Content of the Module (15 minutes)
Gather students back in the circle. Tell them that they will talk about these pictures again at the end of class today.
Tell them that this year they will become great readers, encountering many different types of texts. They will be reading
stories, but also will be reading informational texts about real people and real places! Right now, they are going to get a
glimpse at quotes from some of these texts. Briefly define quote in this context: a very short bit from a book.
Tell students that their job will be to read the text and ask questions that the text brings to their minds. For today, they
get to just be curious: its okay if they dont have answers yet.
They will then try to use clues, like words and phrases, to write possible answers to their questions. Tell them that there
may be a lot of words in these quotes that students dont know. That is fine. Encourage them to underline unfamiliar
words, and circle words that might help them think about the meaning of the quote.
Practice together with one quote. Chart: The herders like to use iron horses, meaning motorbikes, instead of real
horses. Very few people have telephones, television, or access to computers, but most people can read!
Ask about the word herders. Think aloud the process of asking a question and using the text to find possible answers.
Show them how to focus on key words, even if these are words students dont yet understand: I am wondering what a
herder is, so I am going to write, What is a herder?
Invite students to turn and talk about this first quote.
* What other words do they notice that might be important? What do they think the quote is mostly about?
* What questions do they have?
Invite students contributions first, and then model if needed. (For example, Without any electronics, what do people
do for fun?) Write this question below the quote.
Tell students that they will now get 5 more quotes to do this with a partner. Remind students that for today, the goal is
just to try to make sense of the quote, pay attention to hard and important words, and ask questions. Its okay if they
dont have the answers yet.
Distribute Quotes from My Librarian Is a Camel to each student. Review the instructions:
1) Read the quote. It is okay if you dont understand it yet.
2) Think of a question you have based on what you read.
3) Underline words you dont know or cant figure out.
4) Circle words that help you figure out possible answers to those questions.
5) Write possible answers to your questions using complete sentences.
Have students work with a partner first. Then they can individually write down their questions.
Circulate and support as needed. This is a good way to informally assess students comfort with reading in a low-risk
environment during the first days of school.
Grade 3 Module 1

CLOSING AND ASSESSMENT

Gather students in a whole group to debrief the carousel. Post all of their T-charts so students can see
patterns. Ask a handful of students to share out what they noticed and wondered: What worked well with
your partner discussions today?
Think-Pair-Share: invite students to begin to discuss what the big themes or ideas of this unit might be.
Model as needed. (For example: I see many______, so I think we might study_________.)
Whole group, invite volunteers to share out their ideas. Accept a range of answers that students can support
based on what they saw and read today. Why do you think that? How does that fit with what you saw in
the pictures or read in the quotes? This is a good early opportunity to informally model the importance of
providing evidence, which will be reinforced throughout the module.
Gradually guide students toward the module guiding questions:
* How do people around the world access reading and books?
* How does reading give us power?
Share with students that they will return to these questions often during the next few weeks. Post it
somewhere prominently in the classroom.
B. Exit Ticket (5 minutes)
Hand each student a 3 x 5 index card. On this card, ask students to respond to the question: What is one
tip you have for talking with a partner?
Posting sentence frames can

assist ELLs and other students
needing additional supports
in contributing to classroom
discussions.
Clarify the term power used in
this context for ELLs.
Provide a model of the exit
ticket to support ELLs and
other visual learners.
HOMEWORK
Tell an adult you know about the pictures you saw and the quotes you
read. What will you learn about in the coming weeks?
Teaching Note: During this unit, students are expected to read
independently at home from a related book at an appropriate reading level.
For third grade, this independent reading is formally launched as a part of
Lesson 4.
In addition, students may be assigned additional work, such as rereading
complex text, completing a writing task, or talking about what they are
learning.
Consider providing the question home in students L1.

Students who cannot yet read independently will benefit from
hearing books read to them, either by a caregiver or through
audio recordings.
In addition, the site www.novelnewyork.org has a free, searchable
database of content-related texts that can be played as audio files
on a home or library computer. Texts on this site can also be
translated into many languages. Use the database to provide athome reading of related texts to ELLs and their families in their
native languages.
Grade 3 Module 1

Quotes from My Librarian Is a Camel1
by Margriet Ruurs
Name:
Date:
Directions
1. Read the quote. It is okay if you dont understand it yet.
2. Think of a question you have based on what you read. It might be a question you are curious
about, or a question about a word or phrase that you do not understand.
3. Underline words you dont know or cant figure out. It is okay if you underlined a lot of
words. It is good just to start noticing hard words!
4. Circle words that help you figure out possible answers to those questions.
5. Write possible answers to your questions using complete sentences.
Quote: A driver and a librarian divide the books into two boxes. They saddle them on the camels back,
which is covered with a grass mat for protection. A second camel carries a tent that serves as the library roof.
Questions I have:
Boyds Mills Press (2005).
Grade 3 Module 1

by Margriet Ruurs
Quote: But the volunteers arent done yet. They cross a river in their truck and drive until they can go farther.
Then they unload the boxes of books to take them to the small villages. From here they must walk four hours
crossing log bridges while carrying the boxes of books on their shoulders.
Questions I have:
Quote: The Books-by-Elephant delivery program serves thirty-seven villages, They have even designed special
metal slates that wont break when carried on the elephants back across the rough land.
Questions I have:
Grade 3 Module 1

by Margriet Ruurs
Quote: The boys take their young friend for a ride on their sled as they walk to the post office to pick up their
books.While the northern wind howls across the tundra, they read fantasy and action novels.
Questions I have:
Quote: The country has seven floating libraries. The Kalimantan Floating Library consists of a wood boat, 8
meters long and 3 meters wide. The boat, which is powered by a diesel engine, can carry up to five hundred books.
Questions I have:
Grade 3 Module 1

INTRODUCING CLOSE READING: FINDING THE MAIN MESSAGE AND TAKING NOTES ABOUT RAIN SCHOOL
NOTE: THIS LESSON ALSO SERVES AS AN EXEMPLAR WITH EXPLICIT SCAFFOLDS.
I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
I can describe how a characters actions contribute to the events in the story. (RL.3.3)
I can document what I learn about a topic by sorting evidence into categories. (W.3.8)

I can identify the main message of Rain School by reading the text closely.
I can sort key details from Rain School into categories.
I can describe what the children of Chad wanted and what they did.
I can discuss how the main message of Rain School is conveyed through key details.
SONGOING ASSESSMENT
Close Read recording form (parts 1 and 2)
AGENDA
TEACHING NOTES
1. Opening
A. Engaging the Reader and Building
Fluency: Read-Aloud of Rain School
(10 minutes)
B. Unpacking the Learning Targets (5
minutes)
2. Work Time
A. Rereading on Your Own:
Capturing the Gist (20 minutes)
B. Reading Again for Important
Details: Somebody In Wanted But
So (SIWBS)(20 minutes)
This lesson introduces students to the concept of reading closely, by moving them through a
specific process. Students will use this reading routine throughout the year, so take time in this
lesson and in the coming weeks to be sure they understand the purpose and process. To understand
this process more fully, review Helping Students Read Closely (Appendix 1)
For this lesson and the next lesson, students will need access to Rain School.
In advance: Create a chart of the Close Read recording form
Note that the read- aloud has two purposes: to engage students and to build fluency. Be sure that all
students can see the text: project it on a document camera or gather students close.
The read-aloud should be pure: simply read the text. Do NOT start with a picture walk, pause
to discuss key passages, etc. During the lesson, students will reread the text multiple times on their
own to understand the text more fully. The read aloud is just a taste: to get the beautiful language,
rich images, and important ideas swimming in the classroom.
Review Think-Pair-Share protocol (Appendix 1)
Grade 3 Module 1

LESSON VOCABULARY
gist, character, setting, motivation, problem, solution, detail, lesson
MATERIALS

Document camera and projector

Rain School (one per student)
Sticky notes (or a notebook)
Close Read recording form (one per student)
Chart paper for anchor chart of the Close Read recording form for
Rain School
Chart paper for anchor chart Close Readers Do These Things
Grade 3 Module 1

OPENING
A. Engaging the Reader and Building Fluency: Read Aloud of Rain School (10 minutes)
Gather students in a circle. Tell them that today they are going to be hearing and reading a beautiful story by
James Rumford called Rain School; it is about students who are like them in many ways but very different in
other ways. Tell them that the first time they hear it, they should just listen, follow the flow of the story, and
enjoy the story.
Note: It is important that this text is read without interruption. The purpose is to acquaint students with the
text, not aid them in comprehension through questioning or discussion.
Ask students to follow along in their text. Use a document camera or hold the book up so all students can see
the text (this promotes fluency).
Project the book Rain School and read the entire text slowly, fluently, without interruption. If students get excited
and want to talk about the text, tell them: Right now, I just want you to get to listen to the story and think
about it. We are actually going to be rereading this story several times during this lesson, and even tomorrow, so
there will be plenty of time to talk about it.
B. Unpacking the Learning Target(s) (5 minutes)
Direct students attention to the learning targets for today. Read each target aloud, and then invite students to
turn and talk about what the target means in their own words. Emphasize that today they will be practicing
Close Reading for the first time. This basically means that they will read a book more than once to keep trying
to understand more about it, to figure out words they dont know, and to think about the main message.
Tell them that this process will become clearer as they practice today, and that they will have many chances
during this module to practice this same process again.
Allowing students to see

the text and illustrations
will aid them in their
comprehension.
Consider providing
nonlinguistic symbols (e.g.,
two people talking for
discuss, a pen for record,
a magnifying glass for
details, a light bulb for
main idea) to assist ELLs
in making connections with
vocabulary. These symbols
can be used throughout the
year. Specifically, these can
be used in directions and
learning targets. Examples
of possible nonlinguistic
symbols for this lesson can
be found at the end of this
lesson.
Grade 3 Module 1

WORK TIME
A. Rereading on Your Own: Capturing the Gist (20 minutes)

Tell students that now they will have a chance to work with this text on their own and with each other. They
will be reading this text two more times today, each time with a different purpose.
Each time, they will follow a similar routine:
Read and think on their own.
Talk with their group about the text.
Write notes or answer questions about the text.
Tell them that that the first time they read, they will be getting the gist of the story. Define gist: the central or
main idea. In other words, theyll be trying to understand what the story is mostly about.
Tell them that just like in Lesson 1, they can also pay attention to words they dont know or that they think
might be important.
Model this process using the first section of Rain School. Distribute a copy to each student, inviting them to
silently read along with you.
Read the first section of the text aloud, without showing illustrations (stop at: This is the moment they have
been waiting for).
Then think aloud the process of identifying unfamiliar words. This might sound something like: Ive never
heard the word sapling before, so Im going to write it down. Either underline the word sapling in the text or
write it on a sticky note.
Continue thinking aloud: But this new word does not stop me from understanding the text so Im going to
leave it for now and come back to it later. Tell students they will be working more with vocabulary tomorrow.
Tell students that their second important job when they read this time is to think about and record the gist of
each section as they read. Review the word gist. Look at the first section again, and think aloud. When I try to
figure out the gist, I think about the characters in the section and the important events that happened.
Have students Think-Pair-Share with someone near them the question: Who was in this section and what
happened?
Tell students this is exactly what it sounds like. They first think about the question on their own. They then
pair with a next-door neighbor to talk about their thinking. Finally, they share with the class either their own
or their partners thinking.
Invite students to share their ideas. Model for students how to write the gist of the section on their text or a
sticky note.
In this lesson, and future

