Dinosaur Headings Lesson Plan
Resource Group ELA • Grade 3
Informational Reading Comprehension
2-Day Unit Plan
Text: Discovering Dinosaurs (Kira Freed)
<table class="w-full border-collapse border border-slate-300 text-left text-xs"><tbody><tr class="bg-slate-50"><td class="border border-slate-300 p-2 font-bold w-1/4 bg-slate-100">PLANNER / GROUP:</td><td class="border border-slate-300 p-2 w-1/4">Resource ELA Specialist</td><td class="border border-slate-300 p-2 font-bold w-1/4 bg-slate-100">UNIT & FOCUS:</td><td class="border border-slate-300 p-2 w-1/4">Informational Text Features: Headings</td></tr></tbody></table>
Objectives & Standards
SWBAT: Identify and locate headings in an informational text.
SWBAT: Explain the purpose of headings and make predictions about section content.
SWBAT: Use headings and subtopics efficiently to locate specific textual evidence.
CCSS: RI.3.5 (Use text features and search tools to locate information efficiently) • RI.3.1 (Ask and answer questions referencing evidence).
Targeted Resource Group Scaffolds (IEP / Support Alignment)
• Graphic Organizer Scaffolding: Gradual release from fully modeled → partially framed → independent entry.
• Response Sentence Starters & Word Banks: Embedded on student pages to support sentence construction and technical vocabulary retrieval.
• WHW Protocol Anchor: (What does the heading say? • How does it connect to the topic? • Why did the author include it / What will we learn?).
DAY 1: Introducing Headings & Making Predictions Sections 1 & 2 (pp. 4–13)
1. Opening & Drill (5 min):
Spiral review: "What is the topic of an informational text?" Review text features chart. Introduce Headings as signposts that tell what a section is mostly about.
2. Preview & Vocabulary (5 min):
Preview Discovering Dinosaurs. Stamp Topic: Fossils and how scientists study dinosaurs. Review target vocabulary: fossils, scientists, skeleton, museum.
3. Modeling (I Do) - 8 min:
Examine Heading 1: "Finding Fossils" (p. 4). Model the WHW routine: Connect heading words to the overall dinosaur topic. Predict: "This section will tell where scientists find fossils and how they dig them up safely."
4. Guided Practice (We Do) - 12 min:
Examine Heading 2: "Learning from Fossils" (p. 8). Guide scholars through the graphic organizer prompts: What does this heading tell us? Predict what details will follow (bones, footprints, teeth, nests).
5. Independent Practice & CFU (15 min):
Scholars complete Day 1 Packet (graphic organizer entries, multiple-choice heading analysis, and scaffolded written response with word bank).
Dinosaur Detectives Unit • Grade 3 Resource Group Page 1 of 2
DAY 2: Navigating Text to Locate Evidence & Deepen Comprehension Sections 2 & 3 (pp. 8–15)
1. Opening & Rapid Review (5 min):
Oral drill: "Why do authors use headings?" (To organize information into chunks and help readers find facts quickly). Re-anchor with the WHW strategy.
2. Modeling (I Do) - 7 min:
Locating specific facts: "If I want to find out what dinosaurs ate, which heading should I check?" Model scanning under "Learning from Fossils" to find the tooth fossil evidence on p. 11.
3. Guided Practice (We Do) - 13 min:
Analyze Heading 3: "How Long Ago?" (p. 14). Discuss rock layers and deep fossils. Complete the guided organizer comparing how headings direct us to evidence faster than reading the whole book.
4. Independent Practice & Written Response (15 min):
Scholars complete Day 2 Packet: navigate headings to locate facts (footprints, rock layers), answer multi-step multiple choice questions, and write a structured paragraph with sentence frame support.
5. Exit Ticket / Stamp (5 min):
Exit question check: Explain how headings act like a roadmap for an informational reader.
Teacher Content & Exemplar Guide
| Heading | Connection to Topic (Why included?) | Exemplar Student Prediction / Finding |
|---|
| "Finding Fossils" (p. 4) | The author introduces fossils as our primary clue to knowing dinosaurs existed. | This section will show where scientists dig up fossils (ground/rocks) and how they protect them for museums. |
| "Learning from Fossils" (p. 8) | The author explains the clues fossils give us about how dinosaurs looked, moved, and ate. | This section will show scientists comparing skeletons, studying teeth (food), footprints (speed), and nests (babies). |
| "How Long Ago?" (p. 14) | The author explains the timeline and how rock depth tells fossil age. | This section will describe how deeper rock layers contain older fossils from millions of years ago. |
Common Misconceptions
- Thinking headings are just decorative bold words.
