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Lucy Calkins Units of Study Grade 3 Unit 4 Research Clubs
Grade 3 Unit 4 Mini Lesson 1
Unit of Study: Research Clubs
Goal: Researching a Topic
Teaching point: “Today I want to teach you that researchers get started learning about a topic
by doing three things. One, they look over their resources, putting them in
order by difficulty. Two, they read an easy overview book about their topic.
Three, they skim the tables of contents and illustrations to glean the main
subtopics, and then read across books in one subtopic after another.”
"Hoy quiero enseñarles que los investigadores comienzan el aprendizaje sobre
un tema haciendo tres cosas. Uno, ellos revisan sus recursos, poniéndolos en
orden de dificultad. Dos, ellos leen la descripción general del libro acerca de su
tema. Tres, ellos echan una ojeada a las tablas de contenido e ilustraciones
para averiguar los principales subtemas, y luego leen a lo largo de los libros un
subtema tras otro."
Text: The Life Cycle Of an Emperor Penguin by Bobbie Kalman and Robin Johnson
Penguins by Bobbie Kalman
The Penguin by Béatrice Fontanel
Standard: RI.3.2 Determine the main idea of a text; recount the key details and explain
how they support the main idea
RI.3.5 Use text features and search tools (e.g., key words, sidebars,
hyperlinks) to locate information relevant to a given topic efficiently
RI.3.7 Use information gained from illustrations (e.g., maps, photographs)
and the words in a text to demonstrate understanding of the text (e.g.,
where, when, why, and how key events occur)
Page #’s 39
Anchor Charts “To Research…” Anchor Chart
“To Learn from Expository Texts…” Chart from Unit 2
Additional
Resources
Animal Booklist
Lucy Calkins Units of Study Grade 3 Unit 4 Research Clubs
Grade 3 Unit 4 Mini Lesson 2
Unit of Study: Research Clubs
Goal: Researching a Topic
Teaching point: “Today I want to teach you that as researchers dig into a topic, they often
identify subtopics within that topic. Then, as they read about the same subtopic
in several text, they synthesize (or put together) the information so that related
bits go side by side. The more researchers combine information, the more they
become experts.”
"Hoy quiero enseñarles que a medida que los investigadores excavan en un
tema, a menudo identifican subtemas dentro de ese tema. Luego, a medida que
leen sobre el mismo subtema en varios textos, ellos sintetizan (o juntan) la
información de modo que las partes que se relacionan vayan de la mano. A
medida que los investigadores combinan más información, ellos se hacen más
expertos."
Text: Penguins by Bobbie Kalman
Standard: RI.3.9 Compare and contrast the most important points and key details
presented in two texts on the same topic
Page #’s 1018
Anchor Chart “To Research…” Anchor Chart
“Synthesizing Information in Conversation” Chart
Additional
Resources
Excerpts from The Penguin “Giant Chicks”
“In The Brood”
“New Feathers”
Lucy Calkins Units of Study Grade 3 Unit 4 Research Clubs
Grade 3 Unit 4 Mini Lesson 3
Unit of Study: Research Clubs
Goal: Researching a Topic
Teaching point: “Today I want to teach you that when you become an expert on a topic, it is
important to begin using the technical vocabulary, or lingo, of that subject. You
‘talk the talk.”
"Hoy quiero enseñarles que cuando ustedes se convierten expertos en un tema,
es importante comenzar a usar el vocabulario o idioma técnico de esa materia.
‘Hablen como expertos.’"
Text: Animal books from the different book clubs
Standard: RI.3.4 Determine the meaning of general academic and domainspecific words
and phrases in a text relevant to a grade 3 specific topic or subject area
Page #’s 2129
Anchor Chart “To Research…” Anchor Chart
Additional
Resources
Penguin Word Bank
Informational Reading Learning Progression
Lucy Calkins Units of Study Grade 3 Unit 4 Research Clubs
Grade 3 Unit 4 Mini Lesson 4
Unit of Study: Research Clubs
Goal: Researching a Topic
Inquiry: “Today I want you to investigate answers to this question: How do you make the
decision to read as if you are digging for treasure?”
