Level R/40 Earth: Measuring Its Changes - Amazon S3 Earth: Measuring Its Changes Level R/40 Science

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  • B e n c h m a r k e d u c a t i o n c o m p a n y

    Theme: What Changes Our Earth • Earth: Fast Changes • Earth: Slow Changes • Earth: Measuring Its Changes

    Earth: Measuring Its Changes Level R/40


    Skills & Strategies

    Anchor Comprehension Strategies

    • Identify cause and effect

    Comprehension • Visualize

    • Draw conclusions

    • Use graphic features to interpret information

    Word Study/Vocabulary • Use knowledge of word structures to

    determine word meaning

    Science Big Idea • The physical features of Earth are

    continually changing due to internal and external forces.

    TEAChEr’S GuIdE

  • Page 11: Synthesize Information • Administer Ongoing Comprehension Assessment

    • Complete KWHL Chart

    D ay






    A c t i v i t i e s

    Using Navigators Chapter Books

    Explicit Strategy Instruction Use the complete guide to model, guide, and support students as they apply comprehension and word- study strategies. Use portions of the guide to scaffold reading instruction for students who do not need modeled instruction.

    Small-Group Discussions Introduce the book and model strategies. Ask the group to set a purpose for reading based on the introduction. Instruct stu- dents to read the book, or parts of the book, independently. Then tell them to use the Small-Group Discussion Guide as they discuss the book together.

    Independent Reading Encourage students to select titles at their independent read- ing levels. After reading, instruct students to respond to the text in reader response journals or notebooks.

    Core Lesson Planning Guide

    Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.

    ISBN: 978-1-4108-5224-32

    Pages 4–6: Model Strategies: Introduction–Chapter 1 • Monitor-Reading Strategy: Visualize

    • Comprehension Strategy: Draw Conclusions

    • Use Knowledge of Word Structures: Etymologies

    Page 3: Prepare to Read • Build Content Background

    • Introduce the Book

    Pages 7–8: Guide Strategies: Chapter 2 • Monitor-Reading Strategy: Visualize

    • Comprehension Strategy: Draw Conclusions

    • Use Knowledge of Word Structures: Etymologies

    Pages 9–10: Apply Strategies: Chapter 3–Conclusion • Monitor-Reading Strategy: Visualize

    • Comprehension Strategy: Draw Conclusions

    • Use Graphic Features to Interpret Information: Photographs

    This five-day lesson plan shows one way to use the chapter book for explicit strategy instruction.

  • Build Content Background • Tell students they are going to read about natural

    changes that occur on Earth and how scientists measure those changes. Ask if students can name any of the changes and explain how they are measured. Use the photographs on pages 2–3 as visual prompts.

    • Display a KWHL chart as shown. Ask: What do you know about changes on Earth and how scientists measure them? Brainstorm with students and write their ideas in the first column of the chart.

    • Ask: What would you like to know about how scientists measure changes on Earth? How are you going to find out what you would like to know? Write students’ ideas in the second and third columns of the chart.

    • Explain that some of the information in the book may be a review. Other information will help students find out what they would like to know.

    • Save the chart for students to complete after they read the book.

    Introduce the Book • Give students a copy of the book. Tell them to read the title

    of the book. • Tell them to turn to the table of contents and read the

    chapter titles. Ask: What does a book’s title tell us? (It tells us what the book is about.) Ask: Why is it a good idea to read a book’s chapter titles? (They give more specific information about the contents of the book.)

    • Assign pairs of students to choose a chapter to skim. Ask each pair to choose a heading, a boldfaced word, and a picture from their chapter to describe to the group.

    • To introduce Key Words and Text/Graphic Features found in this book, use the inside front cover of the book.

    Informal Assessment Tips

    1. Assess students’ ability to skim a chapter.

    2. Document your observations in a folder or notebook.

    3. Keep the folder or notebook at the small-group reading table for use during reading sessions.

    © 2011 Benchmark Education Company, LLC 3

    Meeting Individual Needs

    For students who struggle with skimming a chapter, model the process by going through a chapter and pointing out the chapter title, headings, pictures, maps, and bold- faced words that give clues or information about the chapter topic.

    Start a concept web with the word Measuring in the center. Ask students to define measuring in their own words. Then ask them to describe things that are measured and the instruments that are used to measure those things, such as time/clocks, length/rulers, and weight/scales. Make sure students understand the vocabulary involved in the discussion.

    Write the word change on the board. Encourage students to discuss the concept of change and give examples of quick changes, such as day to night, and slower changes, such as summer to winter.

    Prepare to Read nglish anguage earnersE L L

    original What I know about measur- ing changes on Earth

    What I want to know about measuring Changes on Earth

    How I will learn about measuring changes on Earth

    What I learned about measuring changes on Earth

    K W H L

  • Before Reading Monitor-Reading Strategy: Visualize • Use a real-life example of visualizing while you read.

    Say: When I read about a place I’ve never seen—for example, the Sahara Desert—I try to picture in my mind what it looks like. When the text tells me how huge and empty the Sahara Desert is, I think about other huge, empty places I’ve seen. I try to imagine what it would be like to look out across miles and miles of sand. Visualizing while I read helps me understand how big or small something is and what it looks like.

    • Say: Yesterday we previewed the book Earth: Measuring Its Changes. Today we are going to visualize what we read about in the Introduction and Chapter 1.

    • Read pages 2–3 while students follow along.

    Say: It is hard to picture places and things we’ve never seen. We have to use what we read and what we already know to help us visualize. The author tells us that a glacier is a huge mass of ice and snow. I have seen ice and snow. The author also shows us a picture of a glacier from above. By picturing a mass of ice and snow much larger than ones we have seen, we can visualize a glacier.

    During Reading Set a Purpose for Reading • Ask students to read pages 4–6 silently. Ask them to visualize

    the area near the epicenter of an earthquake during the earth- quake. Encourage students to draw what they have visualized.

    4 © 2011 Benchmark Education Company, LLC


    What? Good readers visualize when they create pictures in their minds to help them “see” and understand charac- ters, settings, objects, and actions in their reading. The pictures are like mov- ies or photographs made by a camera.

    Why? Visualizing keeps good readers engaged with the text and helps them understand and remember what they read. When readers do not visualize, it is usually because they have lost connection with the text.

    When? Good readers visualize during reading to monitor and clarify their understanding.

    How? Good readers visualize by using these kinds of information: Vivid verbs that describe actions Adjectives that describe sizes, shapes, colors, and other details Graphic aids (charts, maps, time lines, diagrams) that tell sizes, shapes, lengths, distances, times, and other facts Similes and metaphors that compare one thing to another Sensory language that tells how something looks, sounds, smells, tastes, or feels

    Model Strategies: Introduction–Chapter 1

  • After Reading Discuss the Reading • Ask students to tell about what they visualized as they read

    pages 4–6.

    • Invite volunteers to display and explain the drawings they made during Set a Purpose for Reading.

    • Tell students to turn to page 12 and read the checkpoint. Explain that reading more about a topic is one way to under- stand and remember what we read. Instruct pairs of students to use the prompt to complete the activity.

    • For text-dependent comprehension practice, ask the ques- tions for the Introduction and Chapter 1 found on the Comprehension Through Deductive Reasoning Card for this chapter book.

    Comprehension Strategy: Draw Conclusions • Explain to students that good readers know how to “read

    between the lines.” They use what they know and what they read to draw conclusions about the information in the text.

    Say: In this book, the author tells us many facts about Earth’