Theme - Education Place® · 16 THEME 1: Nature’s Fury ... After she met Anne, ... I ate that whole pie all by myself. My stomach hurt the rest of the day. I saw a pie cooling on

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THEME 1: Nature’s Fury 13

Selections

1 Earthquake Terror

2 Eye of the Storm

3 Volcanoes

Nature’s Fury

E X T R A S U P P O R T L E S S O N S F O RE X T R A S U P P O R T L E S S O N S F O R

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Base WordsWarm-Up/Academic Language.

Explain that a base word is a word to which word parts such asprefixes and suffixes can be added. Remind students that recognizing base words can help them figure out unfamiliar words.

Teach.

Distribute index cards to students. Have them write lock on one card,

and the endings -s, -ed, and -ing on separate cards. Tell students that

they can use the cards to make new words.

Tell students that they can make new words by adding prefixes and

suffixes, or beginnings and endings, to base words. Guide students in

using their word index cards to make the words locked, locks, and

locking. Point out that each new word starts with the base word lock.

Write the following sentences on the board:

Direct attention to the first sentence and word equation. Explain that

adding the base word snow and the ending -s creates a new word,

snows.

Repeat the exercise using the remaining sentences and word equations

on the board.

THEME 1/SELECTION 1

Earthquake Terror

Objectives• read words that have base words

and inflected forms• use the Phonics/Decoding

Strategy to decode longer words

Materials• Teaching Master ES1-1• Practice Master ES1-1• index cards• Anthology: Earthquake Terror

Get Set for ReadingCD-ROMEarthquake Terror

Education Placewww.eduplace.comEarthquake Terror

Audio CDEarthquake TerrorAudio CD for Nature’s Fury

Lexia Phonics CD-ROMIntermediate Intervention

SKILL FOCUS: STRUCTURAL ANALYSIS 25–30 MINUTES


1. If it snows today we can go sledding. snow + s = snows

2. I hope it will be snowing tomorrow. snow + ing = snowing

3. I hope tomorrow is a snowy day. snow + y = snowy

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Read the first sentence with students. Point to driver, identifying the

base word drive and the suffix -er. You may wish to explain that with

base words ending in the vowel e, students should drop the e before

they add an ending or suffix. Define driver as “someone who drives.”

Repeat the exercise with the remaining sentences, guiding students as

they look for base words and endings.

Guided Practice.

Display or distribute Teaching Master ES1-1 and discuss the picture.

Read the passage with students.

Work with students to look for words that contain base words and

endings. Circle all such words.

Guide students in filling out the chart, listing each circled word and its

base word.

Practice/Apply..

Distribute Practice Master ES1-1 to students.

Explain the directions to make sure that students understand what they

are to do.

Have students complete the Practice Master independently.

Check students’ responses to be sure that they understand base words.

Preview Earthquake TerrorSegment 1

Refer to the bottom of page 29 in the Teacher’s Edition and preview

with students Segment 1 of Earthquake Terror (pages 28–35).

Note the suggestions in the Extra Support boxes on Teacher’s Edition

pages 30, 31, and 34.

Base WordsIn each of the sentences below, circle the word that contains a baseword. Write the base word in the blank provided.

1. I usually visit my aunt in the summer.

2. Who dropped a book in the hall?

3. My baby sister smiles when I tickle her feet.

4. I think I have eaten too much ice cream.

5. We finally got home at 10:00 P.M. last night.

6. Suddenly, she got up and ran to the door.

7. Robin was playing tag when she hurt her ankle.

8. Luis told me that the shoes he got for school are comfortable.

Grade 5 Theme 1: Nature’s Fury PMES 1–1

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Practice Master ES 1-1

Base Words

Emma is waiting for the school bus.

The bus is running late.

It’s a rainy day, but fortunately Emma wore a coat

and hat.

Emma is worried that she won’t make it to school

on time.

She’s also starting to get soaked from the rain.

If she had a choice, she would happily stay home today.