"Hoy quiero que investiguen respuestas a esta pregunta: ¿Cómo toman la
decisión de leer como si estuvieran excavando en busca de tesoros?"
Text: Animal books from the different book clubs
Read Aloud: The Whispering Land by Gerald Durell (link below)
Standard:
Page #’s 3037
Additional
Resources
“The Whispering Land” excerpt
Lucy Calkins Units of Study Grade 3 Unit 4 Research Clubs
Grade 3 Unit 4 Mini Lesson 5
Unit of Study: Research Clubs
Goal: Researching a Topic
Teaching point: “ Today I want to teach you one way to develop ideas is to study the subject of
your research much the same way you study characters in fiction by paying
close attention to your subject’s traits, motivations, and struggles.”
"Hoy quiero enseñarles que una manera de desarrollar ideas es estudiar el tema
de su investigación de la misma manera que estudian los personajes de ficción –
poniendo mucha atención a las características, motivaciones, y luchas del
sujeto."
Text: The Whispering Land by Gerald Durrell
Standard: RI.3.2 Determine the main idea of a text; recount the key details and explain
how they support the main idea
RI.3.4 Determine the meaning of general academic and domainspecific words
and phrases in a text relevant to a grade 3 specific topic or subject area
Page #’s 3846
Anchor Chart “To Research…” Anchor Chart
“Talking and Thinking in Response to Our Texts” Chart from Unit 2
Additional
Resources
“The Whispering Land” excerpt
Informational Learning Reading Progression
Lucy Calkins Units of Study Grade 3 Unit 4 Research Clubs
Grade 3 Unit 4 Mini Lesson 6
Unit of Study: Research Clubs
Goal: Researching a Topic
Teaching point: “Today I want to remind you that researchers don’t just collect information,
they also think about that information. One way that researchers think about
information is by asking and trying to answer the allimportant question:
Why?”
"Hoy quiero recordarles que los investigadores no sólo recolectan la
información, sino que ellos también piensan en esa información. Una manera en
que los investigadores piensan acerca de la información es preguntando y
tratando de responder la pregunta más importante: ¿Por qué?"
Text: The Penguin
Standard: RI.3.1 Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers
Page #’s 4750
Lucy Calkins Units of Study Grade 3 Unit 4 Research Clubs
Grade 3 Unit 4 Mini Lesson 7
Unit of Study: Research Clubs
Goal: A Second Cycle of Research
Teaching point: “ Today I want to teach you that when notification readers set out to study a
new topic, they start by making a plan for how that study will go. They think
about all that they know to do about their repertoire of reading and research
strategies and they make a plan for the study on which they’re embarking.”
_________________________________________________________________
_
"Hoy quiero enseñarles que cuando los lectores de no ficción se proponen
estudiar un tema nuevo, ellos inician haciendo un plan de cómo va a ir ese
estudio. Ellos piensan acerca de todo lo que saben hacer acerca de su
repertorio de estrategias de lectura y de investigación y hacen un plan para el
estudio en el que se están embarcando."
Text: The Life Cycle of a Frog by Bobbie Kalman and Kathryn Smithyman
Frogs and Toads by Bobbie Kalman and Tammy Everts
Frogs! by Elizabeth Carney
Standard: RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks)
to locate information relevant to a given topic efficiently
RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and
the words in a text to demonstrate understanding of the text (e.g., where,
when, why, and how key events occur)
RI.3.9 Compare and contrast the most important points and key details
presented in two texts on the same topic
Page #’s 5259
Anchor Chart “To Research…” Anchor Chart
Additional
Resources
Informational Learning Reading Progression
Lucy Calkins Units of Study Grade 3 Unit 4 Research Clubs
Grade 3 Unit 4 Mini Lesson 8
Unit of Study: Research Clubs
Goal: A Second Cycle of Research
Teaching point: “Today I want to teach you that when non fication readers read with fluency,
they often read with a teacher’s voice, an explaining voice.”
