Force, Motion, and Baseball

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1 Guided Reading Report 850L Force, Motion, and Baseball Written by Anne-Marie Ko Key IDEA Baseball is a good way to demonstrate Newton s laws of force and motion. LITERACY STANDARDS Addressed in This Plan RI.4.3 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.5 MAIN FOCUS Craft & Structure Sessions 2, 3 Describe the overall structure of events, ideas, concepts, or information in a text or part of a text. SL.4.1c Comprehension & Collaboration Sessions 1, 2, 3 Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. L.4.4a Vocabulary Acquisition & Use Session 2 Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. ISBN RI.4.8 MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 3 Explain how an author uses reasons and evidence to support particular points in a text. RI.4.9 MAIN FOCUS Integration of Knowledge & Ideas Session 3 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. RI.4.10 Range of Reading & Level of Text Complexity By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.4.3a Phonics & Word Recognition Additional Instruction Use combined knowledge of letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of context. RF.4.4c Fluency Session 2 Use context to confirm and self-correct word recognition or understanding, rereading as necessary. L.4.6 Vocabulary Acquisition & Use Additional Instruction Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. W.4.2 Text Types & Purposes Writing Task Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.8* Research to Build & Present Knowledge Sessions 1, 2, 3 Recall information from experiences or gather information from provided sources to answer a question. *Standard adapted from another grade W.4.9 Research to Build & Present Knowledge Sessions 1, 2, 3 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.4.10 Range of Writing Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. Mondo Bookshop Grade 4 1

2 Session 1 Force, Motion, and Baseball Learning Focus RI.4.3 Students will read closely to explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. PREVIEWING THE TEXT 5 minutes Read the title and author credit with students. Today s text is Force, Motion, and Baseball by Anne-Marie Ko. Think about what the title and the photos might tell you about this text. The title talks about baseball and the forces and motion that are part of the sport. What would you like to find out by reading this text? What does Isaac Newton have to do with baseball? How do forces and motion affect a baseball game? Let s read to find out. ELL SUPPORT L.4.4 Vocabulary Support vocabulary such as scientist, law, and the wave in context using the ELL vocabulary strategies in Getting Started. Corrective Feedback Have students closely reread page 29 to explain ideas in a scientific text. Encourage them to silently reread, stopping at key points to think and talk together about their understandings. SL.4.1c DISCUSSION Collaborative READING THE TEXT CLOSELY 10 minutes Explain the learning focus. Have students read to the end of the first section on page 30. Check on their application of the focus. Provide support if needed. This author is using baseball as a way to explain Isaac Newton s scientific concepts. The author provides information on Newton s laws of motion by providing examples to show scientific concepts. Try to keep the way the author uses baseball to explain scientific procedures in mind as you read to the top of page Who can explain something about Newton s scientific concepts? Isaac Newton made up laws about force and motion. Who would like to share why the author is using baseball to explain Newton s laws? She is using baseball to give examples that show how the laws work. So it seems like we are going to learn about Newton s laws by seeing how they apply to a baseball game. Let s find out more. If you are satisfied that students can apply the focus, have them continue this thinking to the end of the selection. If you are not, prompt students to reread the text segment to find out what information the author is telling readers. Our work today is to find out how the action in a baseball game can help us understand Newton s laws of motion and gravitation and see how these examples explain scientific and technical concepts. DISCUSSING THE TEXT 10 minutes Invite students to point out text evidence that explains how a baseball game can help us understand the laws of motion and gravitation. Listen carefully to your classmates as we talk about the text so you can respond to what they say. Let s talk together about how force affects a baseball. How does a bat hitting a baseball help us understand the scientific concept of the first law of motion? The action shows us that the bat applied force to the baseball, which made it fly through the air. What do you notice about the caption on the photo of the catcher? The caption says the catcher s mitt is a force, too. 2 FORCE, MOTION, AND BASEBALL