Longer Words Base Words

TMES 1–1 Grade 5 Theme 1: Nature’s Fury

Teaching Master ES 1–1 Earthquake Terror

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waiting

running

rainy

fortunately

worried

starting

soaked

happily

wait

run

rain

fortunate

worry

start

soak

happy

Teaching Master ES 1-1

SELECTION 1: Earthquake Terror 15

1. Helen’s dad is an ambulance driver.

2. He has driven to many hospitals.

3. He has had years of training.

4. He answers each call quickly.

LITERATURE FOCUS: 10–15 MINUTES

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Sequence of EventsWarm-Up/Academic Language.

Explain that the sequence of events in a story refers to the order inwhich story events happen. Tell students that authors sometimesuse signal words such as at first, then, next, after, and finally tohelp readers figure out the order in which events happen.

Teach.

Read aloud the following passage:

Have students raise their hands each time they hear a word that signals

sequence while you read the passage aloud a second time. As students

correctly identify signal words first, next, after, and finally, write each

word on the board.

Remind students that the sequence of events in a story refers to the

order in which story events happen. Emphasize that signal words and

phrases such as at first, then, next, after, and finally are important

clues that can help readers figure out the order in which story events

happen.

Objectives• identify order of story events• identify words that signal

sequence• identify when an author shifts

from the present action to pastevents

Materials• Teaching Master ES1-2• Practice Master ES1-2• Anthology: Earthquake Terror

THEME 1/SELECTION 1: Earthquake Terror

SKILL FOCUS: COMPREHENSION 25–30 MINUTES


First, we covered the table with newspapers. Next, we got

our paints and brushes ready. After we decided what to

paint, we painted our pictures. Finally, we cleaned up the

paint supplies.

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Guided Practice.

Display or distribute Teaching Master ES1-2. Point out that the details

of this story follow a clear sequence of events, but that the pictures do

not follow the correct sequence.

Read the story with students.

Remind students to look for any signal words and phrases such as at

first, then, next, after, and finally.

Guide students as they use details from the story to put the pictured

events in their correct order.

Practice/Apply.


Explain the directions, making sure that students understand what they

are to do. Tell students to use signal words and context clues to help

them put each set of sentences in the correct order.


Check students’ responses to be sure that they understand sequence

of events.

Preview Earthquake TerrorSegment 2


with students Segment 2 of Earthquake Terror (pages 36–44).


pages 38, 41, and 44.

Sequence of Events For each exercise below, decide which events happen first, second, andthird. Look for words that give clues about sequence, such as at first,next, then, and finally.

1. First, Gus filled a pot full of water.After the water started boiling, he put pasta in and waited for it to cook.Then, he put the pot on the stove and turned on the heat.

2. Finally, she found her bag under a tree at the playground.Donna then looked for it all over the neighborhood.First, Donna realized that she didn’t have her bag.

3. Before we went to the theater, Maria called to find out movie show times.After we walked inside the theater, John bought popcorn for us to share.At last, we found our seats and waited for the movie to start.

4. After she met Anne, Elena knew she liked the town after all.That first summer, Elena wasn’t sure she liked her new town.Soon school started, and she met a new friend named Anne.

5. After my mom bought some math books for us to work on, I realized she wasn’t joking after all.At first, I thought my mom was joking about improving my math during summer vacation.Eventually, I gave up trying to tell my mom it was a bad idea.

6. I ate that whole pie all by myself.My stomach hurt the rest of the day.I saw a pie cooling on the counter.


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Sequence of EventsAbby went skating in the park with her friends. She

started off slowly, but soon she got used to her skates.

After a while, they came to the duck pond. To her

surprise, Abby discovered that the path there was a little

steeper than she’d realized. She found herself rolling

slowly at first. Then, she began to roll faster. Abby tried

to stop, waving her arms to keep her balance.

Suddenly, she hit a bump and rolled off the path.

She shot through a nearby flock of ducks, and splashed

into the pond. Her friends finally helped a wet but

laughing Abby out of the pond.


Teaching Master ES 1–2 Earthquake Terror

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Base Words Teach.

Ask students if they have ever taken something apart to find out how it

works (for example, a toy, a motor, a kitchen appliance). Tell them that

a good way to figure out the meaning of long words is to take them

apart.

Explain that the first step in taking a word apart is to look for a shorter

word you already know inside the longer word. This shorter word is

called the base word. Other word parts can be added to the beginning

or the end of a base word.

