®
Guided
Reading
The Strange Life of
the Land Hermit Crab
Report
770L
Written by Wendy Pfeffer and illustrated by Katherine Zecca
Key IDEA This report dramatically presents the life cycle and habits of the hermit crab.
Students read about how a hermit crab releases its eggs into the sea and then returns to land.
The eggs grow and change until eventually they are mature enough to return to the land.
LITERACY STANDARDS ADDRESSED IN THIS PLAN
RI.4.1* MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Ask and answer questions to demonstrate
understanding of a text, referring to the text
as the basis for the answers, both implicit and
explicit.
*Standard adapted from another grade
RI.4.4
L.4.4b Vocabulary Acquisition & Use Additional Instruction Use common, grade-appropriate Greek and Latin
affixes and roots as clues to the meaning of a word.
L.4.5
Sessions 1, 2 Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
Craft & Structure Sessions 1, 2, 3 Determine the meaning of general academic and
domain-specific words or phrases in a text relevant
to a grade 4 topic or subject area.
RF.4.3a Word Recognition Additional Instruction Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology to read accurately unfamiliar
multisyllabic words in context and out of context.
RI.4.6* MAIN FOCUS Craft & Structure Sessions 2, 3 Identify author’s point of view about the topic
and determine if there is a bias. Distinguish their
own point of view and determine if the author’s
arguments are fair or unfair.
*Standard adapted from another grade
RI.4.8
MAIN FOCUS Integration of Knowledge & Ideas RF.4.4
Read with sufficient accuracy and fluency to
support comprehension.
W.4.1
ISBN 978-1-62889-227-7
SL.4.1a Comprehension & Collaboration Sessions 1, 2, 3 Come to discussions prepared, having read or
studied required material, explicitly draw on that
preparation and other information known about
the topic to explore ideas under discussion.
L.4.4a
Text Types & Purposes Writing Task Write opinion pieces on topics or texts, supporting
a point of view with reasons and information.
Explain how an author uses reasons and
evidence to support particular points in a text.
By the end of the year, read and comprehend
informational texts, including history/social studies,
science, and technical texts, in the the grades 4–5
text complexity band proficiently, with scaffolding
as needed at the high end of the range.
Fluency Session 2 Sessions 2, 3 RI.4.10 Range of Reading & Level of Text Complexity Sessions 1, 2, 3 Vocabulary Acquisition & Use 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.4.10 Range of Writing Writing Task Write routinely over extended time frames and
shorter time frames for a range of disciplinespecific tasks, purposes, and audiences.
Vocabulary Acquisition & Use Additional Instruction Use context as a clue to the meaning of a word or
phrase.
Mondo Bookshop Grade 4 1
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Session 1 Text Selection: pp. 3–11
Learning Focus
RI.4.1*
Students will ask and answer
questions to demonstrate
understanding of a text,
referring to implicit and
explicit text evidence as the
basis for the answers.
Key Idea: Text Selection In opening pages, the author describes a female
hermit crab as she migrates to the ocean to lay her eggs.
PREVIEWING THE TEXT 5 minutes
Read the title and author and illustrator credits with students. Invite students
to study the illustrations and read the back-cover blurb.
ead the back cover quietly to yourselves. What words does the author use
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to describe a hermit crab?
common and extraordinary
VOCABULARY
RI.4.4 Introduce students to
domain-specific vocabulary
words related to the setting:
heron, shorebirds, foghorn,
and rock jetty. Provide visual
images of each term to
support discussion.
COMPREHENSION SHARE
When you reach the end of
a page, review the explicit
details of the hermit crab’s
life cycle. Then, think about
additional information the
author implies.
How can something be common and extraordinary at the same time?
Well, a hermit crab is common because we’re familiar with it. My cousin has
a pet hermit crab. But, what we don’t know can make it extraordinary, too.
We don’t know much, if anything, about its life cycle.
Let’s read to learn more about how this common pet lives an extraordinary life!
READING THE TEXT CLOSELY 10 minutes
Explain the learning focus for students. Ask them to read pages 3 through 7.
Check to see how they are doing with the application of the focus. Provide
support if needed. Then have them read through page 11.
In a report, the author does not state every detail about the subject. The
author chooses what she thinks are the most important details to relate to
readers. In this case, many of the life cycle details are stated explicitly or
directly. We can also put pieces of information together to make inferences.
As readers, we may ask and answer questions about information to help us
understand the text. As we read today, pay close attention to the stated
details and put together pieces of information to make inferences. Who can
ask a question about the hermit crab’s journey to the sea?
What challenges does the hermit crab face in getting to the sea?