3 Who can share with us why this information might be important? It shows there are many different forces at work in a baseball game. Yes. Who else would like to share something on page 30 that shows different forces at work? The photo of the baseball at the top of the page shows the forces of air and gravity. That s an interesting point. That photo and caption explain more about forces in baseball. We should look for more information on this topic as we read. Draw attention to the word inspiration on page 30. Let s look at the word inspiration on page 30. What strategies would you use to figure out what this word means? I would see if the rest of the paragraph had any clues that helped me understand the meaning. Can anyone share a clue that might help you understand the meaning of the word? The paragraph shows how Newton suddenly understood the ideas of gravity and the laws of motion. This makes me think that inspiration means to get a great new idea. Yes. Context clues are a great way to figure out the meanings of unfamiliar words. Confirm students good use of the focus and encourage them to keep it in mind whenever they read about characters and their feelings. Today we thought about specific examples that explain the information the author told us in this text. Keep the work we ve done in mind as you read other texts. E-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session s learning focus. Observe each student s articulation and use of text evidence to evaluate individuals effective use of the learning focus. COMPREHENSION SHARE Make sticky notes to point out details and examples of important things that happen in the text. That way you can refer to them when you are telling about what the text says. L.4.2d VOCABULARY Context Clues DISCUSSION TIP You can keep discussions interesting if you vary the people students collaborate with; have small group, partner, whole group discussions; or vary the number of people in a group. CHOICE EXPLAIN CONCEPTS E-RESOURCE Formative Assessment Have students use the blackline master on page 10 to explain the scientific concepts in the text. Review students answers as you evaluate their mastery of the learning focus. RI.4.3 COMPREHENSION Explain Concepts CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 11 to collect evidence that helps them answer the question: How does the author support her statements about how force and motion work? Review students answers as you evaluate their mastery of the learning focus. W.4.8*, W.4.9, RI.4.3 WRITING Gather Information Mondo Bookshop Grade 4 3

4 Session 2 Force, Motion, and Baseball LEARNING FOCUSES RI.4.3, RI.4.5, RI.4.8 Students return to the text to read closely and explore structural elements in text. They explore how the author uses cause and effect to provide information in the text. RETURNING TO THE TEXT 5 minutes Ask students to reflect on the text read previously. Guide them to recall how they applied the learning focus to their reading. Let s quickly review our discussion from the last session. We talked about how there are different forces at work in a baseball game. We learned that baseball can illustrate Newton s laws of motion. Now we re going to look at the structure of the text and investigate how the author presents information. COMPREHENSION SHARE Look for reasons why things happen in a text. If you understand what caused something to happen, you will have a better understanding of why it happened. 4 FORCE, MOTION, AND BASEBALL READING THE TEXT CLOSELY 10 minutes Explain the learning focuses. Invite students to reread the selection. Check in to see how well they have understood the focuses. If you are satisfied that students can apply them, have them reread the balance of the selection. If not, provide corrective feedback as suggested on page 2 of this plan. Today as we reread, we re going to think about how the author structured the text to present information about Newton s laws and how they can be applied to pitching and hitting a baseball. Let s reread to the bottom of page 30 silently. Remember to look for information and examples that show the structure of the text.... Let s look at the section on gravity. Who will share something that they learned? Gravity has an effect on a baseball. Let s have an example of cause and effect involving gravity. On page 30 the author says that gravity causes the ball s movement to change. It pulls the ball down toward Newton s head and then the ground. Can someone share what event causes something? Gravity causes the ball s movement to change. Can someone explain what the effect of this action is? The effect is that the ball moves down and hits Newton in the head. Draw students attention to how the author organizes the text to provide information. Look at the way the author organizes the information on this page. How does she show us what is happening? She explains what happens and then the next thing that happens as a result. For example, she describes that the bat was applied to the ball to send it through the air. Then gravity pulled the ball down to hit Newton s head. Yes. The author uses a cause and effect structure to write her text. This is just one way of organizing information. Let s look for more examples of cause and effect as we read the rest of the text. Focus on how the author describes events in a specific order. The author gives information in a specific order. Let s discuss how she organizes information. The author goes through the process of hitting a baseball in order. First. the pitcher throws the ball, then the batter hits it, and then gravity pulls the ball down to the ground. Keep reading closely to the end of the text. Think about how the author organizes information in chronological order so it s easy to understand.

5 Formative Assessment: Fluency Listen to each student read a portion of the text. Pay close attention to accuracy, appropriate rate, and expression. If students need additional practice with fluency, provide the necessary support at the end of the session. DISCUSSING THE TEXT 10 minutes Guide a discussion in which students identify how the author provides reasons and evidence to support the points she makes in the text. On page 31, the author says that the ball changes direction because of different forces. What reasons does the author give to support this statement in the text? She talks about specific actions that affect the ball. Can anyone share a specific detail from the text that provides evidence for this reason? She says the pitcher s arm is the first force. Then the bat applies another force that sends the ball in a different direction until it meets Newton s head and falls down. The author gives specific evidence about how different forces act on the ball and change the direction it is moving. Continue the discussion, focusing on noticing clues in the text and illustrations. Who d like to add more about how the author supports her main idea? Don t forget to look closely at the photos. The photo on page 32 shows the baseball breaking the bat. How does this photo show support for the main idea? It shows that the ball applies force to the bat when the ball hits it. That s why the bat breaks in half. So this author included some specific examples of force in action, and the photos support this information by showing the result of different forces. Draw students attention to page 31. We are going to look at how readers can use context to figure out the meaning of an unfamiliar word. Let s look at the second paragraph on page 31. When you first read the sentence Force = Mass x Acceleration, you probably do not understand what it means. How can you figure out the meaning of that sentence? We can keep reading the paragraph and look for an explanation. Yes. The author provides context clues to explain what she means by that sentence. Who can find a context clue in this paragraph? The author says an object (or mass). That tells me that mass is the same as an object. Yes. Sometimes authors put definitions or examples in their writing to help explain an unfamiliar word or phrase. Let s keep reading and see if we can find more context clues. Help students understand the benefits of building on others comments in conversation. We ve shared our thoughts about how the author gives us information and supports it with specific details. When you discuss texts like this one, it can be helpful to listen to what someone else says and build on their comments. Why do you think it s helpful? Sometimes people say things that I did not think of. Listening to them might help me learn something new and come up with my own ideas about a topic. We can bounce ideas off each other and learn from each other when we talk about a topic. SL.4.1c DISCUSSION Collaborative L.4.4a VOCABULARY Using Context Clues COMPREHENSION SHARE As you read, think about what happens and the relationships between people, events, ideas, or concepts. Make notes about these relationships. Mondo Bookshop Grade 4 5