Write the following sentence from the selection on the board:

In his mind, Jonathan could see his father unhitching the small

camping trailer.

Tell students that if they also know the meanings of the word parts

added to the beginning and the end of hitch, they can figure out what

unhitching means. Point out that un- can mean “the opposite of.” So

unhitching means “taking apart two things that are hooked together.”

Objective• identify base words

Materials• index cards• Anthology: Earthquake Terror




If I didn’t know the word unhitching, I could take it

apart to figure out its meaning. First, I’d look for a

shorter word within it that I already know. Oh, I

see the word hitch. I know that hitch means “to

hook one thing up to another thing.” I can take the

word apart this way: un hitch ing.

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Practice.

Write the following words from the story on the board: rewrapped,

unbearably, comforting, connecting. Have students copy the words

and underline the base word in each.

Apply..

Take eight index cards, and write one of the following words on each

one: rewrapped, unbearably, comforting, connecting, unwrapping,

bearable, disconnected, uncomfortable. Have students work in pairs to

sort the cards according to their base words. Any cards that have the

same base word should be put into the same pile.

Review Earthquake TerrorGuide students through the Comprehension Skill Lesson for Sequence

of Events on page 33 in the Teacher’s Edition.



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Kinds of SentencesTeach.

Tell students that there are four kinds of sentences and that the author of

Earthquake Terror uses all four kinds in the story.

Read aloud the passage on page 35 that begins “That was school,” and

read to the end of the page. Ask students to listen to how your voice

changes as you read each sentence. Ask: Did you hear any sentence

that simply states, or tells, what is happening? Write an example on

the board and label it Statement. Point out that a statement ends with a

period. (He struggled to his feet again.)

Ask: Did you hear any questions? Write an example on the board and

label it Question. Point out the question mark at the end of the sen-

tence. (Where could he hide?)

Ask: Did Jonathan give a command, or tell somebody what to do?

Write an example on the board and label it Command. Point out the

period at the end of the sentence. (Stay where you are.)

Ask: Did Jonathan say something with strong feeling? Write an exam-

ple on the board and label it Exclamation. Point out the exclamation

point at the end of the sentence. (I’m coming!)

Practice.

Place students in small groups and have them write each sentence type

and its punctuation on an index card. As one student reads page 38

aloud, have the other students hold up the appropriate card to identify

each sentence.

Apply..

Have students work in pairs to read the rest of the story and find more

examples of each kind of sentence. Have them write at least two exam-

ples of each kind of sentence on a four-column chart labeled

Statement, Question, Command, and Exclamation.

Objectives• identify sentences as statement,

question, exclamation, and command

• write sentences of statement,question, exclamation, and command

Materials• index cards


SKILL FOCUS: GRAMMAR 10–15 MINUTES


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Subjects and PredicatesTeach.

Remind students that a sentence is a group of words that expresses a

complete thought. Explain that sentences have two parts: subjects and

predicates. Display this sentence: Jonathan looked in all directions.

Ask: Who or what is the sentence about? Explain that Jonathan is the

subject of the sentence, or the part that tells who or what the

sentence is about. Ask: What did Jonathan do? Explain that looked is

the predicate, or the part that tells what the subject does or is.

Point out that a subject and a predicate can have more than one word.

Display this sentence: Young Jonathan looked in all directions.

Clarify that Jonathan by itself is the simple subject, and Young

Jonathan is called the complete subject. A complete subject has one

main word as well as others. Point out that looked is the simple predi-

cate; looked in all directions is the complete predicate.

Practice.

Have students find the complete subjects and predicates in these

sentences:

A huge tree crashes near Jonathan. Abby is very scared.

Jonathan takes Abby to a safe place.

Apply..

Have students write sentences about the story that include subjects and

predicates.

Preview Riding Out the StormWalk students through Riding Out the Storm and discuss the illustra-

tions, using words from the story such as hurricane and shelter.

Ask students to predict the story’s sequence of events based on the

illustrations, using signal words such as first, next, and at last.



Objectives• identify simple and complete

subjects• identify simple and complete

predicates

Materials• Leveled Reader: Riding Out the

Storm


021 6/13/03 3:39 PM Page 21

Sequence of EventsTeach.