Close Reading lessons,
students are directed
to write on sticky notes
on the text to record
unfamiliar words and
getting the gist.
Consider pairing
struggling readers with
a stronger reader for
this task. Alternatively,
consider pulling a small
group of students who
may not have the fluency,
language, or decoding
skills to do this task on
their own.
When doing ThinkPair-Share, it is helpful
if students are already
sitting near a peer with
whom they can work
well. It is also engaging
to add movement to this
protocol: an exaggerated
gesture of finger on the
forehead and eyes closed
for thinking and putting
bodies knee to knee when
pairing up.
Grade 3 Module 1

WORK TIME
The gist of the first section might read something like: Thomas is very excited to go school. But, first he
has to help build the school out of mud and plants. Tell students that they should stop every few pages (or
paragraphs) to jot down vocabulary and the gist of the section they just read.
Place students in groups. Direct students to the next couple of sections on their own. Remind them that they
are looking for words they do not know, as well as writing the gist for the next sections on sticky notes.
Circulate and support students as they read.
After students have read for 10 minutes, stop them in their work. Ask them to discuss with their group what
they wrote. Remind students of the Conversation Criteria that was developed in Lesson 1. Consider posing
questions such as: Do you have similar words circled? Did you have a similar gist for sections two and three
of the story?
After 2 to 3 minutes of discussion, distribute the Close Read recording form to each student. Ask them to
look at the top section and the read the question aloud: After reading this for the first time on your own, what
do you think the lesson of this story is? Discuss the word lesson in this context:what the author is trying to
teach us. Invite students to Ink-Pair-Share the lesson of the story.
To make the text more

accessible to students,
consider breaking it into
the following sections:
1. pp 113 (ending with:
This is the moment they
have been waiting for.
2. pp 1422 (ending with:
Thomas and the other
children race home.)
3. pp 2328 (end of story)
Pre-write who and
what happened on
sticky notes for students
who need additional
scaffolding to capture the
gist as they read.
Grade 3 Module 1

WORK TIME
B. Reading Again for Important Details: Somebody In Wanted But So (SIWBS)(20 minutes)
Gather students back in a circle. Congratulate them on their first reading of the text.
Tell them that it is important to get the gist of a text and think about the lesson before looking even more closely
at the parts of the story. Tell students they will now be reading closely to collect the important details of the
story that relate to this main message. Discuss the word details as the small parts of the story that add to the
overall lesson.
Direct students attention to the Close Read recording form, specifically to the Gathering Important Details
section. Tell students they will be using the Somebody In Wanted But So categories to help them take notes on
the important details of the story, and that each section is for a different kind of detail.
Review and discuss each category. On the anchor chart Close Read recording form for Rain School, record literary
terms that relate to each section while discussing. For example, write character under the word somebody because
thats where students should record the people in the story. In indicates the setting of the story. Wanted tells the
motivation of a character. But indicates the problem. So is the solution or resolution.
Tell students that they will be like detectives today, hunting for details to complete the Gathering Important
Details section of their Close Read recording form. Remind students that they should reread the entire text in
order to be thorough close readers and detectives. As students read the text, circulate and support them.
Give students 2 to 3 minutes to discuss with their groups the important details they collected. Consider asking
students to consider whether the important details of the story changed their thinking about the storys lesson.
Point out to students that our understanding of a story gets deeper or changes when we reread, paying attention
to details that relate to the main message or lesson.
Direct students to fill in the last section of their Close Read recording form: Now what do you think the lesson
of this story is? Why do you think this?
Gather students back in a circle, and as a whole group complete the Gathering Important Details section and the
anchor chart Close Read recording form for Rain School.
For students needing

additional supports, you
may want to provide
a partially filled-in
recording form. An
example of a partiallycompleted in recording
form can be found at
the end of the lesson.
Grade 3 Module 1

Ask students to review as a whole group the steps they took as readers today. Ask them: How did these steps
help us to better understand this text? Think-Pair-Share this question.
Once students have shared, tell them that today they did part of a process called close reading. Begin a Close
Readers Do These Things anchor chart. In the next lesson they will read the text again, and use the text to
answer specific questions.
HOMEWORK
Some students also may

benefit from being given
sentence starters for
Think-Pair-Share. An
example of sentence
starters can be found at
the end of this lesson.
Read some sections of Rain School out loud to someone at home, or in front of a mirror. Tell someone at
home what you already have figured out about the story. What is the story mostly about? What details are
important, and why? How are the students in that school like you? How are they different?
Teaching Note: For the next lesson, students will continue to work with their Close Read recording forms
and their copy of Rain School. Consider collecting students work from today, so nothing gets lost, or direct
students to save them in a reading folder.
Grade 3 Module 1

Supporting Materials
Close Read Recording Form for the book:
Name:
Date:
Capturing the Gist in a Story
After reading this for the first time on your own, what do you think the lesson of this story is?
Gathering Important Details in a Story

Somebody
(character)
in
(setting)
wanted
(motivation)
but
(problem)
so
(resolution)
After thinking more closely about the characters and their motivations, now what do you think the lesson of this
story is? Why do you think this?
Kylene Beers, When Kids Cant Read: What Teachers Can Do (Portsmouth, NH: Heinemann, 2003), 14449.
Grade 3 Module 1

Example of a Partially-Completed Close Read Recording for reading of Rain School
Close Read Recording Form for the book: Rain School
Name:
Date:
I think the lesson of the story is

Somebody
(character)
in
(setting)
Chad
wanted
(motivation)
to go
but
(problem)
there was no
so
(resolution)
the students
I think the lesson of the story is
because the kids
Grade 3 Module 1

Example of Close Reading Routine Chart with Non-Linguistic Representations
Read and think on your own.
Talk with your group about the text.
Write notes or answer questions about the text.
Grade 3 Module 1
10

Examples of Non-Linguistic Representations of Learning Target Vocabulary in this Lesson
details
discuss
main message
sort
Grade 3 Module 1
11

Examples of Sentence Starters for Think-Pair-Share
The character(s) in this section are
Grade 3 Module 1
12

CONTINUED CLOSE READING OF RAIN SCHOOL: TEXT-DEPENDENT QUESTIONS AND VOCABULARY
Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)
I can answer questions using specific details from the text. (RL.3.1)
I can explain what I understand about the topic being discussed. (SL.3.1)
I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)
I can answer questions using details from the Rain School.
I can explain why I chose specific details to answer questions about the
text.
I can determine the meaning of a word using clues in the text around it.
AGENDA
1. Opening: Engaging the Reader (10 minutes)
2. Work Time: End of Unit 1 Assessment
A. Answering Text Dependent Questions (25 minutes)
B. Share (5 minutes)
C. Vocabulary (20 minutes)
3. Closing and Assessment:
ONGOING ASSESSMENT
Close Read recording forms (completed)
Rain School: Questions from the text
Vocabulary cards
TEACHING NOTES
In advance:
Students will need a copy of Rain School by James Rumford and
their Close Read recording forms from Lesson 2.
During work time today, introduce the importance of specific
skills during collaborative discussions, and then begin listening
to students discussion skills and using the Conversation Criteria
checklist.
Review: Think-Pair Share, Helping Students Read Closely, and
Quiz Quiz-Trade vocabulary strategy (Appendix 1)
To manage students movement during Quiz-Quiz-Trade,
consider having students stand in an inside-circle/ outside circle,
then rotating them to find a new partner.
Grade 3 Module 1

LESSON VOCABULARY
MATERIALS
evidence, detail, question, clue, sapling, knowledge, rumpled,

slump
Anchor chart: Close Read recording form for Rain School (from Lesson 2)
Rain School (one per student)
Sticky notes
Chart: A question from the text
Rain School text dependent questions
8.5 x 11 sheet of white paper
3 x 5 index cards (one for each student)
Anchor chart: Close Readers Do These Things (begun in Lesson 2)
OPENING
A. Engaging the Reader (10 minutes)

Gather students in a circle. Direct their attention to the anchor chart: Close Read recording form for Rain
School from the previous lesson.
Remind students about the simple Think-Pair-Share process they practiced yesterday: they get time to first think
on their own and then talk with a partner. Then as a group, some students will share their own thinking or
something smart their partner said or asked.
Ask: What were some important details in the story Rain School we read yesterday? Have students Think-PairShare.
Repeat the Think-Pair-Share with a second question: What did we do as readers to help us understand this
story better?
After students have shared, transition, focusing students on the learning targets for this lesson. Invite a student
to read aloud the learning target: I can answer questions using details from Rain School. Ask students to think
about that learning target. Circle the word questions and the phrase details from the text. Discuss as a group how
these two parts of the learning target might be connected.
Asking students to talk

about details from the day
before helps build academic
vocabulary for all students.
Grade 3 Module 1

WORK TIME

Distribute Rain School to students. Remind students that they have already heard or read Rain School
three times (in Lesson 2): the read aloud for enjoyment and to get the flow of the story, once on their
own and with groups to get the gist of it and find unfamiliar vocabulary, and then with groups to find
and record important details and think about the storys message or lesson.
Tell students that today they are going to be reading the story Rain School on their own and in groups
again. This time, they will answer questions whose answers can only be found inside the text.
Distribute the students copies of Rain School.
Tell students this process happens in two parts. The first part is finding the evidence in the text that will
help answer the question. Discuss the word evidence: Evidence is something we use to prove an idea we
have. Remind them that yesterday they practiced being reading detectives, and that detectives look for
evidence: clues, details to help them figure something out.
Display the Chart: A question from the text. How will school be different for Thomas when he starts
again in September? Tell students you will read the whole text, keeping this question in mind, and when
you find evidence, you will underline it. Model this process. This can be done by silently reading Rain
School in front of the class. Consider exaggerating the reading, scanning with eyes and a finger, whispering
some parts aloud, etc. Invite students to read along silently on their own copies. Consider telling students
to give a silent signal, like thumb-up, if they think they found evidence to answer the question.
Read aloud the section: Come September, school will start over. Thomas will be a big brother
then, leading the children on their first day of school. Think aloud: Aha! This part is talking about
September, which is in the question. Does it say how things will be different? Well, it says that he will be
a big brother then, which will be different for him, because in the story he was the little brother. So I am
going to jot down this evidence. Model writing a paraphrased version of the evidence on a sticky note.
Tell students that they will now try this with a few questions on their own.
Distribute Rain School: Questions from the Text and sticky notes and allow students to begin working
independently. As students begin to work, remind them that they should read the questions first, and
then jot evidence when they think they have found answers. They are not actually writing answers yet.
Circulate and assist students as needed.
After students have worked for about 10 minutes, pause them and ask them to discuss as a group the
evidence they found for each question.
For ELLs and students needing

additional supports, consider
providing smaller chunks of
text, or having them focus on
fewer text dependent questions.
If necessary, consider chunking
the text for them, pointing
them to pages where some of
the answers can be found.
Consider partnering an ELL
with a student who speaks the
same L1, when discussion of
complex content is required.
This can allow students to have
more meaningful discussions
and clarify points in their L1.
When ELLs are asked to
produce language, consider
providing a sentence frame
or sentence starter to assist
with language production.
For example: The text says
___________, I read
that_________, or I found
evidence here that _________.
Grade 3 Module 1