6 E-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this lesson s learning focus. Observe each student s articulation and use of text evidence to evaluate effective use of the learning focus. RF.4.4c FLUENCY Accuracy W.4.8*, W.4.9, RI.4.3 WRITING Gather Information RI.4.10 READING Independent CHOICE FLUENCY FOLLOW-UP Fluency Practice Guide students to read with sufficient accuracy and fluency to support comprehension. Model the use of commas to indicate a pause in text. Read the last paragraph on page 32 out loud twice: once all the way through without stopping, and once with pauses correctly inserted. Have students tell which is easier to understand. Then have them work with a partner to read the page. CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 11 to collect evidence that will help them answer one of the following questions: How does the author support her statements about how force and motion work? or How do forces affect a baseball? Students may need multiple copies of the organizer. Review students collected evidence as you evaluate their mastery of the learning focuses. CHOICE CROSS-TEXT READING: INDEPENDENT OR GUIDED In preparation for Session 3 (teacher s choice), have students read the short text selection Experiment: Rest and Motion on page 33 of the Themed Text Collection. Remind students to think about the learning focuses from prior sessions as they read. Before our next session together, I would like you to read Experiment: Rest and Motion on your own. As you ve done before, pay close attention to how the author provides information in the text. 6 FORCE, MOTION, AND BASEBALL

7 Session 3 Force, Motion, and Baseball and Experiment: Rest and Motion Key Idea Baseball is a good way to demonstrate Newton s laws of force and motion. A simple experiment shows Newton s first law of motion. REFLECTING ON THE TEXTS 5 minutes Ask students to reflect on what they learned over the past sessions. Invite them to review and reflect on both texts. We have learned a lot about force and motion. Who would like to share a reason and evidence the author has given us about ways force affects an object? Force can put an object into motion, like a pitcher throwing a baseball or a bat hitting the ball. Let s look at Experiment: Rest and Motion. Who will share some evidence from this text that shows how force and motion affect an object? When you flick the card, you apply force to the quarter. That force pushes the quarter off of the card. LEARNING FOCUSES RI.4.3, RI.4.5, RI.4.8, RI.4.9 Students return to the text to read closely. They compare and contrast texts and cite text evidence that helps them recognize how authors present information and support the statements they make. Students will also integrate information from two texts to speak knowledgeably about a subject. CROSS-TEXT ANALYSIS 10 minutes Guide students to compare and contrast the two texts. Let s think about the two texts we read and what we learned about force and motion. Let s compare how the author organized information in both texts. How did the author organize the first text? She used cause and effect to explain what happened to the baseball. She also talked about events in chronological order. And how did the author of the second text organize his information? He set up an experiment to show Newton s first law of motion. The experiment listed the steps in the order they had to be performed. It s helpful to think about how authors present information in informational texts. Authors need to use text structures like chronology or cause and effect to help students understand something. Authors also give examples that help readers understand what they are explaining is true. Guide students to synthesize information across both texts. The analysis should lead to connections and new understandings based on both texts. Let s discuss the two texts together to help you understand both more deeply. Turn and talk with a partner about that. Try to come up with a possible theme for the two. Who d like to share? We think that both texts show how force and motion work. I also noticed that the authors explain force and motion using everyday objects, such as a baseball and bat, or a quarter and a card. SL.4.1c DISCUSSION Collaborative Mondo Bookshop Grade 4 7