_________________________________________________________________
__
"Hoy quiero enseñarles que cuando los lectores de no ficción leen con fluidez, a
menudo leen con una voz de maestro, una voz que explica."
Text: Animal books from the different book clubs
Standard: RF.3.4 Read with sufficient accuracy and fluency to support comprehension
Page #’s 6067
Charts “Narrators of nonfiction use their voices…” Chart
Additional
Resources
“The Trials of a Tadpole” video
Informational Learning Reading Progression
Lucy Calkins Units of Study Grade 3 Unit 4 Research Clubs
Grade 3 Unit 4 Mini Lesson 9
Unit of Study: Research Clubs
Goal: A Second Cycle of Research
Teaching point: “Today I want to remind you that when you’re trying to learn about a subject, it
doesn’t work to just pile a zillion facts in one huge pile, or one huge list. It helps
to bucket those facts, to make subsections in your notes, and to pop out the
main ideas, showing how the smaller details go with them.”
_________________________________________________________________
_
"Hoy quiero recordarles que cuando ustedes están tratando de aprender sobre
un tema, no funciona simplemente apilar un trillón de hechos en una pila
enorme, o hacer una lista enorme. Ayuda apresurar esos hechos, hacer
subsecciones en sus notas, y salir con las ideas principales, demostrando cómo
los detalles más pequeños van con ellas.
Text: Frogs and Toads
Standard: RI.3.2 Determine the main idea of a text; recount the key details and explain
how they support the main idea
RI.3.3 Describe the relationship between a series of historical events, scientific
ideas or concepts, or steps in technical procedures in a text, using language that
pertains to time, sequence, and cause/effect
RI.3.4 Determine the meaning of general academic and domainspecific words
and phrases in a text relevant to a grade 3 specific topic or subject area RI.3.8 Describe the logical connection between particular sentences and
paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a
sequence)
Page #’s 6876
Anchor Chart “To Research…” Anchor Chart
“Researchers Take Notes that Follow the Structure of their Texts” Anchor Chart
Additional
Resources
Informational Learning Reading Progression
Frogs and Toads Excerpts “The Cycle of Life”
Lucy Calkins Units of Study Grade 3 Unit 4 Research Clubs
“Deadly Colors!”
Lucy Calkins Units of Study Grade 3 Unit 4 Research Clubs
Grade 3 Unit 4 Mini Lesson 10
Unit of Study: Research Clubs
Goal: A Second Cycle of Research
Teaching point: “Today I want to teach you that when you look over a text, thinking, ‘How is this
structured?’ It helps to have a handful of optional text structure in mind.
Although some text are structured as main ideas and supports (boxes and
bullets), some are sequentially ordered, and some authors will use another
important structure compare and contrast. “
_________________________________________________________________
__
"Hoy quiero enseñarles que cuando revisen un texto, pensando, '¿Cómo está
estructurado?'. Es útil tener en mente un puñado de estructuras de texto
opcionales. Aunque algunos textos están estructuradas con ideas principales y
detalles de apoyo (cuadros y viñetas), algunos están en orden secuencial, y
algunos autores utilizan otra estructura importante comparar y contrastar."
Text: Frogs and Toads: Similiar but Different excerpt (link below)
Standard: RI.3.1 Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks)
to locate information relevant to a given topic efficiently
RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and
the words in a text to demonstrate understanding of the text (e.g., where,
when, why, and how key events occur)
RI.3.8 Describe the logical connection between particular sentences and
paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a
sequence)
Page #’s 7786
Anchor Chart “Researchers Take Notes that Follow the Structure of their Texts” Anchor Chart
Additional Informational Learning Reading Progression
Lucy Calkins Units of Study Grade 3 Unit 4 Research Clubs
Resources “Compare and Contrast Sentence Stems” Chart
“Frogs and Toads: Similar but Different” text
Lucy Calkins Units of Study Grade 3 Unit 4 Research Clubs
Grade 3 Unit 4 Mini Lesson 11
Unit of Study: Research Clubs
Goal: A Second Cycle of Research
Teaching point: “Today I want you to explore another text structure authors often use, which is
cause and effect. We’re going to study a text with this structure to figure out
answers to the questions ‘What kinds of words and phrases signal a cause and
effect structure?’ and ‘How can we take notes to fit with this structure?”