WORK TIME
Remind students that they will be thinking and talking a lot together this year. Tell them that today you
will be listening in to see how they are doing with their discussion skills. In the interest of time, consider
assigning each group one specific question to discuss.
Tell students that they will now be using this evidence to write an answer to the questions. Model this
process for them by thinking aloud the answer while writing it on the chart. This may sound like: The
question says How will school be different for Thomas when he starts again in September? Well, Im
going to use the words in the question to begin my answer, so I will write School will be different for
Thomas because . . . Refer back to the evidence in the text, Oh yeah, the text says, Thomas will be a
big brother, leading the other children. So I can finish my sentence with: he will now big a big brother
instead of a little brother, and he will lead the other children.
Direct students back to their Rain School: Questions from the Text, inviting them to try writing answers.
Remind them that the first part of the answer came from words in the question, while the second part of
the answer came from the evidence in the text. Circulate and support students as they write.
B. Share (5 minutes)
After students have written for 10 minutes, ask them to pause and share their answers with their group.
They can do this one question at a time; or, again, consider assigning each group a question to discuss,
probably an early question in case they did not get to the latter ones. Tell students they will be able to
finish their answers tonight for homework.
Briefly add to the Close Readers Do These Things anchor chart (begun in Lesson 2). Students will
continue to add to this chart on each subsequence cycle of close reading a text.
Grade 3 Module 1

WORK TIME
C. Vocabulary (20 minutes)

Students will now work with the words they listed during their second reading of Rain School. Gather students
in a circle, and tell them that they will now be learning a strategy for when they come across an unknown or
difficult word while reading. Read the learning target, I can determine the meaning of new vocabulary using
clues in the text around a word. Ask students if this learning target gives them any ideas of what they will be
doing with unknown words. Share ideas as a whole class. (Listen for comments like I will try to figure it out
from other stuff on the page.)
Return to the projected copy of Rain School used in Lesson 2. Remind students about how you had written
down the word sapling because the word was unfamiliar. Tell them that you will now go back to that word and
try to figure it out its meaning. Tell students that one way to figure out the meaning of a word is to look at
other words in the sentence and think about clues the sentence gives you, and then try to replace the word
with a word they know.
On one side of an 8.5 x 11 sheet of white paper, write the sentence: He gathers grass and saplings with
the other children, and they make a roof. Circle the word sapling. Think aloud the process of using clues in
the sentence. So, Thomas gathers the sapling, so it must be a noun, because its a thing he can pick up. Also,
he picks it up with the grass, so Im guessing it might also be a plant. They use it to make a roof, and Ive seen
roofs in pictures made of grass and branches from trees. So Im thinking that sapling must mean something like
branch or small tree. On the back of the 8.5 x 11 sheet of white paper write branch or small tree.
Distribute a 3 x 5 index card to each student. Tell them that they will now choose a word from the
unfamiliar words they wrote to repeat this same process. Give students 5 minutes of independent work time
to do this with one word. Remind them that on one side they write the whole sentence that the word is in,
circling the unknown word. On the other side, they are to write two possible words that it might be similar to.
Gather students back in the circle. Tell them they are going to play a quick game called Quiz-Quiz-Trade. In
this game they will partner up with another student. When the teacher says quiz, one student will show their
sentence with a word circled. Their partner will then try and guess one of the two words on the reverse side
of the card. When the teacher says quiz again, the other student will show their sentence. Finally, the teacher
will say trade and students must trade partners with someone near them. Consider modeling this with one
student. Allow students to play Quiz-Quiz-Trade for 5 minutes.
Grade 3 Module 1

Debrief, in a whole group, with the question, How could the new word that you learned help you better
understand the text?
HOMEWORK
Tonight you need to complete any of the questions you may not have finished on the Rain School
Questions from the Text sheet. Remember to use details from the text to support your answers. To do this
you will need your copy of Rain School.
Teacher Note
In Lessons 4, 5, 6, and 7 students will engage in various group discussions. During these conversations,
teacher will be collecting data for the mid-unit assessment using the Conversation Criteria checklist.
For ELLs or struggling

readers, consider highlighting
their text to help them find
some important details that
will help them answer the
questions.
Grade 3 Module 1

Rain School: Questions from the Text
Name:
Date:
1. According to the text, what is the first lesson the teacher says the students will learn?
2. How does the author describe the inside of the school?
3. How does the teacher in this story feel about her students work? Use details from the story.
Grade 3 Module 1

Rain School: Questions from the Text
4. Why does the author say it doesnt matter that the school has disappeared? Use details to support your
answer.
5. Read this sentence from the story: Their notebooks are rumpled from learning. Based on the text, the word
rumpled means:
a.
b.
c.
d.
new
full
worn
heavy
Grade 3 Module 1

CHOOSING A BOOK THAT INTERESTS ME: SEEKING THE SUPERHERO READER IN ME
I can choose texts that interest me. (RL.3.11a)
I can speak in complete sentences with appropriate detail. (SL.3.6)
I can select a power book that I want to read.
I can talk with a small group about why I chose my power book.
I can speak in complete sentences when I participate in group
discussions.
AGENDA
1. Opening: Books: We Seek the Power to Read (10 minutes)
A. Search of Classroom Library (20 minutes)
B. Building on Class Norms for Discussion: Fishbowl Protocol
(15 minutes)
C. Small Group Discussions: Why I Chose This Book (10 minutes)
ONGOING ASSESSMENT
Book selection
TEACHING NOTES
In advance:
Ensure that the classroom library is stocked with many of the
books in the Recommended Texts for Unit 1, as well as other
books from a variety of genres. Stock the library with some in
demand books that are stretch texts a bit above most students
reading levels, but for which they will want to reach.
In this lesson, students begin to explicitly focus on their ability
to engage in collaborative discussions, which will be formally
assessed during Lessons 6 and 7.
Review Fishbowl protocol (Appendix 1)
Grade 3 Module 1

LESSON VOCABULARY

discuss, norms, fishbowl, genre, fiction, fantasy, series,

nonfiction
MATERIALS
Personal challenging book that belongs to the teacher
Bins of classroom or library books (including the books on the
Recommended Texts list for Unit 1)
Anchor chart: Class norms for discussion
Selecting a Power Book recording form (Homework)
Grade 3 Module 1

OPENING
Books: We Seek the Power to Read (10 minutes)

Remind students of the story Rain School. Ask them to turn for a moment to someone nearby and share one thing the
children in the story had to do that shows how they went to great lengths to seek the power of education and reading.
Have two or three students share their ideas aloud to the whole group.
Explain, we are fortunate enough to be surrounded by books. We dont have to build our own school every year, but
in a different way, we too have to seek the power of education and reading.
Show students a book that takes considerable reading power (because it is so long, or the vocabulary is complicated, or
because of time constraints). Share how reading this book presents a challenge, and how someone would have to seek
some power in order to complete it. Discuss how the classroom library is full of wonderful books like that one that
may take some additional power to read.
Tell them that today during class, they will be choosing a book for independent reading: a book that interests them
and that will also challenge them as readers. Their homework tonight will be to write why they chose that book, and to
start reading!
Introduce the learning target: I can select a power book that I want to read on my own. Share ideas about what
power book might mean. This should include how they will need to seek some power to be able to read it as well as
how reading it will give them some power. Remind students of one of the guiding questions for the module: What is
the power of education and reading?
Reread the target, quickly thinking aloud about the word select: I can select a power book that I want to read this year.
I think select must be like choose or find. I can choose a power book that I want to read. I can find a power book that I
want to read. Yes, select must mean choose or find. Explain that today they will be spending some time finding their own
personal power book.
Grade 3 Module 1

WORK TIME
A. Search of Classroom Library (20 minutes)

Introduce genre-related vocabulary as it relates to materials in the classroom library. Such vocabulary
might include series, fantasy, mysteries, how-to books, informational books, science books, etc.). Remind students
that they should search for a book that not only interests them, but that will help them build their reading
power.
Point out to students that in the classroom library are many books that relate directly to the topic they are
studying: how and why people work so hard to access education, reading, and books.
As students comb through the classroom library books, circulate and ask them to give reasons for why
they are choosing certain books. As needed, offer suggestions that will support effective decisions.
As students narrow down their selections, have them settle on one and write a quick note on an index
card naming why they chose it. They will bring this note to the conversation later in this lesson.
Consider having the books spread

around the classroom in bins to
make searching easier. Or perhaps
bring the students to the library for
this portion of the lesson.
B. Building on Class Norms for Discussion: Fishbowl Protocol (15 minutes)

Introduce the learning targets: I can talk with a small group about why I chose my power book and
I can speak in complete sentences when I participate in group discussions. Explain that in order to be
successful with these targets, it is helpful to know what such a talk might look and sound like. Share that
a few people will model this using a fishbowl technique: We will be watching from the outside, and
seeing and listening to what people in the fishbowl are doing and saying.
Choose from these options for the fishbowl:
a. Choose three to five students who can serve as strong models of speaking and listening.
b. Invite students from an older grade to choose and bring their own power books to share. These
students should be able to serve as strong models of speaking and listening.
c. Invite several teachers or adult volunteers to choose and bring their own power books to share and
discuss.
The Fishbowl participants sit together in a circle in the middle of the group and discuss the books
they chose and why. Observers in the outside circle should look for qualities of conversation. After the
discussion, invite the observers to share both the positive and negative aspects of the discussion. Begin
a Class norms for discussion anchor chart. If necessary, lead students towards some key norms
(such as everyone having a chance to speak and participants asking questions of one another to extend
conversation). Tell them that you will be listening to how well they work with each other in their groups.
(See the Conversation Criteria checklist, and adapt to suit personal preferences).
Grade 3 Module 1

WORK TIME
C. Small Group Discussion: Why I Chose This Book (10 minutes)