Who can tell us the answer based on explicit text details?
palm trees, sand dunes, extended length of the trip, shorebirds
Okay, who can ask a question about the shorebirds?
The text says “most nights the beach is deserted” and that “most
shorebirds have nested for the night.” Why are the herons there?
Who can tell us the answer based on pieces of information in the text?
Corrective Feedback
Have students closely reread
the title and first paragraphs
to identify explicit and implicit
details. Encourage them
to silently reread, stopping
at key points to think and
talk together about their
understanding of implicit and
explicit details.
The herons are standing near the water and watching the beach.
They must know that it’s time for the hermit crabs to migrate.
If you are satisfied that students can apply the focus, set the reading
assignment for the session. If you are not, prompt students to return to pages
3 through 7 to read and think through ideas that are stated and what can be
inferred by putting pieces of information together. Students may not read the
entire selection during this session.
ur work as readers today is to think about which details the author tells
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us directly and which ideas we can infer based on pieces of information. I
wonder what other challenges the baby hermit crabs will face.
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DISCUSSING THE TEXT 10 minutes
Have students prepare for discussion by recording explicit details about the
life cycle of the hermit crab in diagrams.
uring discussion, be sure to refer to the text and to your diagrams when you
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answer questions. How does the hermit crab deposit her eggs in the sea?
The text says that “she flicks her ripe eggs into the seawater.”
What can you infer about the mother’s process of depositing eggs in the sea?
The author implies that the process is dangerous to the life of the mother.
She may become “prey” for a heron, or she may slip into the water and
“drown.”
Why do you think the mother crab engages in this process?
SL.4.1a DISCUSSION
Preparation
DISCUSSION TIP
If possible, allow students
time to read or study
required material before oral
discussions. You may also
want to give them graphic
organizers to complete based
on their reading or prior
knowledge of a subject.
If she doesn’t deposit the eggs, hermit crabs might become extinct.
survival of the species depends on this process.
Focus on the clause the eggs look like a cluster of tiny grapes on page 11.
hen an author describes an unfamiliar process, she may create a comparison
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to help readers picture the event. One type of comparison is called a simile.
In this case, the author compares two items using the word like or as. In this
simile on page 11, what two items does the author compare?
the eggs and a cluster of tiny grapes
How does this comparison help you picture the event?
I’ve never seen hermit crab eggs, but I know what a cluster of grapes looks
like.
RI.4.4, L.4.5 VOCABULARY
Figurative Language
ELL SUPPORT
L.4.4 Vocabulary Support
vocabulary such as crawls,
scurries, and hatch in context
using the ELL vocabulary
strategies in Getting Started.
Confirm students’ good use of the focus and encourage them to keep it in
mind whenever they read reports.
ou did a great job identifying explicit and implicit details. Remember to
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differentiate between these types of details in other reports you read.
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.
TEACHER’S
CHOICE COMPREHENSION: DETAILS AND IDEAS
E-RESOURCE
Formative Assessment Have students use the blackline master
on page 10 to identify details about a character from the story and write
an idea they have based on these details. Review students’ answers as you
evaluate their mastery of the learning focus.
RI.4.6* COMPREHENSION
Implicit and Explicit Details
TEACHER’S
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students use the
blackline master on page 11 as they read. Students will collect details from the
text to answer the questions: Is the title of the book appropriate? Is the life
of a hermit crab really strange? Use text evidence to form and support your
opinion. Review students’ collected evidence as you evaluate their mastery of
the learning focus.
W.4.8*, RI.4.6* WRITING
Gather Information
Mondo Bookshop Grade 4 3
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Session 2 Text Selection: pp. 3–11
LEARNING FOCUSES
RI.4.1*, RI.4.6*, RI.4.8
Students will ask and answer
questions to demonstrate
understanding of a text,
referring to implicit and
explicit text evidence as
the basis for the answers.
Students will identify the
author’s point of view about
the topic and determine if
there is a bias. Students will
distinguish their own points
of view and determine if
the author’s arguments are
fair or unfair. Students will
explain how an author uses
reasons and evidence to
support particular points in
a text.
COMPREHENSION SHARE
As you read, look for reasons
and evidence that support
the author’s point of view.
These reasons or evidence
may be implied rather than
stated explicitly.
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.
The author tells details about the life cycle of a hermit crab, including the
female’s journey from land to sea to lay eggs. The author implies several
ideas about the dangers of this process. The herons seem to know when
the hermit crabs will migrate, yet the mother hermit crabs risk their lives to
lay the eggs.
Several of you found good details in the text to support this review.