Ask volunteers to name three things they did before class this morning,

in the order in which they did them. Jot down signal words that stu-

dents use, such as first, next, then, before, and after. Tell students that

they have just described a sequence of events—the order in which

events happened.

Point out that the story Earthquake Terror describes a sequence of

exciting events. Draw a timeline on a long sheet of paper and display

it. Tell students that the left side of the timeline is the beginning of the

story and the right side is the end.

Write on an index card this sentence: Jonathan and Abby are left alone

in the woods. Tack the card to the left side of the timeline. On the

right side, tack a card with the sentence: The earthquake ends, and

the children are safe. Show students three index cards with the follow-

ing story events written on them:

• Then the rumbling noise comes closer.

• First, Jonathan hears a rumbling noise in the distance.

• Finally, Jonathan feels a jolt and stumbles.

Model putting these story events in order on the timeline:

Objectives• identify order of events• identify signal words • place events in sequence on a

timeline

Materials• index cards• Anthology: Earthquake Terror• Leveled Reader: Riding Out the

Storm




I see the words Then, First, and Finally that will help me

know the order. The sentence that begins with the word

First must tell the first thing that happened after Jonathan

and Abby were left alone. I’ll put it next to the first card

on the left side of the timeline. Which event should I put

next on the timeline? Which one should I put last?

022 6/13/03 3:40 PM Page 22

Practice.

Have students work with a partner to copy the timeline with the events

you have ordered so far. Then have them add the following events:

• As Jonathan tries to rescue Abby, a giant tree crashes beside him.

• When the earthquake begins, Abby falls and screams.

• Finally, Jonathan reaches Abby and drags her to safety.

Have students compare their timelines in a group discussion and point

out word clues.

Apply..

Have students keep track of sequence of events, with an eye to identify-

ing and using signal words such as first, next, then, before, and after in

the Leveled Reader selection Riding Out the Storm by Kathryn Snyder.

Ask students to complete the questions and activity on the Responding

page.

Revisit Earthquake Terror andRiding Out the StormGuide students through Earthquake Terror and Riding Out the Storm,

helping them to identify the sequence of events using illustration clues

and words that signal sequence. Also, help students look for base

words with endings. As examples, you may wish to include words such

as isolated and stifling on pages 30 and 32 of Earthquake Terror, and

the word suddenly on page 6 of Riding Out the Storm.



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SyllabicationWarm-Up/Academic Language.

Explain how words with the following syllable patterns are divided.Most words with the VCCV (Vowel-Consonant-Consonant-Vowel)pattern are divided between the two consonants, as in cac/tus.Most words with the VCV pattern are divided either after the con-sonant or after the first vowel, as in mon/ey and na/ture. Wordswith the CVVC pattern are divided between the vowels, whichstand for separate sounds, as in li/on.

Teach.

Write the following words on the chalkboard:

Point to rabbit as you read it aloud, emphasizing the syllables. Have stu-

dents repeat the word aloud with you. Circle the letters abbi in rabbit.

Remind students that words with the VCCV pattern are divided

between the two consonants. Ask students to arrange C and V cards in

the correct VC/CV pattern for the word rabbit.

Repeat the exercise using the word decode to model the V/CV pattern

(de/code) and honey to model the VC/V pattern. (hon/ey) Use diet to

model the CV/VC pattern. (di/et)

THEME 1/SELECTION 2

Eye of the Storm

Objectives• read words with two or more

syllables• use the Phonics/Decoding


Materials• Teaching Master ES1-3• Practice Master ES1-3• several cards with the letter V• several cards with the letter C• Anthology: Eye of the Storm

Get Set for ReadingCD-ROMEye of the Storm

Education Placewww.eduplace.comEye of the Storm

Audio CDEye of the StormAudio CD for Nature’s Fury




rabbit

decode

honey

diet

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Display these words: tripod, topic, shudder, and giant.

Model for students how to divide tripod into syllables.

Guide students in decoding the remaining words and identifying their

syllable patterns. (shud/der: VC/CV, top/ic: VC/V, gi/ant: CV/VC)

Guided Practice.