Students now have the opportunity to put the discussion norms into practice. Place them
in groups of four to five. Review the norms, reminding students to refer to the anchor
chart Class norms for discussion that they have been practicing in Lessons 1-3 as they
have talked with each other about books.
Remind students that writing in preparation for conversation is a useful speaking skill they
will continue to use this year, so it will be helpful to have their notes from the Search of
Classroom library for their small group discussion.
Post the question: Why did you choose this book? As students discuss this topic, collect
data on students mastery of discussion skills on the ongoing Conversation Criteria
checklist.
Discussion groups should be large enough

to provide a diversity of perspectives but
small enough to encourage all students to
participate.
Posting the discussion question is helpful to
students and groups who may veer off course
or forget the topic. Consider also adding a
subset of related questions for groups who
may struggle with extending conversation
independently.
Consider providing sentence starters for ELLs
if they struggle to participate in discussions.
For example, I picked this book because . . .
Grade 3 Module 1

Gather students back together in a whole group. Debrief the class norms for discussion:
* What went well in your groups?
* What do we need to work on more?
Add to the anchor chart of class norms for discussion as needed.
HOMEWORK
Take the Selecting a Power Book recording form home. Write down the name of the
book you chose as your power book for independent reading. Tell an adult at home why
you chose it. Start reading this book!
Teacher Note: Each unit in this module is accompanied by an extensive list of books at
a variety of reading levels. Students should use the library to obtain book(s) about the
topics under study at their independent reading level. These books should be used in a
variety of waysas independent and partner reading in the classroom whenever time
allows, as read-alouds by the teacher to entice students into new books, and as an ongoing
homework expectation.
Students who cannot yet read independently

will benefit from hearing books read to
them, either by a caregiver or through audio
recordings.
In addition, the site www.novelnewyork.org
has a free, searchable database of content
related texts that can be played as audio files
on a home or library computer. Texts on
this website can also be translated into many
languages. Use the database to provide at
home reading of related texts to ELLs and
their families in their native languages.
Grade 3 Module 1

Conversation Criteria Checklist (for Teacher Use; adapt to suit personal preferences)
Learning Targets:
I can follow our class norms when I participate in conversations.
I can speak with complete sentences when I participate in group discussions.
(Teachers: Please insert the conversation norms from class to assess students ability to engage effectively in
collaborative discussions. Code responses based on the setting in which the criteria is observed. For example:
P= Partner, G= Small Group, C= Whole Class)
Student Name
Complete
Sentences
Norm 1
Norm 2
Norm 3
Norm 4
Norm 5
Grade 3 Module 1

Selecting a Power Book That I Want to Read
(Homework)
Name:
Date:
Learning Target:
I can select a power book that I want to read.
1. A power book is
2. The title of my power book is
3. I picked this book because
Grade 3 Module 1

INFORMATIVE PARAGRAPH PRE-ASSESSMENT: WHAT IS ONE REASON YOU WANT THE POWER OF READING?
I can speak in complete sentences with appropriate detail. (SL.3.6)
I can write an informative/explanatory text. (W.3.2)
I can write an informative/explanatory text that has a clear topic. (W.3.2)
I can follow our class norms when I participate in a conversation.
I can speak with complete sentences when I participate in group
discussions.
I can write an informative paragraph with a clear topic that explains why
I want to get the power of reading.
AGENDA
1. Opening: Think-Pair-Share: Why did the Children of Chad Work So
Hard for the Power of Education and Reading? (10 minutes)
2. Work Time
A. Small Group Discussion: Why do YOU Want the Power of
Reading? (15 minutes)
B. Paragraph Writing (Pre-assessment) (30 minutes)
ONGOING ASSESSMENT
Student paragraphs (as pre-assessment)
TEACHING NOTES
In this lesson, minimal instruction is given on paragraph writing
before students write their own. This is a purposeful move, as it is
designed to be a pre assessment to be used to inform instruction on
paragraph writing throughout the rest of this Module.
Grade 3 Module 1

LESSON VOCABULARY

MATERIALS
participate, norms, complete sentences, informative,

paragraph, topic
Rain School (one per student; used previously in Lessons 2 and 3)

Conversation Criteria checklist (teacher)
Anchor chart: Class norms for discussion
Handout: What is one reason you want the power of reading?
OPENING
A. Think-Pair-Share: Why Did the Children of Chad Work So Hard for the Power of Education and
Reading? (10 minutes)
Show students the cover of the book Rain School. Remind them that in this book, the children of Chad had
to go to extraordinary lengths to seek the power of education and reading. Ask: What were some of the
extraordinary things they had to do? Have a few students share aloud with the group.
Distribute Rain School to students. Encourage students to refer back to specific passages from the text they
remember: facts, examples, details. Point out that since they read the book so carefully, and multiple times, they
can remember it much better than if theyd only read it once.
Share: It seems to me that if the children in Chad went to such extraordinary lengths to learn to read, they
must really want that power. I wonder why they want it so much? I bet that you have some thoughts about that.
Give students a moment to think about that question on their own, then ask them to turn to a partner and tell
each other their thoughts. Then ask three or four students to share aloud with the whole group.
Consider displaying some

of the illustrations from the
book in order to support
students in responding to
the question.
Grade 3 Module 1

WORK TIME
A. Small Group Discussion: Why Do YOU Want the Power of Reading? (15 minutes)
Share with students that although we dont have to build our school, we too want the power of education
and reading, just like the children of Chad. Remind them that one of the big deals of this year is that they
will increase their reading power, which they will then have for the rest of their lives.
Ask students to think about reasons they want the power of reading. Tell them that in a moment they will
have the opportunity to talk about it with a group. Consider sharing a quick thought about why you wanted
to read when you were a child. Give students think time.
Show the learning targets:
* I can follow our class norms when I participate in a conversation.
* I can speak with complete sentences when I participate in group discussions.
Remind students of the group discussion from Lesson 4 on what went well and what the class needs to
work on in group discussions and review the anchor chart of Class norms for discussion.
Place students in groups of four or five and invite them to begin. As students discuss, circulate and assess
individual students conversation skills using the Conversation Criteria checklist.
Consider drawing a thought

bubble and writing a sentence
starter where all can see, to
support those who might need
it. For example, I want the
power of reading because (or
so) . . .
This discussion provides
the opportunity to continue
the mid-unit assessment
of individual students
conversation skills that is
ongoing from Lessons 3 to 7.
B. Paragraph Writing (pre-assessment) (30 minutes)

Gather students back together in the whole group. Share an observation about what went well with following
the class norms, and what might still need to be worked on. Model giving kind and specific feedback.
Introduce the learning target: I can write an informative paragraph with a clear topic that explains why I
want the power of reading. Since this might be the first time this year (or ever) that students have written
a paragraph, activate their schema by asking: What do you know about paragraphs? Have a few students
share. Circle the words informative and topic and explain what they mean. Underlining inform, in informative, and
connecting it to the familiar word information is a useful strategy to deconstruct the new word. Use a phrase
such as stick to one big idea to explain what with a clear topic means.
Tell students that this is a pre-assessment. Use this opportunity to teach the prefix pre: Pre means before. So
this is a piece of writing you will do before you do any writing that I will actually grade. Just try your best.
Encourage students to try their best to meet the target. Tell them that looking at their writing will help you
learn how to best teach them to write strong paragraphs this year.
Distribute the Handout: What Is One Reason You Want the Power of Reading? Have them work silently
for 20 minutes. Suggest that if they finish early they should reread their paragraphs and do all they can to make
them better. If students lose focus, give them verbal reminders: Stick with it! Is there anything you can do
to make your writing more clear?
Consider finding opportunities

throughout the day to
deconstruct various new words
by looking at words within
them or similar words. For
example, inform in informative.
Grade 3 Module 1

Collect the paragraphs students have written then invite them back together as a whole group. Display all
three learning targets used in this lesson.
Read the targets aloud, then ask the students to think about one that they felt they were successful with and
one that they might need more work on. Have the students either pair up and share, or have three or four
students share aloud with the whole group.
If time permits, invite a few students to share what they wrote.
Collect students paragraphs.
HOMEWORK
Another way to get a sense

of student assessment
toward these targes is
to have students give a
thumbs up if they feel
confident about any given
target, thumb to the side
if they are working on it,
or thumb down if they
feel they need lots of work
on it.
When you go home, ask an adult in your family, What was one reason you wanted to learn to read when you
were little? Either have them write their answer down, or write it yourself and bring it back to school.
Teaching Note: Review the students paragraphs in this pre-assessment. This will inform instruction for
Lesson 8 in this unit and subsequent paragraph writing lessons.
Consider collecting this homework and using it to make a chart called Why Do People Want to Seek the
Power of Reading?
Grade 3 Module 1

Paragraph Pre-assessment: What Is One Reason You Want the Power of Reading?
Name:
Date:
Learning Target:
I can write an informative paragraph with a clear topic that explains why I want to get the power of reading.
Write a paragraph to answer the question: What is one reason you want the power of reading?
Grade 3 Module 1

CLOSE READING OF NASREENS SECRET SCHOOL: HOW DO PEOPLE ACCESS BOOKS IN AFGHANISTAN?
I can identify the main message of Nasreens Secret School by reading the
text closely.
I can describe what Nasreen wanted and what she did.
I can sort key details from Nasreens Secret School into categories.
I can discuss how the main message is conveyed through key details.
AGENDA
1. Opening
A. Engaging the Reader and Building Fluency: Read Aloud of Nasreens
Secret School by Jeanette Winter (5 minutes)
B. Unpacking the Learning Targets (5 minutes)
2. Work Time
B. Reading Again for Important Details: Somebody In Wanted But So
(SIWBS)(20 minutes)
ONGOING ASSESSMENT
Close Read recording form (parts 1 and 2)
TEACHING NOTES
This lesson repeats the 2-day close reading cycle from Lessons 2
and 3, with a new text.
Review: Helping Students Read Closely (Appendix 1)
Begin using the Conversation Criteria checklist in this lesson to
collect formal data for the Mid-Unit 1 Assessment (which gauges
how well students are collaborating with peers).
Grade 3 Module 1

LESSON VOCABULARY

gist, message (in a story), lesson (in a story),

detail, characters, setting, motivation,
problem, solution
MATERIALS

Nasreens Secret School (one per student)

