Teacher: Ms.

Natalie de Heras

Date: February 2nd, 2021

Subject: ELA/Writing

Grade: 4th Grade

Small Group Intervention
Common Core State Standard: https://www.azed.gov/sites/default/files/2016/12/4th%20Grade%20ELA
%202016%20Final.pdf?id=585aa8e9aadebe12481b843f

4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.

4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, timelines, animations, or interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it appears.
Objective:
SWBAT Listen/ Re-read “A Mission Accomplished” and use close reading strategies
to answer guided purpose questions to deepen their understanding of the text.
The strategy that I will be using to complete this objective is a “Say Something”
Routine and Red Questions.
A “Say Something” Routine is to help students better comprehend what they are
reading through predictions, questions, clarifying the text, making a connection or
making a comment. Red Questions are designed to help the reader stop and use text
clues and prior knowledge to make inferences and ask questions about the story.
I Can Statement:
I can explain a story by referring to details and examples in the text. RL.4.1
I can draw inferences from a text and refer to details and examples in the text. RI.4.1
I can interpret and use information from charts, graphs, diagrams and timelines to
understand a text. RI.4.7
Materials:
 Zoom (video, chat, screen share and sound)
 Technology (iPad, laptop, Chromebook, etc.)
 Website: Raz-Kids E-Book
 Whiteboard
 Notebook and Pencil
Time Allotted for Lesson:
30 minutes (over 2 or 3 days, depending on discussions)
Anticipatory Set:
 TW go over Close Reader expectations with Anchor Chart. What does it mean to be a
close reader?
 TW introduce Red Questions and prompt students to take out a notebook and organize
their red questions chart
 TW introduce a “Say Something” Routine, explaining what students are encouraged to
share throughout the read
 TW review the text we are reading We are going to be reading a nonfiction/
informational text called “A Mission Accomplished”
 TW read through the guided reading text one time and model the “Say Something”
Routine for students
o SW listen to teacher read the text and follow along with the book
 If students have problems with opening their own books, TW be screen
sharing the book in present view for everyone to follow along there
o SW actively participate in Raz-Kids (with sticky notes), in Zoom chat or in
their Red Question Chart and can show proof of their work
 If neither works or there are technical difficulties, students may write
responses on paper or a whiteboard and share orally/ show work
o SW respectfully share ideas and listen to classmates’ ideas

Teaching/Instructional Practices
 TW share the Raz-Kids close reading article on screen
 Throughout the lesson the TW make sure to monitor student engagement and
encourage them to share

1st Read:
 TW ask students to make a prediction for what they think the story is going to be about
based on the title and picture on the first page
o Predictions will be shared in the chat and verbally by teacher
 SW Listen to the teacher read the close reading article all the way through 1st time and
follow along with the text
 TW model the “Say Something” Routine for students while reading
 Questions to spark thinking after reading:
o What is this passage about?
o What planet are astronauts preparing to travel to in the future? How long
would that trip take?
o What did Scott do while he was at the International Space Station?
o What is Scott Kelly’s profession, and what record did he break?
o What did Scott Kelly do 5,440 times?
o This should prompt a discussion about the reading in order to determine their
 comprehension and understanding of the text
 TW ask students to Say Something about the guided reading passage. SW:
o Make a prediction ✓
o Ask a question ✓
o Clarify something
o Make a comment
o Make a connection

2nd Read:
 TW continue to encourage students to write their Red Question(s) and tell them that
they will be sharing them soon
 TW call on students to read one paragraph at a time
 TW ask students to “Say Something” after they read their paragraph
o Make a comment
o Make a connection to the reading
o Clarify something you didn’t understand
o Make a prediction about what is going to happen next
o Be ready to share after reading (giving enough think time)
 SW read their paragraph and respond with a Say Something prompt
 SW listen to their peers when reading and follow along with the text, making sure to
add questions to their Red Question Chart
 Questions to spark thinking after 2nd reading:
o According to the table, who spent the longest time in space? Why did the
author include this information?
o Why is it important to read the “Twin Studies” section before the final section,
“A Future Trip to Mars”?
o Why did the author title this passage “A Mission Accomplished”? What does it
mean to accomplish something?
o What does it mean to see how Scott’s body adjusts to being back on Earth?
o What is gravity? The author states that there is no gravity in space. How did
this impact Scott Kelly while he was in space?
o According to this information in the “Do You Know?” box, what vegetable did
Scott Kelly grow in space? Why did the author include this information?
o What word in the text is a synonym for astronaut?

Closure/ 3rd Read:

3rd Read: Close Readers go back and re-read the text to support their answers
 TW ask students to each read out their Red Question and ask students to write down
all of their peer’s questions
 TW give students think time to go back and re-read and answer questions earlier stated
by their peers
 SW write all of the questions down that we are discussing and then re-read the text to
answer the questions
 TW ask students where in the text they found their answer
  TW call on a student to share ideas, and then ask the class for feedback on their
answers (thumbs up/thumbs down). If there are thumbs down students will share why
they disagree. “I disagree with _______ because _______”
 TW ask students if they have any other unanswered questions/ any “Say Something”
responses to their peer’s answers. TW ask students to show where they completed
their work (Red Question Chart)
 SW answer questions from their peers and respectfully listen when classmates/ teacher
is talking

Bonus Questions:
 What is the benefit of comparing Scott’s body to Mark’s over that of another
astronaut?
 Using what you know, how will weightlessness living affect the astronauts who travel
to Mars?
 What does the author want readers to learn from this passage?
 What can astronauts learn from being in space?

Assessment:
 TW check for understanding throughout the lesson.
o Listening to discussion and having students share what they wrote or thought
aloud.
 Thumbs up, thumbs down participation.
 TW ask them to show their writing to check for completion and participation.
 TW check their Red Questions Chart and Answers to check for comprehension/
utilization of close reading skills
Notes:
 Observer may sit in Zoom.
 SW be seated at their desks and on Zoom for the entire lesson.
 TW support students throughout the lesson as a small group or individually.
 Optional: breakout room for additional personalized student support if needed.