READING THE TEXT CLOSELY 10 minutes
Explain the learning focuses. Invite students to reread page 3. Check in to see
how well they have understood the focuses. If you are satisfied that students
can apply them, set the reading assignment for the session. If not, provide
corrective feedback as suggested on page 2 of this lesson plan.
e read to identify explicit and implicit details. Today, as we reread, we are
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going to think about how the author’s words convey her point of view toward
the subject and how she supports her points with reasons and evidence. Let’s
reread page 3 closely to ask and answer questions that will help us determine
the author’s point of view or attitude toward the hermit crab.
The author states her point of view explicitly. She says that the hermit crab
is a “strange sight.”
hen the author makes her opinion clear to readers, she shows bias. What is
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one reason the author gives to support her point of view?
It seems like she thinks the hermit crab looks funny.
What evidence does the author give to support this reason?
She says that the hermit crab “crawls along sideways” and carries “a
borrowed snail shell on her back.”
Explain that as readers, they can identify the author’s point of view, noting
how she supports it with reasons and evidence. Then they should consider
whether they agree or disagree with the author’s point of view and why.
t this point in the report, is the author’s point of view regarding the hermit
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crab’s strangeness fair?
Yes, it’s strange that the hermit crab needs a shell but doesn’t have her
own. It’s strange that the hermit crab lays her eggs in water, but she
doesn’t swim.
Formative Assessment: Fluency Listen to each student read a portion of
the text. Observe students’ fluency. If students need additional practice with
fluency, provide the necessary support at the end of the session. Ask students
to note words or phrases they find challenging for discussion after reading.
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DISCUSSING THE TEXT 10 minutes
Have students prepare for discussion by continuing to record explicit details
about the life cycle of the hermit crab.
SL.4.1a DISCUSSION
Preparation
emember that an author must support her point of view with reasons and
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evidence. What other reasons has the author given so far to support her
point of view regarding the strangeness of the hermit crab?
On page 8, she says that it’s strange that the hermit crab goes to “sea but
doesn’t get wet.”
Okay, what evidence supports this reason?
“She belongs on land. Under water she can drown.”
o you find yourself agreeing or disagreeing with the author’s point of view
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regarding the hermit crab’s strangeness?
I find myself agreeing with this point of view. It’s strange that the mother
has to risk her life to lay her eggs.
Focus on the clause the heron stands still as a statue on page 7.
emember that a simile is a comparison between two items featuring the
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words like or as. What two items does the author compare in this simile?
the heron and a statue
How does this comparison help you understand the heron’s hunting skills?
A statue isn’t living so it doesn’t move at all. The heron stands without
moving so that the hermit crabs don’t sense that it’s there. This skill is
clever because I don’t think the heron can see the hermit crabs when they
take cover inside their shells.
Help students understand the benefits of explaining how an author uses
reasons and evidence to support a point of view.
e’ve talked a lot about the author’s point of view regarding the hermit crab.
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We have also paid close attention to how the author blends information that
is explicit with information we can put together to make inferences. How
does identifying the author’s point of view and identifying her reasons and
evidence help us as readers?
When we read in this way, we can decide whether or not we agree with the
author’s point of view and why.
RI.4.4, L.4.5 VOCABULARY
Figurative Language
DISCUSSION TIP
Prior to a discussion, you may
want to post the topic and any
questions to enable students
to prepare.
ELL SUPPORT
RI.4.1 Discussing the Text
Ask questions at students’
language proficiency levels
and provide the following
sentence frames for student
responses: I found an answer
to ___ question. The answer
is ___. I found it on page ___.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick
Start Planner, note the session’s learning focuses. Observe each student’s
articulation and use of text evidence to evaluate individuals’ effective use of
the learning focuses.
TEACHER’S
CHOICE FLUENCY FOLLOW-UP
Fluency Practice Lead students in echo-reading to promote accuracy. Follow
this procedure: 1) Read aloud page 7, slowing your rate to pronounce
challenging words such as deserted or herons. 2) Have students echo your
reading of each sentence.
RI.4.4 Fluency
Accuracy
Mondo Bookshop Grade 4 5
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TEACHER’S
W.4.8*, RI.4.6*
WRITING
Gather Information
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students continue
to use the blackline master on page 11 for collecting evidence as they
read. Students will continue to collect details from the text to answer these
questions: Is the title of the book appropriate? Is the life of a hermit crab
really strange? Use text evidence to form and support your opinion. Review
students’ collected evidence as you evaluate their mastery of the learning
focuses.