Sticky notes
Anchor Chart: Close Read recording form for Rain School (from Lessons 2 and 3)
Close Read recording form (one per student)
Chart paper for Anchor Chart: Close Read Recording Form for Nasreens Secret School
LESSON PLAN
OPENING
A. Engaging the Reader and Building Fluency: Read Aloud of Nasreens Secret School (5 minutes)
Gather students in a circle. Remind students of the important reading work they did with Rain School. Invite
individual students to turn and talk about the steps they took to read that text closely. Re-orient them to the
anchor chart: Close Read recording form for Rain School.
Tell them that today, you will be doing the same process, but with a new text, about a child going to school in a
new place.
Distribute Nasreens Secret School to students. Project Nasreens Secret School and read aloud. Tell students that the
text will be projected for them, and they should read along in their own text.
Remind students that the purpose of this read aloud is simply to acquaint them with the text. Students should
listen, enjoy, and follow the flow of the story. Do NOT aid students in comprehension at this point through
questioning or discussion.
Read slowly, fluently, without interruption, as students follow along in their own text.
Allowing students to see

the text and illustrations
will aid them in their
comprehension.
If a projector is not
available, try providing
multiple copies of the
book, or positioning the
book so it can best be
seen by all students.
Grade 3 Module 1

OPENING

Direct students to the learning target I can discuss how the main message of Nasreens Secret School is conveyed
through key details. Circle the word discuss. Invite students to share what this word means. Remind students
that in reading closely the text Rain School they talked about their ideas with one another, following class norms
for conversation. Review the class norms for conversation with the class, emphasizing speaking in complete
sentences, looking one another in the eye, and giving everyone a chance to speak.
Remind students that today, as they work with their groups, you will be listening in to start to assess how well
they are collaborating with their peers.
Grade 3 Module 1

WORK TIME

Distribute the Close Read recording form for Nasreens Secret School to each student. Remind
students of the close reading work they did the first time they read Rain School independently.
Ask them: What did we do as readers? Elicit student responses.
Point students to the anchor chart: Close Reading of Rain School that they created in Lessons 2 and 3.
They will do several important things:
Read and think on their own to find the gist of each section by writing their ideas on the text or sticky
notes, and underlining unfamiliar words or putting them on sticky notes)
Talk with their group about the text
Write notes or answer questions about the text
Review the words gist and unfamiliar.
Once all students are clear on the task, distribute sticky notes, and give them 10 to 15 minutes to work
with Nasreens Secret School on their own.
If necessary, chunk the text for students (see Meeting Students Needs). Circulate to support students as
needed.
After 15 minutes, ask students to fill in the top box, which asks for their ideas about the lesson of the
story, on their Close Read recording form.
Once they have done this, tell students they will now have 10 minutes to discuss, in small groups or
partnerships, the reading work they have done so far. What is this story mostly about? Remind
students of the class norms for conversation.
As students discuss their work, circulate with the Conversation Criteria checklist. Use this time to assess 1
or 2 small groups for the mid-unit assessment.
To make it more accessible to

students, consider breaking the
text into the following sections:
1. pp 19 (ending with: I knew I
had to do something.)
2. pp 1021 (ending with: Would
we ever know what had
happened?)
3. pp 2233 [end of story]
Grade 3 Module 1

WORK TIME
B. Reading Again for Important Details: Somebody In Wanted But So (SIWBS) (20 minutes)
Gather students back in a circle. Direct their attention to the Anchor Chart: Close Read recording form for
Rain School.
Use this to review the categories students used to collect important details. Remind students that they were
looking for characters, setting, motivation, problem, and solution. Review this vocabulary to clarify and activate
students knowledge from Lessons 2 and 3.
As students return to their seats to read independently, using the SIWBS graphic organizer to help them focus.
Remind them that it is very important to read the entire text again, not just hunt and peck for important
details. Details are more or less important based on a readers understanding of the main message of a text.
And when a reader starts to identify a pattern in the details, then the readers understanding of the main
message may grow or change.
As students read and collect important details, circulate and support them as needed.
After 10 minutes of independent close reading time, invite students to once again discuss their reading with
their groups. Ask students to go through each category of note-taking, giving every student in their group
a chance to share their ideas. Tell them that, when there is a difference between two students ideas, it is
important to notice that and discuss why each made the decision they made.
As students discuss their work, circulate with the Conversation Criteria checklist. Use this time to assess 1 or 2
small groups for the mid-unit assessment.
Before students return to a circle, ask them to return to the idea of the storys message or lesson. Review what
these terms mean in this context.
Remind them to think about the details they just wrote and discussed, and decide if their ideas about the
storys lesson changed at all.
Gather students back in a circle. Invite students to assist in completing the Anchor Chart: Close Read
recording form for Nasreens Secret School. Consider keeping this chart posted next to the Anchor Chart: Close
Read recording Form for Rain School. It is very helpful for students to have a sense of routine as they begin to
build their stamina for reading closely.
Consider allowing ELL

students to pair up with
students who speak their
native language for the
partner/small group
discussion portion.
Grade 3 Module 1

Debrief with two questions:
What do you think the lesson of this story is?
What details in the story helped you decide the lesson?
HOMEWORK
Read some sections of Nasreens Secret School out loud to someone at home, or in front of a mirror. Tell
someone at home what you already have figured out about the story. What is the story mostly about? What
details are important, and why? How are the students in that school like you? How are they different?
Teaching Note: For the next lesson, students will continue to work with their Close Read recording forms
and their copy of Nasreens Secret School. Consider collecting students work from today, so nothing gets lost, or
direct students to save them in a reading folder.
For ELLs or struggling

readers, consider highlighting
their text to help them find
some important details that
will help them answer the
questions.
Grade 3 Module 1

Close Read Recording Form for
Name:
Date:

Somebody
(character)
in
(setting)
wanted
(motivation)
but
(problem)
so
(resolution)
After thinking more closely about the characters and their motivations, now what do you think the lesson of
this story is? Why do you think this?
Grade 3 Module 1

Instructions: Use this form or something similar to collect data for students Mid-Unit 1 Assessment.
Learning Targets:
I can follow our class norms when I participate in conversations.
I can speak with complete sentences when I participate in group discussions.
(Teachers: Please insert the conversation norms from class to assess students ability to engage effectively in
collaborative discussions. Code responses based on the setting in which the criteria is observed. For example:
P= Partner, G= Small Group, C= Whole Class)
Student Name
Complete
Sentences
Norm 1
Norm 2
Norm 3
Norm 4
Norm 5
Grade 3 Module 1

CONTINUED CLOSE READING OF NASREENS SECRET SCHOOL: DISCUSSION OF QUESTIONS AND EVIDENCE
I can answer questions using details from Nasreens Secret School.
I can explain why I chose specific details I found to answer questions.
I can determine the meaning of new vocabulary using clues in the text
around it.
AGENDA
1. Opening: Unpacking Learning Targets (5 minutes)
2. Work Time
B. B. Group Discussion: Carousel of Questions (20 minutes)
A. Revealing and Discussing the Evidence (15 minutes)
ONGOING ASSESSMENT
Close Read recording forms (completed)
Nasreens Secret School: Questions from the text
Complete Mid-Unit 1 Assessment, using Conversation Criteria
checklist
TEACHING NOTES
This lesson follows part 2 of the close reading cycle, which
students were introduced to in Lesson 3 (with Rain School).
Review that lesson.
In advance:
Create a chart for each text-dependent question. Post these charts
around the room so small groups of students can access them
during the Carousel protocol.
Review: Carousel protocol (Appendix 1)
Grade 3 Module 1

LESSON VOCABULARY
MATERIALS
evidence, detail, question, clue, flourish, Taliban, frantic, Allah
Nasreens Secret School (one per student)

Nasreens Secret School: Questions from the text (one per student)
Charts: Questions from the text
Sticky notes (one pack for each carousel station)
LESSON PLAN
OPENING
A. Unpacking Learning Targets (5 minutes)

Post the learning target I can explain why I chose details I found to answer questions. Circle the word explain.
Ask students how they normally explain something. Today they will be using conversation as a way to decide the
details that they will be using as evidence to answer questions about Nasreens Secret School.
Grade 3 Module 1

WORK TIME

Distribute student texts Nasreens Secret School used in Lesson 6 as well as Nasreens Secret School: Questions
from the Text.
Review with students the process they went through to answer questions about Rain School (in Lesson 4).
They read the text several times to figure out the main message and important details (done in Lessons 3 and 6).
Then they read the questions.
They reread the text, keeping those questions in mind.
When they encountered details that could be used as evidence to answer a question, they jotted down the evidence
from the text.
Review the word evidence with the class. Evidence is something we use to prove an idea we have. Remind them that they
are learning to be reading detectives, and that detectives look for clues, or evidence, to help them figure things out.
Tell them that they are going to do the exact same process for Nasreens Secret School. However, right now they are not
going to write out full answers for the questions. They get to talk with their peers before they will write answers.
Instead, they should just read with the questions in mind, looking for important details that can be used as evidence in
their answers.
When they write down the evidence on a sticky note, they should write the corresponding question number on the
sticky note. This will make the next part of the activity move more efficiently.
Model briefly as needed. When it is clear students understand the instructions, release them to independent work.
Give students the next 15 minutes to work on finding important details for the questions. Encourage them to be
detectives. Circulate and support students as needed.
It might be helpful
for some students to
use a different color
to underline evidence
for each question. For
these students, consider
providing colored
pencils, and coding
each question with the
matching color.
Grade 3 Module 1

WORK TIME
B. Group Discussion: Carousel of Questions (20 minutes)

Gather students back in a circle. Direct their attention to the charts hanging around the room. Tell them
that at the top of each chart there is a question about Nasreens Secret School. These questions match the
questions they were just thinking about as they read and underlined independently.
Assign students to groups of three or four. Explain their task. They are to visit each station as a group.
They should bring their notes and their texts with them.
When they arrive at a station, they should read the question aloud. Then, each student should share the
evidence she or he found that matches that question. This should be easy to find because they wrote the
question number on their sticky notes.
If there are variations of evidence among students, the group should discuss, and agree upon, the best
evidence for the question. They should write that evidence on a sticky note, and stick it to the chart
below the question.
Remind students to discuss important words that helped them answer the questions.
If there is time remaining at that station, they can actually fill in the answer to the question on the
Nasreens Secret School: Questions from the Text recording form.
Tell students that when they leave each station, they should cover up their evidence with another sticky
note, so the next group that comes wont see their evidence.
Give groups 5 minutes at the first station, then 4 minutes at each remaining station. Use this time to
circulate with the Conversation Criteria checklist and assess groups of students who have not yet been
assessed for the mid-unit assessment.
Grade 3 Module 1

A. Revealing and Discussing the Evidence (15 minutes)

After students have completed the Carousel of Questions, gather them back in a circle, with the charted
questions in front of them. Take 12 minutes per question, revealing the evidence that each group chose.
Notice where there are similarities, and where there are differences. If there are differences, have a quick
whole group discussion, and then a vote, on which one makes better evidence.
Explain the homework to students. Remind them that since they have read the text so carefully, and talked
about it so much with their peers, answering the questions will be easier.
HOMEWORK
Today you spent time choosing and discussing details to use as evidence in answering questions about
Nasreens Secret School. Tonight, use that evidence to actually write the answers to the questions on Nasreens
Secret School: Questions from the Text. Remember, the first part of your answer uses words from the question.
The second part of your answer should use evidence from the text.
Grade 3 Module 1