_________________________________________________________________
_
"Hoy quiero que exploren otra estructura del texto que los autores usan a
menudo, que es causa y efecto. Vamos a estudiar un texto con esta estructura
para encontrar las respuestas a las preguntas: '¿Qué tipo de palabras y frases
indican una estructura de causa y efecto?’ y ‘¿Cómo podemos tomar notas que
se ajusten a esta estructura?’"
Text: Frogs and Toads by Bobbie Kalman
Standard: RI.3.4 Determine the meaning of general academic and domainspecific words
and phrases in a text relevant to a grade 3 specific topic or subject area RI.3.8 Describe the logical connection between particular sentences and
paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a
sequence)
Page #’s 8795
Anchor Chart “Researchers Take Notes that Follow the Structure of their Texts” Anchor Chart
Additional
Resources
Informational Learning Reading Progression
“No More Golden Toads!” Exerpt from “Frogs and Toads”
Penguins Excerpts “Today and Tomorrow”
“Giant Chicks”
Excerpt from “Penguins”
Lucy Calkins Units of Study Grade 3 Unit 4 Research Clubs
Grade 3 Unit 4 Mini Lesson 12
Unit of Study: Research Clubs
Goal: A Second Cycle of Research
Teaching point: “Today I want to teach you that it’s important, when we read nonfiction, to be
aware that the authors made particular choices. It’s important to ask, ‘Why
might the author have chosen to include this particular bit of information? To
structure the text in this particular way? What does the author want me to
know and think when I read this part of the text?”
_________________________________________________________________
__
"Hoy quiero enseñarles que cuando leemos no ficción, es importante estar
conscientes de que los autores hicieron elecciones particulares. Es importante
preguntar, '¿Por qué el autor habría optado por incluir este fragmento de
información?, ¿Estructurar el texto de esta manera en particular?, ¿Qué quiere
el autor que yo sepa, y piense cuando lea esta parte del texto?’"
Text: Frogs and Toads by Bobbie Kalman
Standard: RI.3.3 Describe the relationship between a series of historical events, scientific
ideas or concepts, or steps in technical procedures in a text, using language that
pertains to time, sequence, and cause/effect
RI.3.9 Compare and contrast the most important points and key details
presented in two texts on the same topic
Page #’s 96104
Anchor Chart “To Research…” Anchor Chart
Additional
Resources
“Synthesizing Information in Conversation” Chart
Informational Learning Reading Progression
Lucy Calkins Units of Study Grade 3 Unit 4 Research Clubs
Grade 3 Unit 4 Mini Lesson 13
Unit of Study: Research Clubs
Goal: Synthesizing, Comparing, and Contrasting
Teaching point: “Today I want to teach you that to develop expertise on a topic, nonfiction
readers go from learning about specific related topics (such as penguins or
frogs) to learning about their bigger field of knowledge (the animal kingdom). As
a researcher’s focus gets bigger, the researcher thinks more about patterns and
relationships.”
_________________________________________________________________
_
"Hoy quiero enseñarles que al desarrollar los conocimientos sobre un tema, los
lectores de no ficción van desde aprender sobre temas específicos que se
relacionan (como los pingüinos o las ranas) hasta aprender acerca de su más
amplio campo de conocimiento (el reino animal). A medida que el enfoque de
un investigador se hace más grande, el investigador piensa más en patrones y
relaciones."