TEACHER’S
CHOICE CLOSE READING OPTIONS
E-RESOURCE
Summative Assessment Print the online blackline master for
independent close reading. Ask students to read a portion of the Session 3
text selection independently, as indicated on the blackline master. Then have
them respond to the prompts (summarize author’s message, identify critical
vocabulary, respond to constructed response questions) before returning for
Session 3’s small-group discussion. Alternatively, you can use the completed
blackline master for summative assessment.
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Session 3 Text Selection: pp. 12–31
Key Idea: Text Selection In these pages, the author shares details about the
growth and maturity of the eggs and the way full-grown hermit crabs return
to land.
RETURNING TO THE TEXT 5 minutes
Explain that students will return to the text to read pages 12–31, identifying
how explicit and implicit details, reasons, and evidence convey the author’s
point of view.
s the author explains her point of view regarding the strangeness of the
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hermit crab, we note explicit and implicit details, reasons, and evidence. How
do these strategies help us understand the text?
We can determine whether the author’s point of view is fair or unfair, and
we are able to distinguish our own points of view.
READING THE TEXT CLOSELY 10 minutes
State the learning focuses. Invite students to read pages 12–13. Check to see
how they are doing with application of the focuses. Then have students read
pages 14–31, paying special attention to how the author continues to support
her point of view.
oday we will pay attention to how the author uses explicit and implicit
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details, reasons, and evidence to support her point of view. On pages 12
and 13, we learn something about the survival of the larvae. Who can ask a
question about this process?
Do all of the larvae survive?
LEARNING FOCUSES
RI.4.1*, RI.4.6*, RI.4.8
Students will ask and answer
questions to demonstrate
understanding of a text,
referring to implicit and
explicit text evidence as
the basis for the answers.
Students will identify the
author’s point of view about
the topic and determine if
there is a bias. Students will
distinguish their own points
of view and determine if
the author’s arguments are
fair or unfair. Students will
explain how an author uses
reasons and evidence to
support particular points in
a text.
Vocabulary
RI.4.4 Introduce students to
domain-specific vocabulary
words: larvae, chitin, molt,
exoskeleton, and calcium.
Use visual aids to support
discussion of these terms.
Who can use explicit details to answer?
No, some “are eaten.”
hat is the author’s point of view regarding which larvae survive and which
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do not?
She uses the word lucky on pages 12 and 13. The author implies that
survival is based on luck.
What explicit evidence supports this point of view?
Some larvae “are sucked up by sponges and tunicates”, and some larvae
“nibble on tiny plants called algae.”
DISCUSSING THE TEXT 10 minutes
Have students prepare for discussion by continuing to record explicit details
about the life cycle of the hermit crab in diagrams.
comprehension share
As you read, look for reasons
and evidence that support
particular points an author
makes in the text. A reason is
more general than evidence.
Evidence may take the form
of facts or descriptions.
SL.4.1a DISCUSSION
Preparation
hat two details refer to human participation in the life cycle of the hermit
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crab?
On page 19, the hermit crab finds shelter in a water bottle. On page 24,
the hermit crabs eat bread, cookies, and crackers left behind on the beach.
What idea does the author imply here?
Some animals make good use of the litter left behind by humans.
Mondo Bookshop Grade 4 7
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Support students as they continue to study the relationship between point of
view and explicit and implicit details, reasons, and evidence.
ou’ll finish the rest of the book on your own. You may want to add
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information to your life cycle diagrams, such as implicit details; labels
for points, reasons, and evidence; or the author’s point of view. Why is it
important to analyze the author’s point of view?
By analyzing the author’s point of view, I am able to distinguish my own
point of view.
Encourage students to share understandings with partners.
Find reasons and evidence that support the author’s point of view.
The hermit crab lives in a water bottle. That’s another reason that supports
the author’s point of view about the hermit crab’s strangeness.
TEACHER’S
W.4.8*, RI.4.6*
WRITING
Write to Source
TEACHER’S
CHOICE
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. Then ask them to
write a response on a separate sheet of paper that answers the questions: Is
the title of the book appropriate? Is the life of a hermit crab really strange?
Use text evidence to form and support your opinion. Be sure students cite
page references. Have students use the text evidence they collected to
support their writing.
Writing Task: Opinion
W.4.1
WRITING
Opinion
E-RESOURCE
Summative Assessment Review with students the elements of
an opinion piece. Invite students to state and defend their opinions regarding
the appropriateness of the book’s title. Guide them to use the blackline master
on page 12. Before writing, have students discuss their ideas with partners.