Nasreens Secret School: Questions from the Text
Name:
Date:
1. According to the story, how did the city of Herat change for the worse? Why did it change?
2. According to the story, why did Nasreen stop speaking and smiling?
3. According to the story, in what way did the boys of the village help the girls of Nasreens school?
Grade 3 Module 1

Nasreens Secret School: Questions from the Text
4. What event or events in the story made Nasreen change back to being a happy child?
5. What does the author mean when she writes Now she can see blue sky beyond those dark clouds?
Grade 3 Module 1

PARAGRAPH WRITING INSTRUCTION
I can write an informative/explanatory text that has a clear topic. (W.3.2)
I can develop the topic with facts, definitions, and details. (W.3.2)
I can construct a closure on the topic of an informative/explanatory text. (W.3.2)
I can write routinely for a variety of reasons. (W.3.10)
SUPPORTING LEARNING TARGET
I can write a paragraph about what Nasreen wants and why.
support my topic with details from Nasreens Secret School.
I can write a sentence to close my paragraph.
ONGOING ASSESSMENT
Students on-demand paragraphs
AGENDA
TEACHING NOTES
1. Opening
A. Engaging the Writer: Making Connections between Nasreen and
the Children in Rain School (5 minutes)
2. Work Time
A. Characteristics of a Paragraph: Studying a Strong Model
(15 minutes)
B. Modeling: Studying the Graphic Organizer (5 minutes)
C. Partner Planning: Using the Graphic Organizer (15 minutes)
D. Independent Writing: Drafting a Paragraph (10 minutes)
3. Closing and Assessmen
A. Student Shares (5 minute)
B. Debrief: Learning Target Check (5 minutes)
This lesson is the first formal writing instruction in Module 1.

Emphasize to students that writing is more than just organizing
their ideas or editing for conventions. In order to write well about
something, you need to know a lot about it. Students have been
building that knowledge during their reading, and may end up rereading or building more knowledge as they write.1
In advance: Review students pre-assessment paragraphs from Lesson
5 to get a sense of how students skills writing paragraphs. This will
inform instruction in this lesson.
Create a chart of the Model Paragraph: Children of Chad
Create a chart of filled in Paragraph Writing Graphic Organizer:
Children of Chad
This coaching point is based on Writing for Understanding: Using Backward Design to Help all Students Write Effectively
(Vermont Writing Collaborative, 2008). This book is an excellent resource that can help teachers better understand how to
address the Common Core shift regarding writing from sources.
1
Grade 3 Module 1

LESSON VOCABULARY
MATERIALS
Topic, detail, explain, conclusion
Chart: Model Paragraph: Children of Chad

Chart: Paragraph Writing Graphic Organizer (filled-in): Children of
Chad
Chart paper for Paragraph Writing Anchor Chart
Paragraph Writing Graphic Organizer (one for each student)
OPENING
A. Engaging the Writer: Making Connections between Nasreen and the Children in Rain School
(5 minutes)
Gather students in a circle. Hold up Rain School and Nasreens Secret School. Think aloud the powerful
message of these books. This may sound something like, You know, after we finished Nasreens Secret School
and Rain School, I was absolutely amazed. Some stories like these are about real children around the world.
Ask students to Think-Pair-Share:
What connections did you see between these two books? What was the same?
Tell students that one way people respond to powerful stories is to write about them, and share about the
story with other people in their community and in the world. Read aloud the learning targets. As a whole
group, unpack the targets with the question, Based on these learning targets, what do you think we will be
doing today? Have all students think and then a few share out.
Grade 3 Module 1

WORK TIME
A. Characteristics of a Paragraph: Studying a Strong Model (15 minutes)

Tell students that they will be looking at a model, or example, of the type of paragraph they will write. (Either show
students a paragraph you actually wrote, or use the model provided at the end of this lesson).
I wrote something about the children of Chad, and the lengths they went for the power of education and reading. My
goal is to share their story with others. So here is something I wrote.
Display the Chart: Model Paragraph: Children of Chad.
Have students read it (or read it to them). Think-Pair-Share the question What is this paragraph about? How do you
know? Guide students toward the idea that the topic of the paragraph is revealed in the first sentence. Underline the
first sentence of the paragraph, and write Topic Sentence in the margin next to it.
Next, lead students into a conversation in which they realize that the paragraph needs more details. This may sound
like, Okay, why not stop there? Ive said it. The children of Chad go to great lengths for the power of education and
reading. Ive told the reader. Invite students to share ideas about why more writing is necessary. Look for comments
like, You need to tell how they did something great, or The reader is going to be curious what you mean now.
Tell students that writers give some details about their topic. Discuss the word detail. Move on to the first detail
sentence. Read aloud, For example, to get the power of education, the students build their own school. Underline this
sentence in a new color, and write Detail in the margin.
Repeat the same process again. Can I stop? Ive given my detail about the children of Chad. Ask students to ThinkPair-Share, What might the reader ask if I stopped right here? Look for comments like, What do you mean they built
their own school, or, What did they use?
Tell students that writers think about their reader, and explain some more about their details that the read about in Rain
School. Discuss the word explain. Read aloud, The students use mud to build walls and desks. They use grass and
saplings to make a roof. Underline this sentence in a new color, and write Explain in the margin.
Repeat this process for the second detail and explanation if necessary. If students seem confident in their understanding,
simply tell them you repeated this process again with a second detail about the topic.
Read aloud the last sentence, These are some of the ways that the children of Chad go to great lengths to get the power
of education and reading. Ask, What about this last sentence? Why is it here? What job does it have? Have students
Think-Pair-Share. Listen in to student conversations for helpful comments to share with the class, such as It shows us
that it is over, or, It says the same thing as the first sentence. Discuss the word conclusion. Tell students that the job
of the conclusion is to wrap it up, repeat the topic, and signal the end so the reader is not looking for more.
Ask students to turn and talk: So what do we need to pay attention to as we write our paragraphs? Chart students
responses on the Writing Paragraphs anchor chart. (Students will revisit this chart throughout the module. Just get
started today.)
Some students may

benefit by having their
own copy of the Model
Paragraph: Children
of Chad to underline
and write on during
the lesson. This makes
it interactive and also
provides them with a
model they can keep and
use while writing.
Grade 3 Module 1

WORK TIME
B. Planning: Studying the Graphic Organizer (5 minutes)

Tell students that great writers usually do not just start writing. Writers make sure they have good information about
their topic. Point out that they have already done that by reading carefully and taking notes about the books they have
read. Those notes are their raw material to be used for their writing, or else they can go back to the books.
Then writers usually choose a focus. Point out that your focus in the model paragraph is one the efforts children in
Chad went to in order to get an education.
Usually then writers make a plan and organize their information and thoughts before they actually start writing. When
I started my paragraph about the children of Chad, I had a lot of thoughts, and didnt know which details to use. So I
made a plan for my paragraph first. Display Chart: Paragraph Writing Graphic Organizer (filled-in): Children
of Chad directly next to the Chart: Model Paragraph: Children of Chad. Help students to see the corresponding
ideas and sentences between these two documents.
C. Partner Planning: Using the Graphic Organizer (15 minutes)
Tell students that they now get to try planning and writing a paragraph about Nasreen. Consider framing this writing
like, Nasreens story is so important and so extraordinary, I think we should work as writers to share it with our
community. So lets write our own paragraphs, and put them right outside our classroom so people can hear about girls
like Nasreen.
Consider brainstorming the topic of their paragraph as a group, as this may prove to be the most challenging part for
students. List ideas for possible topics on the board for all students to see.
Tell students that they will work with a partner to plan their paragraph. Each student should complete his or her own
Paragraph Writing Graphic Organizer. And eventually each of them will write their own paragraph. But they can
talk together to help each other thing about what details to include and how to explain those details.
Emphasize that they will have many chances to practice this skill throughout the year, and that today is just a chance to
have a go with the help of a partner.
Distribute a Paragraph Writing Graphic Organizer to each student. Ask them to fill it out using Nasreens Secret School
as their source of information. Tell them that once their organizer is done, to raise their hand and have it checked by a
teacher.
Grade 3 Module 1

WORK TIME
D. Independent Writing: Drafting a Paragraph (10 minutes)

Students then can move on to trying to write their individual paragraph. They may talk with their partner for support,
but each students should do his or her own writing.
Remind students that they will have lots of practice writing paragraphs this year. Today, they are doing writing that is
called on demand: the best writing you can do in a limited time.
Circulate and support students as needed.
Grade 3 Module 1

A. Student Shares (5 minutes)

As students are writing, try and note a few key revision points that are common to many students. (This
information could also come for their pre-assessment of paragraph writing.) Gather students back in a
circle. Invite a couple of students to share their writing with the class. (If possible, project their writing
using a document camera as they read.) Point out key writing moves that are strong in the piece. Then use
this opportunity to give descriptive feedback to that student (but that is helpful to many students.) Repeat
this once or twice, depending on time.
Consider choosing students

while they are working to
be the shares. This could
be based on model work, or
students whose paragraphs lend
themselves to good revision
feedback.
B. Debrief: Revisiting the Writing Paragraphs anchor chart (5 minutes)

Post all three learning targets again. Go through them one by one, asking students to engage in a quick
target check. Tell them that after you read the target, they should give it thumbs up if they feel they really
got it. Tell them to give to a thumb to the side if they think they need to practice it a few more times. Tell
them to give it thumbs down if they feel really confused by this. Ask students for new things they learned
about paragraph writing. Add to the Paragraph Writing anchor chart.
HOMEWORK
Read your paragraph out loud to someone at home or to yourself into a mirror. Ask them to tell you one
specific thing they liked about your paragraph, and one thing you could do to make your writing better. Use
this feedback, or your own careful re-reading, to make a second draft of your paragraph to bring back to
school tomorrow.
Grade 3 Module 1

Model Paragraph: Children of Chad
The children of Chad go to great lengths to seek the power of education and reading. For example, they build their own school at the beginning of the year! To do this, they use mud to make
bricks to build the walls and desks. They use grass and saplings and make a roof. Also, the children
of Chad work very hard studying during the school year. Every day they learn something new. In
one part, the teacher writes an A on the black board, and the students write it over and over in the
air. Finally, the story says that at the end of the year their notebooks are all rumpled from using
them, and their minds are fat with knowledge. These are a couple of ways the children of Chad go
to great lengths to seek the power of education and reading.
Grade 3 Module 1

Paragraph Writing Graphic Organizer
Name:
Date:
Topic:
Detail:
Explain:
Detail:
Explain:
Grade 3 Module 1

CLOSE READING OF THAT BOOK WOMAN: HOW DID PEOPLE ACCESS BOOKS IN RURAL AREAS OF THE UNITED STATES?