Text: Excerpts from these books linked below:
Penguins
Frogs and Toads
Standard: RI.3.3 Describe the relationship between a series of historical events, scientific
ideas or concepts, or steps in technical procedures in a text, using language that
pertains to time, sequence, and cause/effect
RI.3.9 Compare and contrast the most important points and key details
presented in two texts on the same topic
Page #’s 106114
Anchor Chart “To Research…” Anchor Chart
“Researchers Take Notes that Follow the Structure of their Texts” Anchor Chart
Additional
Resources
Anchor Chart Checklists
Excerpts from Penguins and Frogs and Toads “What are Penguins?”
“In and Out of Water”
Lucy Calkins Units of Study Grade 3 Unit 4 Research Clubs
“Frog and Toad Homes”
“Penguin Homes”
Lucy Calkins Units of Study Grade 3 Unit 4 Research Clubs
Grade 3 Unit 4 Mini Lesson 14
Unit of Study: Research Clubs
Goal: Synthesizing, Comparing, and Contrasting
Teaching point: “Today I want to teach you that as readers research the similarities and
differences between the things they are studying, they ask, ‘Why?’ ‘Are
others the same? What explains this?’ These questions lead to more thinking,
more talking and more reading!”
_______________________________________________________________
_
"Hoy quiero enseñarles que a medida que los lectores investigan las
similitudes y diferencias entre las cosas que están estudiando, ellos se
preguntan, ‘¿Por qué?’, ‘¿Son igual los otros?’, ¿Qué explica esto?’. ¡Estas
preguntas conducen a pensar más, hablar más y leer más!"
Text: Excerpts from these books linked below:
Penguins
Frogs and Toads
Standard: RI.3.1 Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers
RI.3.9 Compare and contrast the most important points and key details
presented in two texts on the same topic
Page #’s 115123
Anchor Chart “To Research…” Anchor Chart
“To grow big questions and ideas in a comparative study, readers will…” Chart
“Questions lead to…” Chart
Additional
Resources
excerpts from Penguins and Frogs and Toads “Growing Up”
“Growing Legs”
Informational Learning Reading Progression
Lucy Calkins Units of Study Grade 3 Unit 4 Research Clubs
Grade 3 Unit 4 Mini Lesson 15
Unit of Study: Research Clubs
Goal: Synthesizing, Comparing, and Contrasting
Teaching point: “Experts don’t just think about their topic about tigers and sharks. Experts
also think about their process. And when focusing on process, they ask,
‘What should I do next?’ They take stock. Then, they go forward, with a
plan.”
_______________________________________________________________
_
"Los expertos no sólo piensan en su tema sobre los tigres y tiburones. Los
expertos también piensan acerca de su proceso. Y cuando se enfocan en el
proceso, se preguntan, ‘¿Qué debo hacer ahora?’. Ellos reflexionan. Luego, se
ponen en marcha, con un plan."
Text: Animal Texts from book clubs
Standard:
Page #’s 124126
Lucy Calkins Units of Study Grade 3 Unit 4 Research Clubs
Grade 3 Unit 4 Mini Lesson 16
Unit of Study: Research Clubs
Goal: Synthesizing, Comparing, and Contrasting
Teaching point: “Today I want to teach you that once researchers have read books, collected
information, studied patterns, and grown theories, they are ready to do
more. They ask, ‘What does the evidence suggest? How can I study all the
evidence to grow new theories that are evidencebased?”
_______________________________________________________________
_
"Hoy quiero enseñarles que una vez que los investigadores han leído libros,
colectado información, estudiado los patrones, y hecho teorías, ellos están
listos para hacer más. Se preguntan, ‘¿Qué sugiere la evidencia?’, ‘¿Cómo
puedo estudiar toda la evidencia para hacer nuevas teorías que se basen en la
evidencia?’"