- Searching the entire text instead of using headings to jump to relevant sections.
- Confusing the book title with section headings.
Resource Group Scaffolds
- Color-coded highlighter tape on text headings.
- Framed sentence stems on response lines.
- Visual matching icons for heading topics.
Dinosaur Detectives Unit • Grade 3 Resource Group Page 2 of 2
Dinosaur Detectives Day 1 Packet
ELA Resource Group • Informational Reading
DINOSAUR DETECTIVES: DAY 1
Name:
Date:
Reading Tool: How to Navigate Headings (The WHW Strategy)
1. WHAT is it? A bold title above a section that names the big idea.
2. HOW it connects? Ask: "How do these words connect to dinosaurs and fossils?"
3. WHY did author use it? Predict what specific facts you will learn in this section.
Text: Discovering Dinosaurs by Kira Freed
Topic of Text: How scientists find and learn from dinosaur fossils
PART 1
Model & Guided Practice: Headings Organizer
| Heading & Page | Connection to Topic (Why included?) | Prediction (What will we learn?) |
|---|
| "Finding Fossils" | | |
| (Page 4) • [MODEL] | Teacher Model: The author included this heading because fossils are how we know dinosaurs lived on Earth. | Teacher Model: I predict this section will tell us where scientists find fossils and how they dig them up safely for museums. |
| "Learning from Fossils" | | |
| (Page 8) • [GUIDED] | | |
| Fill in the sentence frame: | | |
The author included this heading to show that scientists do not just dig up bones, but they study fossils to learn how dinosaurs and . |
Complete your prediction:
Based on this heading, I predict this section will teach us what fossils show about dinosaur , , and food. |
| "How Long Ago?"
(Page 14) • [YOU DO] |
Why did the author include this heading?
The author included this heading to tell about the when dinosaurs lived. |
What will this section be about?
I predict this section will explain how deep in the rock layers are found. |
Discovering Dinosaurs • Day 1 Packet Page 1 of 2
PART 2
Independent Practice: Multiple Choice
Text: Discovering Dinosaurs
1. Why does the author use the heading "Finding Fossils" on page 4?
A. To tell a made-up story about a lost dinosaur.
B. To explain how scientists dig up fossils and bring them to museums.
C. To list all the names of different dinosaur species.
Dinosaur Detectives Day 2 Packet
ELA Resource Group • Informational Reading
DINOSAUR DETECTIVES: DAY 2
Name:
Date:
Evidence Navigator: Using Headings to Locate Answers Quickly
Step 1: Key Words Underline key words in the question (e.g. teeth, rocks, speed).
Step 2: Match Heading Choose the heading that matches your key word's category.
Step 3: Scan & Prove Read only that section to locate the exact sentence with evidence!
PART 1
Evidence Hunter: Scaffolded Graphic Organizer
| Question / Research Clue | Best Heading to Check | Specific Evidence Found (Page & Fact) |
|---|
| How do scientists know what dinosaurs ate? | | |
| [TEACHER MODEL] | "Learning from Fossils" (pp. 8–13) | Evidence (Page 11): Scientists study teeth: sharp teeth = meat eaters, while flat teeth = plant eaters. |
| How do scientists know if a fossil is older or newer? | | |
| [GUIDED PRACTICE] | | |
| Write the heading: | | |
"How Ago?" (p. 14) |
Fill in the evidence from p. 14:
Older fossils are found in the ground than newer fossils. |
| How do scientists find out how fast dinosaurs moved?
[YOU DO] |
Which heading tells how they moved?
"" |
Find the detail on page 10:
Scientists study fossil to see how fast they moved. |
Efficiency Tip: Instead of rereading all 16 pages, using the heading let us locate the exact answer in under 15 seconds!
Discovering Dinosaurs • Day 2 Packet Page 1 of 2
PART 2
Independent Practice: Multiple Choice
Text: Discovering Dinosaurs
1. Under the heading "Learning from Fossils" on page 12, what do scientists learn by studying fossil nests and eggs?
A. They learn that dinosaurs had sharp teeth.
B. They learn about dinosaur babies and how parents sat on eggs.
C. They learn why all dinosaurs disappeared millions of years ago.
D. They learn how to dig fossils out of deep rocks.
2. A student wants to know: "Where are the oldest dinosaur fossils found in rock layers?" Which heading should the student read?