8 INTEGRATING THE LEARNING 10 minutes Invite students to integrate the information from both stories and concisely state the big ideas across both texts. Often when we read, we try to say what a text was mostly about the big idea in one sentence. Now we re going to think through key parts of these two texts to find a common theme for both of them in one or two sentences. Turn and talk with a partner. Think about how we can state a theme that would go with both texts.... Who would like to start? Both texts explain how force and motion work by giving examples that are easy to understand and familiar to students. Have students reflect on the strategies they learned for comparing two texts with a similar theme. Let s recap what strategies we used to deepen our understanding of both texts. We looked at how the authors organized information by using cause and effect and chronology. We also studied how an author provided a reason for why something happened, and then provided evidence to support points in the text. W.4.8*, W.4.9, RI.4.3 WRITING Respond to Question CHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE E-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 as they finish reading the texts. Then invite them to write a response to one of the questions: How does the author support her statements about how force and motion work? or How do forces affect a baseball? Remind students to make good use of text evidence they ve collected to support their main points. CHOICE Writing Task: Informative W.4.2 WRITING Informative E-RESOURCE Summative Assessment Review with students what makes strong informative writing. Students will work independently to write a paragraph about force and motion. Guide them to use page 12 as they draft. Students may wish to share their paragraphs. Now that you ve learned about force and motion, let s write our own paragraphs about an everyday example that shows how force and motion works. These paragraphs will inform readers about the topic. You can use details from both texts as well as other sources to write your paragraph. Let s quickly review what makes strong informative writing before we get started. We need a clear statement of what we are writing about. We need to provide examples to support the points we make. We need to organize our information so it is easy to understand. Remember that you are telling other people about a topic. You need to provide specific examples and organize your information so it is easy to understand and explains things clearly to your readers. 8 FORCE, MOTION, AND BASEBALL

9 CHOICE Additional Instruction Optional Guided Reading: Experiment: Rest and Motion Prior to Session 3, for students needing additional guidance, you may want to conduct a guided reading lesson with the short text, Experiment: Rest and Motion. Use the learning focuses from Sessions 1 and 2 to reinforce both practice with the standards and the learning. Today we ll spend some time practicing the comprehension skills we worked on with our first text. We will pay close attention to the information the author gives us. We ll do this by reading closely to find information and see how the author supports the points she makes. Try to notice what is different about this text compared to Force, Motion, and Baseball. Why is this text different from the first one? What is the same and different about the information the author presents? RI.4.3, RI.4.5, RI.4.8 comprehension Finding Supporting Details CLOSE READING OPTION: THE SCIENCE OF SKYDIVING E-RESOURCE Summative Assessment Print the online blackline master for independent close reading. Ask students to read the selection indicated on the page and respond to the prompts before returning for a small-group discussion. RI.4.10 READING Independent Vocabulary Domain-Specific Words Discuss with students how to find the meaning of unfamiliar scientific words in this text. On page 31 of Force, Motion, and Baseball, find the word acceleration. Who can share what this word might mean? Acceleration means to go faster. Yes. If you know that accelerate means to go faster, you can figure out the meaning of the new word, acceleration. What is another way we can find out the meaning of an unfamiliar word? We can see how it is used in a scientific context. Yes. Science has its own vocabulary and uses many words that have specific meanings. When you are reading a scientific text, you can jot down these words and look for clues in the text that show their scientific meanings. L.4.6 VOCABULARY Domain-Specific Words VOCABULARY TIP As students encounter unfamiliar words or domainspecific terms in their reading, have them look up the word in the glossary or a dictionary to learn the meaning. Word Recognition Decoding Words Help students use strategies to decode words they don t know. Look at the word brilliant on page 31. How can we decode this word? We can break it into smaller parts and sound out each part. Breaking down words and sounding them out is a good strategy. One way to do this is to break a word into syllables and then pronounce each syllable separately before combining them into the whole word. For example, we can divide brilliant into bril-liant. Let s look for more words we don t know and use that strategy to decode them. RF.4.3a WORD RECOGNITION Decoding Words Mondo Bookshop Grade 4 9

10 Name Date Comprehension: Explain Concepts Think about the information in Force, Motion, and Baseball. What happens to the baseball in the text? Why does this happen? Use the chart to help you explain each of three concepts. What Happens to the Baseball? Why Does This Happen? Mondo Publishing Score: 10 FORCE, MOTION, AND BASEBALL

11 Name Date Constructed Response: Collect Text Evidence Check which question you are answering. Write details from the text and illustrations that help you answer the question. Be sure to include page references. You may need more than one copy of this sheet. How does the author support her statements about how force and motion work? How do forces affect a baseball? Mondo Publishing Score: Mondo Bookshop Grade 4 11

12 Name Date Writing Task: Your First Draft Write a paragraph describing an everyday event or action that shows how Newton s laws work. Provide information about what forces are involved and how they affect objects. REMEMBER: A well-written informative paragraph includes: Beginning: strong opening sentence that clearly states what you are writing about Middle: o specific information about your topic o information in arranged sections to make it easy to find answers Ending: closing sentence or two that sums up your topic Mondo Publishing Score: 12 FORCE, MOTION, AND BASEBALL

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