Teacher's College- Research Clubs Unit Grade 3- Days 1-9 SMART EDITION!

Teacher's College- Research Clubs Unit Grade 3- Days 1-9 SMART EDITION!
Teacher's College- Research Clubs Unit Grade 3- Days 1-9 SMART EDITION!
Teacher's College- Research Clubs Unit Grade 3- Days 1-9 SMART EDITION!
Teacher's College- Research Clubs Unit Grade 3- Days 1-9 SMART EDITION!
Teacher's College- Research Clubs Unit Grade 3- Days 1-9 SMART EDITION!
Teacher's College- Research Clubs Unit Grade 3- Days 1-9 SMART EDITION!
Teacher's College- Research Clubs Unit Grade 3- Days 1-9 SMART EDITION!
Teacher's College- Research Clubs Unit Grade 3- Days 1-9 SMART EDITION!
Grade Levels
Common Core Standards
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** This follows the Lucy Calkins Reader's Workshop, Research clubs unit. It is not intended to replace her work, rather it is intended to supplement. My students benefit from visuals, scaffolds, and differentiation. These Smartboard files will give your students the visual to go along with Lucy's Reading Workshop, nonfiction Unit.

* This follows the mini-lesson structure

** To teach these lessons students are put into "Research Clubs" The Mentor Texts are nonfiction Penguin books. Students should be put into animal book clubs. For example: bears, sharks, dolphins, dogs, cats. Anything you have in your classroom. I also included articles for you to print if you do not have enough books. After the mini lesson, students should be researching all about their animal. They first research independently and then they share notes with their group members.

*** TEACHING POINTS****

Day 1) Researchers get started by doing 3 things:

1st - They put their books in order by difficulty.

2nd - They read an easy book about their topic.

3rd - They skim the Table of Contents of all their books and then read about the same subtopic in each of their books.
Day 2) Researchers will:
a) Dig into topics by identifying subtopics
b) Read about the same subtopic and synthesize the information by putting related bits side by side.

Day 3) Researchers will create a word bank by writing technical terms.

Day #4) Researchers will read like they are digging for treasure by having an encouraging and positive attitude and by being a positive contributor to the members in their groups.

Day # 5) Researchers will develop ideas about the animal they are studying by paying close attention to their traits, motivations, and struggles

Day #6) Researchers not only collect information, they also think about that information by asking questions.

Day #7) Researchers take notes by following the structures of their text

Day #8) Researchers will compare and contrast information about a topic by comparing previous knowledge with the new information in a text.

Day # 9) Researchers will :
a)Notice when an author of a nonfiction book uses the text structure "cause and effect" by recognizing the signal words.
b) Take notes on the cause and effect relationship by using a graphic organizer
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