Name:

Grade 3 Date:

My Class Research Project onHow Alaskan Animals Survive in the Winter

Research Question:How do bears survive the frigid Alaskan winter?

Based on the Writing for Understanding Approach, Vermont Writing Collaborative ©2011

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Becoming an ExpertClass Research Packet

Building Knowledge and Understanding through Research

Becoming an ExpertDate Completed

Steps

Where Am I Going? Text StructureFirst Read Part 1 Close Read Part 1First Read Part 2 Close Read Part 2Reading for EvidenceRecording EvidenceAdditional Evidence Focus StatementWorking with Evidence

Research Question: How do bears survive the frigid Alaskan winter?

What is your research question?

Where Am I Going?Work with your group to answer the questions below.

_____________________________________________

Skim your source. In one or two sentences describe what this text is mostly about._______________________________________________________________________________________________________________________________________________________________

How will this source help you answer your research question?

__________________________________________________________________________________________________________

Use the copyright information for your text to complete the section below.Title:______________________________________________

Author:____________________________________________

Type of text: nonfiction book article website excerpt other

Publisher:____________________________________________

Publication date:_______________________

Let’s take a look at how your source is put together.

1. Leaf through the book. What pattern do you notice in the color of the pages?

2. Look at the titles at the top of each green page. What do they have in common?

3. Look at the titles at the top of each blue page. What do they have in common?

4. How else do the authors show us that some pages are about winter and some about summer?

5. What do each pair of green and blue pages have in common?

6. Each page is divided into two sections. What are these?

Text StructureYour teacher will lead you in exploring your source and discussing the questions below.

Use one of the options below to read pages 1-16 of the text aloud. Check a box to show the option you chose.

Ideas for a First Read: Take turns reading, have each person read a page or

paragraph. Choose one or two people to read aloud. The rest of the

group reads along silently while listening. Listen to a recording of your book, reading along silently

while you listen. Another Idea:____________________________________

Work together to follow the directions in the box on the left. Then, discuss the question on the right.1. The Introduction is on page 1.Reread page 1 with a partner.

Discuss with your class:On this page, there is a question that tells the reader what this book will be about. What is that question?

Who is “they” in this question?

2. Read the bold (dark) print on the Whales in Summer page silently.

Turn and talk to a partner:What challenges do whales have in winter?

3. Read the bold print on the Whales in Winter page silently.

Discuss with your class:How are whales adapted so they can survive in winter?

First Read Part 1 With your class, read the first part of the text aloud.

Close Read Part 1 With your class, reread parts of your book for deeper understanding.

Use one of the options below to read pages 16-29 of the text aloud. Check a box to show the option you chose.

Ideas for a First Read: Take turns reading, have each person read a page or

paragraph. Choose one or two people to read aloud. The rest of the

group reads along silently while listening. Listen to a recording of your book, reading along silently

while you listen. Another Idea:____________________________________

Work together to follow the directions in the box on the left. Then, discuss the question on the right.Read the Bears in Summer page out loud with your partner.

Discuss with your class:What challenges do bears have in winter? Use details from the text to support your answer.

Read the bold print on the Bears in Winter page silently.

Turn and talk with a partner:How are bears adapted so they can survive in winter?

What does hibernate mean?

First Read Part 2 With your class, read the second part of the text aloud.

Close Read Part 2 With your class, reread parts of your book for deeper understanding.

Read the first paragraph of last page, “Summary” silently.Then work with a partner to answer the questions on the right.

Discuss with your class:According to the text, what 3 things do animals do to survive in winter?

What do you think the word “summary” means?

Follow these steps to complete the graphic organizer together:

1. First, break into two groups. Assign each group a part of the text to reread and search. Record the assignments below.

Section People responsibleBears in summerFind information to add to the “Problems” section of the graphic organizer.Bears in winterFind information to add to the “Solutions (Adaptations)” section of the graphic organizer.

1. As a group, look at the graphic organizer, How Bears Survive in Winter on the next page. Discuss: What is your Research Question? What kinds of information will go in each column?

2. As a group, reread the part of the text you were assigned. When you find a part of the text that will help you answer your research question mark it with a sticky note.

3. Check to be sure that all the important information from this section has been marked.

Reading for EvidenceWork as a group to gather and share information that will help you answer your research question.

How Bears Survive in WinterChallenges: What problems do bears face in winter?

Adaptations: How does the bear survive?

Focusing Question:_____________________________________

1. Meet with your class again. Take turns sharing one piece of information you found. Your teacher will help the class decide what words or phrases to write on the class graphic organizer.

2. Copy this information in the appropriate row on your own organizer. You will need notes on all the information found by both groups for your final project.

3. Repeat this process until all the information from this source has been recorded on your graphic organizer.

Recording EvidenceShare what you have found with your class and complete the graphic organizer.

Read one or more additional sources. Mark information that will help you answer the research question with sticky notes. Add it to your own graphic organizer. Use a different colored pencil for each source, so you will remember where your information came from.Using the same colored pencils, list your additional sources below.Title: Author: Publisher/URL:

Title: Authors: Publisher/URL: --------------------------------------------------------------------------------

Look carefully at all of the evidence you have gathered. What is the “big idea” your evidence shows? Try to state what you have learned in just a sentence or two. Your teacher and classmates will help you. Copy the focus statement that the class creates below.

Focus Statement:______________________________________

____________________________________________________

Additional Evidence (optional)On your own or with a partner, add additional information to the graphic organizer.

THE FOCUS STATEMENT!Sum up what you have learned.What is the “big idea”?

1. To prepare for the activity:Cut a piece of drawing paper into quarters to make a set of four note cards. From your graphic organizer, choose two problems and two solutions. Copy the information from your graphic organizer on the notecards (one challenge or adaptation on each card). If you finish early, you may add a picture to the back of the cards.

2. When your cards are ready, your teacher will lead you in the following activity.

MUST (a full class activity)Mingle, Understand, Share and Trade

To begin the activity, mingle with your classmates. Find a partner and explain one of your note cards to your partner. Listen carefully as he/she explains a notecard to you.

When your teacher rings the bell, trade cards, so that each person gives away one card and gets a new card.

Mingle again, finding a new partner and repeating the process. Do this until you have a completely new set of cards.

Look at your new cards, and reflect. How did talking about your research and listening to your classmates deepen your understanding of how Alaskan animals survive in winter?

Working with EvidenceWork with your class to better understand the information you have gathered.

Now you are ready to write!Use your Writing Resource Packet to write an informative explanatory piece. Put the date next to each step when you complete it.

Sharing Your Expertise Record SheetUse this record sheet with your Writing Resource Packet to deepen your understanding and communicate what you have learned.

Date StepsLearn from the Model

Write an Introduction

Write Proof Paragraph 1Write Proof Paragraph 2Write a ConclusionRevise and Edit Add a VisualShare and Celebrate!