Display or distribute Teaching Master ES1-3.

Read the passage with students and help them identify words with more

than one syllable. Work with students to complete the chart.

Practice/Apply..


Review the instructions with students.

Have students work independently to complete the Practice Master.

Check students’ responses to be sure that they understand VCCV, VCV,

and CVVC syllable patterns.

Preview Eye of the StormSegment 1


with students Segment 1 of Eye of the Storm (pages 57–68).


pages 64, 67, and 68.

SyllabicationSyllable Patterns Sample Words

VCCV kit/ten

VCV pit/ypa/per

CVVC li/on

Circle the correct syllable pattern for each word. Then write eachword on the following line. Put a slash mark (/) between the two syllables of each word.

1. traffic VCCV VCV CVVC

2. create VCCV VCV CVVC

3. rotate VCCV VCV CVVC

4. bitter VCCV VCV CVVC

5. protect VCCV VCV CVVC

6. manner VCCV VCV CVVC

7. poet VCCV VCV CVVC

8. diet VCCV VCV CVVC

9. moment VCCV VCV CVVC

10. differ VCCV VCV CVVC


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traf/fic

cre/ate

ro/tate

bit/ter

pro/tect

man/ner

po/et

di/et

mo/ment

dif/fer


SyllabicationI want a pet. I suggest to Mom that we get a lion.

“I’ll name him Sam. I’ll save money to buy him food,” I say,

“and play with him after school. He can fetch the paper

for you. You could play with him too.”

A lion cub would be super, Mom admits. She still

won’t allow me to get one. My small cub could become a

giant lion when he grows up. It’s a pity, but Mom might

be right. Sam could grow too big for our house. We could

have a riot on our hands. Mom sees that I feel awful, and

she is quiet. From my room, I hear her dial the phone and

talk for a long time. The next day, I wake up and find a

small gray kitten on my bed. He wears a bow that says

“Sam.”


Teaching Master ES 1–3 Eye of the Storm: Chasing Storms with Warren Faidley

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VC/CV VC/V or V/CV CV/VC

mon/eypa/perpit/y

be/comesu/per

sug/gestad/mitsal/lowkit/tenaw/ful

li/ongi/antqui/etdi/alri/ot


SELECTION 2: Eye of the Storm 25

I see that the word tripod has the VCV pattern, but I’m not

sure if the first vowel is long or short. I’ll try the short

vowel sound, dividing after the consonant. But TRIP od

doesn’t sound right. I’ll try the long vowel sound instead,

dividing after the first vowel. TRI pod sounds right. So the

syllables should be divided as tri/pod.


025 6/13/03 3:48 PM Page 25

Text OrganizationWarm-Up/Academic Language.

Explain that authors organize text information in different ways. Anauthor could base his or her text organization on main ideas, orthe most important ideas in a selection. The author could alsoorganize text information based on sequence of events, or theorder in which events happen.

Teach.

Read aloud the following paragraphs, helping students understand that

both contain the same information, but are organized differently.

Explain that the first paragraph is organized by a main idea, found in the

sentence: We have many activities on Field Day. Reread the first para-

graph and have students raise their hands when they hear a detail that

supports the main idea. (any of the remaining sentences) Explain that

by organizing information by main idea, an author can help readers

find the most important ideas in a selection.

Help students understand that the second paragraph is organized by

sequence of events. Explain that by organizing information by

sequence of events, an author can help readers figure out the step by

step order in which events happen.

Objectives• identify different ways in which

authors organize text• distinguish between nonfiction

that is organized by main ideasand by sequence of events

• use text features such as headings as a guide to the organization of information

Materials• Teaching Master ES1-4• Practice Master ES1-4• Anthology: Eye of the Storm

THEME 1/SELECTION 2: Eye of the Storm



We have many activities on Field Day. We have a soccer game, a

volleyball game, and a three-legged race. We have a sing-along,

and arts and crafts activities. We also get to eat a picnic lunch.

We start Field Day with a volleyball game. Next we have a three-

legged race. Then we do arts and crafts activities. After that, we

eat a picnic lunch and have a sing-along. Finally, we end the

day with a soccer game.

026 6/13/03 3:49 PM Page 26

Write this chart on the board. Guide students in completing the chart.

