Integrated Tasks
RL.3.9
RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same
author about the same or similar characters (e.g., in books from a series)
Student Voice – Accountable Talk (SL 1a,b,c,d,2,3,4,5,6) can be deeply assessed and taught
during your instruction of Guided Reading, Interactive Read Aloud and Close Reading.
Document using a checklist or anecdotal notes as you turn and talk, and have students share
and contribute to the learning. These standards can also be addressed in oral presentation.
Encourage students to talk about their thinking and connect it to text-based evidence.
Close Reading
Students will use the evidence lens to identify what the character says, thinks, and does to
explain the theme or lesson of “The Ants and the Grasshopper” and “The Boy Who Cried Wolf.”
Students will look for evidence of the community theme using these stories.
Resources
https://www.learninga-z.com/commoncore/close-reading.html This website explains the
basics of Close Reading and reviews helpful instructional strategies.
“Narrative Que Cards for Close Reading” Close Reading guidelines for Narrative Text – Types
of Lenses/Patterns/Understanding for Narrative Text (Doc with same name found in resources for
this standard)
Close Reading Lens:
Evidence Text: The Ants and the Grasshopper
Instructional Focus: What the characters say/think/do
Introduce Text
Vocabulary
Development
Close Reading
1. Read through
a lens
Close Reading
2. Look For
Patterns
Close Reading
3. Developing a new
understanding
Assessment:
Narrative or
Expository Writing
Task
Identify Genre:
Fable
Text Structure:
Evidence of theme
Reread the
passage looking
for: (lens) What
the character
says/thinks/does
In small groups
reread the
passage and the
evidence from
yesterday.
Have students
work in pairs and
find which pieces
of evidence fit
together.
Ask students to
reread the passage.
Review anchor chart
evidence and
patterns. Turn and
Talk about
noticing’s.
Students explain the
theme or lesson of
the story and cite
evidence from “The
Ants and the
Grasshopper” to
support their
answer.
Read Aloud and
scaffold
vocabulary.
Vocabulary:
Have students
highlight text
evidence.
Chart student
responses in the
first column of an
anchor chart.
(see “The Ants
and the
Grasshopper”
Close Reading
Template)
Chart the patterns
you find in the
second column of
your anchor chart.
Student Response
– First I was
thinking ___ now I
am thinking ____
because….
Integrated Tasks
RL.3.9
Close Reading Lens: Evidence
Text: The Boy Who Cried Wolf
Instructional Focus: What the characters say/think/do
Introduce Text
Vocabulary
Development
Close Reading
1. Read
through a lens.
Close Reading
2. Look For
Patterns
Close Reading
3. Developing a new
understanding
Assessment:
Narrative or
Expository Writing
Task
Identify Genre:
Fable
Text Structure:
Evidence of theme
Reread the
passage looking
for: (lens) What
the character
says/thinks/does
In small groups
reread the passage
and the evidence
from yesterday.
Have students work
in pairs and find
which pieces of
evidence fit
together.
Ask students to reread
the passage. Review
anchor chart evidence
and patterns. Turn
and Talk about
noticing’s.
Students explain the
theme or lesson of
the story and cite
evidence from “The
Boy Who Cried
Wolf” to support
their answer.
Read Aloud and
scaffold
vocabulary.
Have students
highlight text
evidence.
Chart student
responses in the
first column of an
anchor chart.
(see “The Boy
Who Cried Wolf”
Close Reading
Template)
Vocabulary:
Chart the patterns
you find in the
second column of
your anchor chart.
Student Response –
First I was thinking
______ now I am
thinking _____
because….
Turn and Talk – Use Accountable Talk Stems
Have students turn and talk about the characters during close reading. Use questions and
prompts such as the ones below to help move your students’ understanding from character
attributes to theme:
 Can you tell me the reasons why the character said ...in the story? How has your
understanding of the character changed your thinking about the story?
 Can you tell me how the character is feeling in this part of the story? Explain why the
character is feeling this way.
 What is the theme of this text? Can you give specific examples from the text to support
your thinking?
Reading Response Journal
Use a three-column response to keep track of the evidence about theme and how your
thinking is changing or questions that you have.
Theme
Evidence
My Thinking and Questions
Reading Response Journal
While reading the text, if the setting or plot changes, prompt students to stop and jot or sketch
what they notice about the details in the setting or the plot. How does the setting or plot help
the reader understand the characters and theme in the text?
After reading, have students stop and jot/sketch what they notice and/or understand about
the community in the story. How does the community influence the character(s)? How is the
community in the story the same or different from your community?
Integrated Tasks
RL.3.9
AssessmentReading Response Journal
Participation in Discussion-Accountable Talk
Open Ended Responses
Compare and Contrast Essay of Characters or Theme or Setting