ONGOING ASSESSMENT
I can identify the main message of That Book Woman by reading excerpts from the text closely.
I can sort key details from That Book Woman into categories.
I can describe what the main character wanted and what he did.
I can discuss how the main message of That Book Woman is conveyed through key details.
Close Read recording form (parts 1

and 2)
AGENDA
TEACHING NOTES
1. Opening
A. Engaging the Reader and Building Fluency: Read-Aloud of That
Book Woman by Heather Henson (10 minutes)
2. Work Time
B. Reading Again for Important Details: Somebody In Wanted But So
(20 minutes)
In advance:
Because That Book Woman is a more complex text, students need
access to excerpts from the book to complete the close reading cycle.
See supporting materials for a list of appropriate excerpts.
Review: Helping Students Read Closely (Appendix 1)
Prepare an anchor chart Close Reading recording form for That Book
Woman
Grade 3 Module 1

LESSON VOCABULARY
MATERIALS
dialect, Appalachia, rural, gist, excerpt
That Book Woman by Heather Henson

Anchor charts: Close Read recording form for Rain School or
Nasreens Secret School (from Lessons 2 and 6)
Close Read recording form (one for each student)
Chart paper for the anchor chart: Close Read recording form for
That Book Woman
OPENING
A. Engaging the Reader and Building Fluency: Read-Aloud of That Book Woman (10 minutes)
Gather students in a circle. Tell them that today they are going to be hearing and reading a new story called
That Book Woman by Heather Henson; tell students that the language in this book is going to sound different
than the books they have heard so far because the author wrote it in the dialect some people speak in the
Appalachian region of Kentucky. Do not explain the story. Simply define dialect as the language of a
certain group. Students can revisit this idea, and connect it to their own lives, after reading the text.
When introducing new

vocabulary, consider having
the words written on index
cards. Show the card to
students when talking about
the word. Then post the word
on a word wall. This is helpful
to visual learners.
Note: It is important that this text is read without interruption. The purpose is to acquaint students with the text, not aid them in
comprehension through questioning or discussion.
As with other read-alouds in this unit, ask students to follow along in their text. (This promotes fluency.) Tell
them that they should read along as the story is being read to them.
Project the book That Book Woman and read the entire text slowly, fluently, without interruption. If students
get excited and want to talk about the text, remind them: Just like the other books we have read, you will
have a chance to reread this story and talk about it today and tomorrow.
Grade 3 Module 1

OPENING

Direct students to the learning targets for this lesson. Tell students that this is the third time they have
worked with close reading, and these three learning targets. Read each target individually, reminding
students of what they are doing for each target. After reading each target and explaining it, gauge
confidence with the learning targets using a thumbs-up, thumb-to-the-side, or thumbs-down.
WORK TIME

Students will need access to the excerpts from That Book Woman and Close Read recording form.
Remind students of the close reading work they have done so far. For each text, they did two important things
during their first independent read: They tried to find the gist for each section, and wrote their idea on a sticky note
as well as underlined or wrote down unfamiliar words on sticky notes.
Explain to students that this story will be a little more difficult due to the dialect in which it is written. Consider
saying something such as: All readers come across texts written in language that is unfamiliar and difficult. This
happens if I read text written a long time ago, or a text written in a style of speaking I do not know very well.
When this happens, capturing the gist of the text is especially important. If you get confused, look for all the words
you do know, and try to figure out who is the main character in story, and what is happening. Try not to get stuck
on every word you do not recognize. Write it down and move on.
Remind students to read just one section at a time, capturing the gist of each section before moving on.
Tell students that their text will look a little different than the book. This is because they will be reading excerpts of
the story. Define the word excerpts as parts of the text.
Allow students 15 minutes to work with the text on their own. As they work, circulate and support students as
needed.
After 15 minutes, ask students to fill in the top box, which asks for their ideas about the lesson of the story, on
their Close Read recording form. Once they have done this, tell students they will now have 10 minutes to discuss,
in small groups or partnerships, the reading work they have done so far.
Grade 3 Module 1

WORK TIME
B. Reading Again for Important Details: Somebody In Wanted But So (SIWBS) (20 minutes)
Gather students back in a circle. Direct their attention to the anchor charts: Close Read recording form for Rain
School or Nasreens Secret School. Use this to review the categories students used to collect important details.
Remind students that they were looking for characters, setting, motivation, problem, and solution. Discuss these to
clarify and activate prior knowledge.
After 10 minutes of independent close reading time, invite students to once again discuss their reading work their
groups. Ask students to go through each category of note-taking, giving every student in their group a chance to share
their ideas. Tell them that, when there is a difference between two students ideas, it is important to notice that and
discuss why each made the decision they made.
As students work, continue gathering about students discussion skills on the Conversation criteria checklist.
Point out to students that our understanding of a story gets deeper or changes when we reread, paying attention to
details that relate to the main message or lesson.
Direct students to fill in the last section of their Close Read recording form. NOW what do you think the lesson of
this story is? Why do you think this?
Gather students back in a circle. Invite students to assist in completing the anchor chart: Close Read recording form
for That Book Woman.
The language of That

Book Woman may prove
especially challenging
to ELL students.
Consider providing the
illustrations to aid their
comprehension.
As an extension
activity, consider having
students in a group
complete the second
part of the close read
from a secondary
characters point of
view. For example,
what is the mothers
motivation in the story?
What is her problem?
What is the solution
through her eyes?
Grade 3 Module 1

Debrief with the questions: How did the language of this story change the experience for you? and How
did reading the text closely multiple times help you?
HOMEWORK
Find Kentucky on a map of the United States. Talk to someone at home about how people got books in
rural Kentucky a long time ago. How is it different from how you get books now where you live?
Grade 3 Module 1

Excerpts from That Book Woman
Written by Heather Henson and Illustrated by David Small
Because That Book Woman is a very challenging text, students will only be asked to read excerpts for
their close reading. This approach is similar to how older students might read a short passage of a
primary source document.
This page shows on which page(s) each excerpts can be found, as well as the starting and ending
phrase of the relevant excerpt.
Pages 14
Beginning: My folks and me
Ending: when they take a-wander
Page 7
Beginning: And I do not fancy it one bit.
Ending: But me, I am not scholar boy.
Page 12
Beginning: Now what that lady brings
Ending: and all for naught, I reckon.
Page 15
Beginning: To my surprise
Ending: shell come again to swap these books for more!
Page 16
Beginning: Now me
Ending: That horse of hers sure must be brave, I reckon.
Pages 2122
Beginning: I stand a spell to watch
Ending: and quiet-like we start to read.
Page 2728
Beginning: I open up the book
Ending: it makes me smile right back.
Atheneum Books for Young Readers (2008).

Grade 3 Module 1

Close Read Recording Form for _______________
Name:
Date:
Gathering Important Details in a Story2

Somebody
(character)
in
(setting)
wanted
(motivation)
but
(problem)
so
(resolution)
Grade 3 Module 1

CONTINUED CLOSE READING OF THAT BOOK WOMAN: TEXT DEPENDENT QUESTIONS AND VOCABULARY
I can answer questions using specific details from the That Book Woman.
I can explain why I chose specific details to answer questions about the
text.
I can determine the meaning of new vocabulary using clues in the text
around a word.
AGENDA
1. Opening
2. Work Time
B. Vocabulary (25 minutes)
ONGOING ASSESSMENT
Close Read recording forms (completed) for That Book Woman:
Questions from the text
Vocabulary cards
TEACHING NOTES
Students will need materials from Lesson 9: Excerpts from That
Book Woman student copy and their Close Read recording forms.
Review: Think-Pair-Share, Helping Students Read Closely, and
Quiz-Quiz-Trade Vocabulary strategy (Appendix 1)
Grade 3 Module 1

LESSON VOCABULARY
MATERIALS
plowing, dusky, scholar, britches, passel, yearn

(See also the Teacher Resource in supporting materials at end of this
lesson for a list of possible words students can figure out from text;
do not give students these words or the list, but use this to guide
instruction.)
Anchor chart: Close Read recording form for That Book Woman
(from Lesson 9)
Illustrations from That Book Woman (pre-selected by teacher)
Excerpts from That Book Woman (from Lesson 9)
That Book Woman: Questions from the text
8.5 x 11 sheet of white paper
3 x 5 index cards (one for each student)
OPENING

Gather the students in a circle. Show students several illustrations from That Book Woman by Heather
Henson. For each illustration, ask students to Think-Pair-Share the important details happening in that scene:
Who do you see? What do you see? Whats an important detail you remember from this part of the story?
Study illustrations for 3 minutes to activate students prior knowledge.
Unpack the learning target: I can answer questions using specific details from the That Book Woman. Ask
students to turn and talk with a partner, restating this target in their own words.
Direct students to the anchor chart about That Book Woman they created during Lesson 9. Remind students
that today they will continue re-reading, talking, and writing about this challenging text to understand it even
better.
Grade 3 Module 1

WORK TIME

Remind students that they have already heard or read That Book Woman three times: the read-aloud for
enjoyment and to get the flow of the story, once on their own and with groups to get the gist of it and find
unfamiliar vocabulary, and then on their own and with groups to find and record important details and think
about the storys message or lesson.
Ask students to locate the excerpts from That Book Woman that students used in Lesson 9 as well as That
Book Woman: Questions from the text. Review with students the process they went through to answer
questions about Rain School and Nasreens Secret School. First, they read the questions. Then, they read the
entire text, keeping those questions in mind. When they encountered details that could be used as evidence
to answer a question, they underlined that section of the text. Review the word evidence with the class as
something we use to prove an idea we have.
Review how to write answers to questions using a full sentence. The first half of the sentence is pulled directly
from the question. The second half of the sentence is the evidence found in the text. Model this as necessary.
Place students in groups, though they should work on the questions from the text independently. Circulate and
support students in finding evidence and writing in complete sentences.
After 15 minutes of independent work time, ask students to discuss with their group the evidence they found
for each question as well as the sentences they wrote as answers.
The difficulty of the

vocabulary in That
Book Woman may
require greater teacher
involvement in the
Vocabulary card and
Quiz-Quiz-Trade
activities.
Grade 3 Module 1

WORK TIME
B. Vocabulary (25 minutes)