Text: Animal Texts from book clubs
Standard: RI.3.1 Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers
RI.3.2 Determine the main idea of a text; recount the key details and explain
how they support the main idea
RI.3.3 Describe the relationship between a series of historical events, scientific
ideas or concepts, or steps in technical procedures in a text, using language
that pertains to time, sequence, and cause/effect
Page #’s 127134
Anchor Charts “To Research…” Anchor Chart
Additional
Resources
Informational Learning Reading Progression
Lucy Calkins Units of Study Grade 3 Unit 4 Research Clubs
Grade 3 Unit 4 Mini Lesson 17
Unit of Study: Research Clubs
Goal: Synthesizing, Comparing, and Contrasting
Teaching point: “Today I want to teach you that researchers don’t just read about their
focused topic. They also read around the topic, looking for the help learning
about the big theories they have developed.”
_______________________________________________________________
_
"Hoy quiero enseñarles que los investigadores no sólo leen sobre su tema de
enfoque. También leen en torno al tema, buscando ayuda para aprender
acerca de las grandes teorías que se han desarrollado."
Text: Excerpt “Long Legs” in Giraffes
Standard: RI.3.1 Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers
RI.3.2 Determine the main idea of a text; recount the key details and explain
how they support the main idea
RI.3.3 Describe the relationship between a series of historical events, scientific
ideas or concepts, or steps in technical procedures in a text, using language
that pertains to time, sequence, and cause/effect
Page #’s 135143
Additional
Resources
“Long Legs” Excerpt from Giraffes
Text Excerpt Packet
Lucy Calkins Units of Study Grade 3 Unit 4 Research Clubs
Grade 3 Unit 4 Mini Lesson 18
Unit of Study: Research Clubs
Goal: Synthesizing, Comparing, and Contrasting
Teaching point: “Today I want to teach you that when researching a solution to a realworld
problem, it helps to think about all of the aspects of the problem. Researchers
ask themselves, ‘How might I go about solving the different parts of this
problem? What information will I need and where can I get it? Then, they sketch
a plan for what they’ll do first, next, and next.”
_________________________________________________________________
_
"Hoy quiero enseñarles que cuando estén investigando una solución a un
problema del mundo real, ayuda pensar acerca de todos los aspectos del
problema. Los investigadores se preguntan, ‘¿Cómo podría llegar a la solución
de las diferentes partes de este problema?’, ‘¿Qué información necesito y
dónde puedo conseguirla?’ Luego, ellos esbozan un plan para lo que van a hacer
primero, luego, y después’”
Text: Animal Research books from book clubs
“Frogs and Toads: Similar but Different” Excerpt
Standard: RI.3.1 Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers
RI.3.10 By the end of the year, read and comprehend informational texts,
including history, social studies, science and technical texts, at the high end of
the grades 23 text complexity band independently and proficiently
Page #’s 144153
Charts Real Life Problems that Animal Researchers Could Tackle
Additional
Resources
“Frogs and Toads: Similar but Different”
Websites to use for online research:
● www.kidrex.org
● www.askforkids.com
● www.yahooligans.com
● www.awesomelibrary.org
Lucy Calkins Units of Study Grade 3 Unit 4 Research Clubs
Informational Learning Reading Progression
Lucy Calkins Units of Study Grade 3 Unit 4 Research Clubs
Grade 3 Unit 4 Mini Lesson 19
Unit of Study: Research Clubs
Goal: Synthesizing, Comparing, and Contrasting
Teaching point: “Your reader’s notebook can be your most valuable resource for your project.
You can reread notes, just as you’re rereading your books, with a purpose, a
question in mind, drawing information from your notes that fits with your
purpose.”
_________________________________________________________________
_
"Su cuaderno de lector puede ser su recurso más valioso para su proyecto.
Ustedes pueden volver a leer las notas, al igual que están volviendo a leer sus
libros, con un propósito, una pregunta en mente, obteniendo información de
sus notas que se ajuste a su propósito."
Text: Animal Research books/articles
Standard: RI.3.10 By the end of the year, read and comprehend informational texts,
including history, social studies, science and technical texts, at the high end of
the grades 23 text complexity band independently and proficiently
Page #’s 154157