Guided Practice.


Read the paragraphs with students. Help them understand that the first

paragraph is organized by main idea and details, while the second

paragraph is organized by sequence of events.

Complete the chart with students.

Practice/Apply..


Review the directions with students.


Check their responses to be sure that they understand text

organization.

Preview Eye of the Storm Segment 2


with students Segment 2 of Eye of the Storm (pages 69–75).

Note the suggestions in the Extra Support box on Teacher’s Edition

page 74.

Text OrganizationRead the following paragraph. Then answer the questions below.

There is a type of race, called arelay race, in which teams of runnerscompete against each other. A relay teamusually has four runners. Each runner runsone part of the race, carrying a small stickcalled a baton. When a runner finishes hisor her section of the race, he or she hands the baton to the nextrunner. The team whose runners run the fastest wins.

• Is this paragraph organized by main idea and details, or bysequence of events?

• To describe what happens in a relay race from start to finish, would you organize it by main idea and details, or by sequence of events? Why?

• Which of the following would be the best heading for theparagraph? Team Sports Relay Running The Olympic Games

• How does the graphic aid, or picture, help you to understand theparagraph?


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main idea and details

I would organize it by sequence of events to

describe the order in which events happen.

Relay Running

The picture helps me understand what a baton is

and how it is handed off.


Text OrganizationOn May 31, 1889, a terrible flood destroyed much of

Johnstown, Pennsylvania. The flood was caused by the

collapse of the South Fork dam. When the dam broke, a

wall of water thirty feet high hit Johnstown, destroying

four square miles of the city’s downtown area. The flood

killed more than 2,200 people and left more than 27,000

without homes.

On May 30, 1889, heavy rains began to fall in the

Johnstown, Pennsylvania, area. By the next day, eight

inches of rain had already fallen. Soon, the water level in

the South Fork dam rose to within two feet of the top of

the dam, continuing to rise one inch every ten minutes.

Finally, the dam broke. A wall of water thirty feet high

then hit Johnstown. The flood killed more than 2,200

people and left more than 27,000 without homes.


Teaching Master ES 1–4 Eye of the Storm: Chasing Storms with Warren Faidley

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Way of Organizing What Is

Information Explained

Paragraph 1

Paragraph 2

main idea anddetails

sequence ofevents

how a flood destroyedmuch of Johnstown

the order in whichevents happened

during the Johnstownflood



Paragraph 1 Paragraph 2

Main Idea: We have many

activities on Field Day.

Supporting Details:

soccer, volleyball, three-legged

race, sing-along, arts and

crafts, lunch

Sequence of Events:1. volleyball

2. three-legged race

3. arts and crafts activities

4. picnic lunch

5. sing-along

6. soccer


027 6/13/03 3:49 PM Page 27

SyllabicationTeach.

Remind students that sometimes they can recognize a shorter word

inside a long word they are trying to figure out. Some long words, how-

ever, do not contain shorter words. Point out that a good way to

decode a long word is to break it into syllables. A syllable is a word

part with just one vowel sound.

Pronounce the following words: school, kitchen, president, gymnasium.

Have students tell how many vowels sounds they hear in each word

and then how many syllables each has.

Write the following sentence from page 59 on the board:“The spectacu-

lar storms that sometimes appear in the sky have helped to make

weather one of the most mysterious of all natural forces.”

Underline the word spectacular, and use a Think Aloud to model the

process of syllabication.

Write spec ⁄ tac ⁄ u ⁄ lar on the board. Have students pronounce the

syllables and then the whole word.

Objectives• recognize a shorter word inside a

long word• break words into syllables as a

way to decode long words

Materials• Anthology: Eye of the Storm




I see that the first vowel in this word is e. The letters s-p-e-c

form a syllable with one vowel sound. I know that when a

vowel is followed by a consonant, the vowel sound is short.

I’ll pronounce that syllable spehk.

Where is the next vowel sound in the word? Oh, there’s the

vowel a between the consonants t and c. The letters t-a-c

form another syllable with a short vowel sound. I’ll

pronounce this tak.