Students will now work with the words they circled during their re-reading of That Book Woman.
Gather students in a circle, and review the strategy they learned for finding the meaning of unfamiliar words
while reading Rain School. Read the learning target: I can determine the meaning of new vocabulary using
clues in the text around a word. Ask students to Think-Pair-Share what this learning target is, and what they
did with words in Rain School. Share as a whole group.
Tell students that That Book Woman is a really hard book, especially because of the dialect. There might have
been lots of words in this story that were difficult for them to understand. The strategy of looking at clues in
the text around the unfamiliar word, and then replacing the word with other words that might mean the same
thing.
On one side of an 8.5 x 11 sheet of white paper, write the sentence, seeing as how my sister Lark would
keep her nose a-twixt the pages of a book day break to dusky dark. Circle the word a-twixt. Think aloud the
process of using clues in the sentence: her nose is in a book, shes reading, where is your nose when youre
reading? Model the process of substituting other words for the unfamiliar word until one makes sense, for
example in and between.
Distribute a 3 x 5 index card to each student. Tell them that they will now choose a word from their Excerpts
from That Book Woman student copy to repeat this same process. Give students 15 minutes of independent
work time to do this with three words. Remind them that on one side they write the whole sentence that the
word is in, circling the unfamiliar word. On the other side, they are to write two possible words that the word
they chose might be similar to.
Gather students back in the circle. Tell them they are going to play a quick game of Quiz-Quiz-Trade. Review
the process of this game by modeling with one student. Remind students that they begin by showing their
partner the sentence or phrase with the unfamiliar word circled. The second person then tries to guess the
words on the back of the card. Because students have multiple cards this time, they should alternate turns.
Allow students to play Quiz-Quiz-Trade for 10 minutes using all three of their cards.
The focus of this work is

for students to use context
clues in determining the
meaning of unknown
words. In Supporting
Materials, a list of words
(and their context) lends
itself to this vocabulary
strategy.
Grade 3 Module 1

Gather students back in a circle. Debrief with the question: What is the most important detail, setting,
character, or event, from the story That Book Woman? Share as a whole group.
HOMEWORK
Please complete any unanswered questions on That Book Woman: Questions from the Text recording form.
Grade 3 Module 1

That Book Woman: Questions from the Text
Name:
Date:
1. Why dont Cal and his family see many people where they live? Use details from the text to support your
answer.
2. According to the text, in what ways does Cal help his father?
3. Why does Cal think the Horse Womans horse is brave? Use details from the text to support your answer.
4. How does Lark react when Cal wants to learn to read? Use details from the text to support your answer.
5. What is Cals gift to the Book Woman? Use details from text to support your answer.
Grade 3 Module 1
That Book Woman Vocabulary: Using Context Clues

Teacher Resource only
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
sight: So high we hardly sight a soulcept hawks a-winging in the sky.

fetch: I can fetch the sheep when they take a-wander.
dusky: a-twixt the pages of a book daybreak to dusky dark.
fancy: I do not fancy it one bit when plays Teacher.
scholar: So now she aims to school us herself. But me, I am no scholar-boy.
britches: the rider is no man at all, but a lady wearing britches.
passel: A passel of books shes packed clear up the mountainside.
wares: For if she aims to sell her wares just like the tinker-man
greenbacks: we have no greenbacks here, no shiny coin to spend.
swap: two weeks to the day shell come again to swap these books for more!
spell: I stand a spell to watch that Book Woman disappear.
yearn: And all at once I yearn to know what makes that Book Woman risk catching cold.
nigh: Its nigh on spring before that Book Woman can stop to visit a spell.
Grade 3 Module 1

END OF UNIT 1 ASSESSMENT: CLOSE READING AND POWERFUL NOTE-TAKING ON MY OWN
I can document what I learn about a topic by taking notes. (W.3.8)

I can sort key details from The Librarian of Basra into categories.
I can answer questions using details from The Librarian of Basra.
I can describe what the librarian of Basra wanted and what she did.
I can determine the meaning of word using clues in the text around it.
ONGOING ASSESSMENT
End of Unit 1 Assessment: Reading Closely
AGENDA
TEACHING NOTES
1. Opening: Unpacking the Learning Target (5 minutes)

A. Reading for Flow (10 minutes)
B. Rereading: Capturing the Gist and Identifying Unknown Vocabulary
(15 minutes)
C. Reading Again for Important Details: Taking Notes in the Somebody
In Wanted But So (SIWBS) Categories (15 minutes)
D. Answering Text-Dependent Questions (10 minutes)
For this assessment, each student will need access to The Librarian
of Basra by Jeanette Winter.
Since this is a reading assessment, the teacher will not read the
text aloud. This is why students read the text four times, rather
than three as they have been practicing: their first read in effect
replaces the teacher read-aloud.
Grade 3 Module 1

LESSON VOCABULARY
MATERIALS
Note: Todays lesson is an assessment. Therefore, limit previewing

vocabulary, as they are being assessed on recognizing and recording
unfamiliar words. Consider introducing students to a couple of
vocabulary words here that may interfere with their reading rate and
comprehension, specifically names of people and places.
1. Basra
2. Alia
3. Anis
The Librarian at Basra by Jeanette Winter (one per student)

End of Unit 1 Assessment: Reading Closely (one per student)
LESSON PLAN
OPENING

Gather students in a circle. Tell them that today is a very exciting day. They will have the opportunity to show
how skilled they have become at reading texts closely. Explain that they will be reading a brand-new story, going
through each step of reading closely that they practiced with Rain School, Nasreens Secret School, and That Book
Woman.
Tell them that they will each have the story in front of them. As a class, they will stop at a few points along the
way so everyone has clear directions.
Direct students attention to the Close Readers Do These Things anchor chart. Address any clarifying
questions students may have about the task. Ask students to return to their independent work area.
An alternative way of
structuring this lesson would
be to begin by charting the
steps of the Close Reading
protocol as a class, and then
allow students to move
through the stages at their
own pace.
Grade 3 Module 1

WORK TIME
A. Reading for Flow (10 minutes)

Once students are back at their independent work area, distribute The Librarian of Basra to each student.
Remind them that the first time they read, it is simply to feel the flow of the story and enjoy it, just the same as
when the teacher read the other stories aloud to them. Give students 10 minutes to read the story.
B. Rereading: Capturing the Gist and Identifying Unknown Vocabulary (15 minutes)
After ten minutes, distribute End of Unit 1 Assessment: Reading Closely to each student.
Tell students that, instead of using sticky notes, today they will record their thinking here, so it is all in one
place. Remind students that their second reading of a story is all about getting the gist of each section, and
finding unfamiliar vocabulary. If necessary, review the format of the recording section for second read.
Give students 15 minutes to read again for gist and vocabulary.
The assessment provides

stopping points for
students in order to break
the text into sections.
Consider stopping the
entire class at these points.
Alternatively, create a
small group of students
who may find difficulty
with this, and support
them in finding the
stopping points.
Grade 3 Module 1

WORK TIME
C. Reading Again for Important Details: Taking Notes in the Somebody In Wanted But So (SIWBS)
Categories (15 minutes)
Once students complete the story a second time, tell them they will now be reading to find important details
and taking notes. Give students 15 minutes to read again for important details.
If some students can do this

work independently, consider
providing them a work space
where they can work at their
own pace. If they finish early,
encourage them to read their
independent reading book.
D. Answering Text-Dependent Questions (10 minutes)

Encourage students and congratulate them on their stamina.
Ask them to read the text a final time to answer questions. Remind them to read the questions before they read
the story the final time. Give students 10 minutes to read again and answer questions from the text.
Grade 3 Module 1

Gather students back in a circle. Debrief as a whole class with the question: What did the librarian of Basra
do that was so extraordinary or important?
Encourage students to use details from the text.
HOMEWORK
Explain the process of reading closely to someone at home. How do you do it? Why do you do it? What are
you learning about being a proficient and independent reader?
Grade 3 Module 1

Read the story first for enjoyment and the flow.
Reread: Getting the Gist and Finding Unfamiliar Vocabulary
Section Endings
What is the gist of this section?
What are some unfamiliar words,

or words others may not know?
Stop at:
He refuses.
They do not know that the whole

of the library is in my restaurant,
thinks Anis.
[the last words of the story]
Grade 3 Module 1

Reread: Gathering Important Details in a Story1

Somebody
(character)
in
(setting)
wanted
(motivation)
but
(problem)
so
(resolution)
After thinking about the characters and their motivations, what do you think the lesson of this story is? Why
do you think this?
Grade 3 Module 1

Reread: The Librarian of Basra: Questions from the Text

1. According to the text, what kinds of books are in the Library of Basra?
2. How does Alia feel about the books? Use details from the text to support your answer.
3. How do people help Alia to save the books? Use details from the text to support your answer.
Grade 3 Module 1

Reread: The Librarian of Basra: Questions from the Text

4. How does Anis avoid getting into trouble with the soldier? Use details from the text to support your answer.
5. The text states: Alia worries that the fires of war will destroy the books, which are more precious to her than
mountains of gold. What does the word precious in this sentence mean?
a. cute
b. valuable
c. delicate
Why did you choose this? Use details or clues from the text to support your answer choice:
Grade 3 Module 1

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GRADE 3, MODULE 1, UNIT 1

Module 3.1 Module Overview

Module 3.1: Assessments

Module 3.1: Performance Task

See separate stand-alone document on EngageNY

See separate stand-alone document on EngageNY

Module 3.1 Unit Overview

Module 3.1: Recommended Texts

Lesson 8: Paragraph Writing Instruction

NYS Common Core ELA Curriculum

GRADE 3, MODULE 1: UNIT 1 OVERVIEW

of reading assessments on individual students, based on district or school

What is the power of reading and education?

NYS Common Core ELA Curriculum

GRADE 3, MODULE 1: UNIT 1 OVERVIEW

Close Reading and Powerful Note-Taking on My Own

NYS SOCIAL STUDIES

NYS Common Core ELA Curriculum

GRADE 3, MODULE 1: UNIT 1 OVERVIEW

Talking with My Peers:

I can talk with my partner in

I can identify the main

I can identify the main

Close Read recording form (parts 1

NYS Common Core ELA Curriculum

GRADE 3, MODULE 1: UNIT 1 OVERVIEW

I can answer questions

I can answer questions

Close Read recording forms

Choosing a Book That

I can choose texts that

I can select a power

NYS Common Core ELA Curriculum

GRADE 3, MODULE 1: UNIT 1 OVERVIEW

I can effectively participate in a

I can follow our class norms

I can identify the main message or lesson

I can identify the main

Close Read recording

NYS Common Core ELA Curriculum

GRADE 3, MODULE 1: UNIT 1 OVERVIEW

I can answer questions using specific

I can answer questions using

I can write an informative/explanatory

I can write a paragraph about

NYS Common Core ELA Curriculum

GRADE 3, MODULE 1: UNIT 1 OVERVIEW

I can identify the main message or lesson

I can identify the main

Close Read recording

I can answer questions using specific

I can answer questions using

NYS Common Core ELA Curriculum

GRADE 3, MODULE 1: UNIT 1 OVERVIEW

I can identify the main message or lesson

I can sort key details from

Geography: Research about countries mentioned in reading; locating countries on a map

NYS Common Core ELA Curriculum

GRADE 3, MODULE 1: UNIT 1, RECOMMENDED TEXTS

AUTHOR AND ILLUSTRATOR