Students will work independently to write their opinion pieces. Consider
having them refer to their writing as they debate the issue.
ou have been thinking about the author’s point of view regarding the
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strangeness of the hermit crab. You have collected the author’s reasons and
evidence for this point of view as you’ve been reading. Work with a partner
to discuss whether you agree with the author’s point of view. Then, state
whether you agree and why. Begin by introducing the topic clearly and
stating your opinion. Then, provide reasons for your opinion. Support each
reason with evidence (facts, details, quotations, or examples). Link related
ideas using transition words and phrases, such as for instance, in order to, or
in addition. Provide a concluding statement or section.
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TEACHER’S
CHOICE
Additional Instruction
WORD STUDY
Affixes Have students locate examples in the text of words with suffixes,
identify the related base words, and figure out the meanings using the two
parts.
L.4.4b VOCABULARY
Greek & Latin
Affixes & Roots
ou know that a suffix is a word part added to the end of a base word that
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changes its meaning. The suffix –like means “similar to” or “resembling.”
How does knowing the meaning of this suffix help you figure out the
meaning of words such as plantlike or tubelike on page 32?
Plantlike means “resembling a plant”—green and living. tubelike means
“resembling a tube”—long, round, and skinny with a hollow inside.
What would it mean to walk in a crab-like way?
to walk in a way similar to how a crab walks—scurrying and suddenly
hiding
VOCABULARY
Context Clues Help students use context to determine the correct meaning of
multiple-meaning words.
multiple-meaning word is a word that has more than one meaning. It is
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important to choose the relevant meaning in order to understand a sentence
or passage. Let’s use context to determine the correct meaning of inches
on page 11: “The crab inches closer to the tide pool.” What meanings does
inches have?
units of length, small amount, to move along very slowly
Which meaning fits the sentence?
L.4.4a VOCABULARY
Context
TEACHING TIP
Point out that students can
use part of speech as a
context clue. In this case,
inches functions as a verb;
students can eliminate noun
definitions.
to move along very slowly
Look through the text or your notes for other words to examine in this way.
WORD RECOGNITION
Letter-Sound Correspondence, Syllabication, and Morphology Help students
use letter-sound correspondence, syllabication, and morphology to read
accurately unfamiliar multisyllable words in context. Direct students’ attention
to the word exoskeleton on page 14.
RF.4.3a WORD RECOGNITION
Letter-Sound Correspondence,
Syllabication, & Morphology
his may be an unfamiliar word, but we can use familiar strategies to read it.
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First, do you recognize the prefix?
exo- meaning “outside or outer”
Yes, exo is a two-syllable prefix. (Write the word and mark the syllables.)
Now, do you see a familiar base word?
Yes, skeleton
How many syllables?
three
(Mark the syllables.) What is a skeleton?
“the hard framework of an animal body that supports its tissues and
protects its organs”
Now, where do you think an exoskeleton is located?
on the outside of the body
Mondo Bookshop Grade 4 9
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Name
Date
Comprehension: Details and Ideas
Pick a character from the story. Write the name of the character in the
chart below, and fill in the chart with details from the story about the
character. Then write an idea you have about the character based on
these details.
Detail:
Detail:
Detail:
Name of
character:
Detail:
Detail:
© Mondo Publishing
Detail:
My idea is
Score:
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Name
Date
Collecting Text Evidence
What main ideas and key details were most
effective in making this argument strong and convincing?
Think about the author’s point of view regarding the strangeness of the
hermit crab. What reasons does she give to support her point of view? What
evidence does she give to support her point of view? Use text evidence from
the book to help you explain. Mark helpful passages with sticky notes. Write
summaries and exact words and phrases that outline the author’s argument.
Main Idea
Reason, p. _____
Reason, p. _____
Evidence, p. _____
Evidence, p. _____
Evidence, p. _____
© Mondo Publishing
Reason, p. _____
Score:
Mondo Bookshop Grade 4 11
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Name
Date
Writing Task: Planning Your Opinion
Look at the evidence you collected. The author states and explains
her point of view regarding the strangeness of the hermit crab. Now,
state and explain whether you agree with the author’s point of view. Is the
author’s point of view a fair evaluation of the hermit crab’s life? Why or why
not? Plan your opinion using this outline.
Beginning
Make a clear introduction of the topic—what does it mean to describe
something as strange?
State your opinion—Is the author’s argument fair or unfair?
Middle
What is one reason for your opinion?
What evidence from the text to supports this reason?
Ending
Conclude—What is your point of view regarding the life of the hermit
crab?
© Mondo Publishing
Do you have other reasons and evidence to support your opinion?
NOTE: Write your response on a separate sheet of paper or on a computer.
Remember to read your writing when you are done and make any necessary
revisions.
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Score:
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