What’s left now? There’s the letter u. A vowel can be a

syllable all by itself. Then there are the letters l-a-r. I’ll try

making u and lahr into separate syllables.

028 6/13/03 3:49 PM Page 28

Practice.

Have pairs of students break these words from the article into syllables:

mysterious, tornado, horizon, hurricane. Discuss with students how

they decoded the words.

Apply..

Have students read aloud pages 60–61, jot down words they do not

know, and try to decode the words by breaking them into syllables.

Review Eye of the StormGuide students through the Comprehension Skill Lesson for Text

Organization on page 73 in the Teacher’s Edition.



029 6/13/03 3:50 PM Page 29

ConjunctionsTeach.

Say the following sentences aloud: Warren Faidley photographs

tornadoes. Warren Faidley photographs lightning.

Model how to combine both of these ideas into one sentence:

Say the following sentence aloud: Warren Faidley photographs

tornadoes and lightning.

Write these two sentences on the board:

A thunderstorm might occur in August.

A hurricane might occur in August.

Point out that these end the same, but begin differently. Ask students to

express both ideas in one sentence by using the conjunction or.

(A thunderstorm or a hurricane might occur in August.)

Practice.

Have pairs of students read page 59 together and look for sentences with

the conjunctions and or or. Ask students to copy the sentences, circle

the conjunction in each one, and underline the words that are joined

by the conjunction. Have students share and compare their sentences.

Apply..

Have students write three sentences about thunderstorms, tornadoes,

and hurricanes using and and or.

Objectives• use the conjunctions and and or

to combine sentences• identify sentences that contain

the conjunction and or or




Both sentences begin the same way. If Warren Faidley

photographs two things, I could name both in the same

sentence. What would I put in between the two words to

show that he photographs both things? I’ll put and. I can

use the conjunction and or or to combine sentences.

030 6/13/03 3:50 PM Page 30

Compound SentencesTeach.

Display the following sentences: The air is hazy. A storm to the west is

blocking the sunlight.

Combine the sentences into a compound sentence: The air is hazy and

a storm to the west is blocking the sunlight. Tell students to add a

comma to show where the first complete thought ends and the second

one begins.

Display these sentences: He tries to photograph a tornado. The light

isn’t good enough for the picture.

Explain that students can use the conjunction but to show a contrast

between the first and the second thoughts. Write the compound

sentence on the board: He tries to photograph a tornado, but the

light isn’t good enough for the picture.

Practice.

Write these compound sentences on the board:

Have students identify the conjunctions and add the commas.

Apply..

Have students form a compound sentence using these sentences: His

pictures are amazing. His pictures appear in magazines.

Preview White Dragon: AnnaAllen in the Face of DangerWalk students through White Dragon: Anna Allen in the Face of Danger

and discuss the illustrations, using words such as avalanche and sur-

vive. Ask students to predict the story’s main ideas and its sequence of

events based on section headings and illustrations.



Objectives• form a compound sentence using

a conjunction • separate ideas in a compound

sentence by using a comma

Materials• Leveled Reader: White Dragon:

Anna Allen in the Face of Danger

We’ve got two thunderstorms and there are tornadoes everywhere.

The sky is hazy but we can see the tops of storm clouds.


031 6/13/03 3:51 PM Page 31

Text OrganizationTeach.

Tell students that reading a long nonfiction article is like taking a long

car trip. Readers need to know where they are in the article and where

the author is taking them next, or they can get “lost.”

Point out to students that writers of nonfiction often include features

such as headings, photographs, and charts to help readers understand

the information in an organized way. Add that the headings are like

road signs on a highway. They let us know what kinds of information

we can expect to find as we read.

Think aloud as you ask students to help you make predictions about the

article, based on its headings.

Discuss the headings in the rest of the article. Encourage students to

make their own predictions about the article, based on the headings.

Objectives• use headings and visual features

to predict the focus of informationin a selection or section of text

• use headings to recognize important information in a particular section

Materials• Anthology: Eye of the Storm• Leveled Reader: White Dragon:

Anna Allen in the Face of Danger




I know this article is about a man named Warren Faidley, a

man who chases storms. The title tells me that. I wonder

what I’m going to find out about him. I can look at the

headings in this article to get an idea of what it’s about.

On page 59 I see two headings. I’ll probably learn how Faidley

chases storms in the first section and what he or others

learn from watching the sky in the second section.

On page 60 I see two headings. The first one mentions Warren

Faidley, so it probably gives some background about him.

The second one is “Becoming a Storm Chaser.” What do you

think this section will be about?

032 6/13/03 3:51 PM Page 32

Practice.

Separate students into three groups. Assign each group one of the fol-

lowing sections of the article to read and discuss: pages 56–59, pages

60–63, pages 64–67.

Have all the groups gather together to discuss what they learned. Write

each heading on the board, and ask group members to tell the most

important information in the section they read.

Apply..

Have students keep track of text organization, with an eye to identifying

features authors use, in the Leveled Reader selection White Dragon:

Anna Allen in the Face of Danger by Maryann Dobeck. Ask students

to complete the questions and activity on the Responding page.

Revisit Eye of the Storm andWhite Dragon: Anna Allen inthe Face of DangerGuide students through Eye of the Storm and White Dragon:

Anna Allen in the Face of Danger, helping them to identify

the text organization for each. Also, help students to look for

words with the VCCV, VCV, or CVVC syllable patterns. As

examples, you may wish to include words such as giant

(CVVC), radar (VCV), and pictures (VCCV) on pages 59 and

60 of Eye of the Storm, and the words skiers (CVVC) and

cover (VCV) on page 27 of White Dragon: Anna Allen in the

Face of Danger.



033 6/13/03 3:51 PM Page 33

Word Roots struct and ruptWarm-Up/Academic Language.

Explain that some words have a word root, or a word part that hasmeaning but is not a word by itself. Tell students that the wordroot struct means “build,” and the root rupt means “break.”

Teach.

Write the word construct on the board and circle the root struct in

construct. Write struct = “build” beneath construct. Explain that

construct, similar to the word root struct, means “to build.”

Write the word interrupt on the board and circle the root rupt in inter-

rupt. Write rupt = “break” beneath interrupt. Point out that when you

interrupt someone, you cause a break, or stop, in whatever that person

is doing.

Point out that when students are reading, they may come across words

with the root struct or rupt. When they do, they can use what they

know about the meanings of the roots, along with context clues, to

figure out the meaning of the word.


THEME 1/SELECTION 3

Volcanoes

Objectives• read words with the roots struct

and rupt• use the Phonics/Decoding


Materials• Teaching Master ES1-5• Practice Master ES1-5• Anthology: Volcanoes

Get Set for ReadingCD-ROMVolcanoes

Education Placewww.eduplace.comVolcanoes

Audio CDVolcanoesAudio CD for Nature’s Fury




construct

struct = “build”

1. Her instructions helped me learn to ski.

2. Don’t disrupt the class by being noisy.

034 6/13/03 3:52 PM Page 34

Model how to decode instructions.

Repeat the exercise using the second sentence, guiding students to use

context clues and what they know about rupt to decode disrupt. Help

them to define disrupt as “to stop the progress of, to break up.”

Guided Practice.

Display or distribute Teaching Master ES1-5 and read the passage with

students.

Help students identify words that contain the root rupt or struct. Enter

the words on the chart as they are identified.

Guide students in defining each word using context clues and what they

know about the meaning of each root.

Practice/Apply..


Explain the directions to make sure that students understand what they

are to do.


Check students’ responses to be sure that they understand the word

roots struct and rupt.

Preview Volcanoes Segment 1Refer to the bottom of page 85 in the Teacher’s Edition and previewwith students Segment 1 of Volcanoes (pages 84–90).


pages 86, 89, and 90.

Word Roots struct and ruptinstructions

destructive

construct

eruption

rupture

interrupt

Write the correct word root (struct or rupt) on each blank to make a wordfrom the list above. Each completed word should make sense in the sentence.Write the word next to its definition on the following line.

1. The storm was de ive and wrecked many houses.

: causing much damage

2. It’s not polite to inter when someone is talking.

: to cut off another person before he or she is

finished speaking

3. Did you see the e ion from the volcano?

: a sudden burst of lava

4. I would like to con a snow fort.

: to build or put together

5. If the ground freezes, will the water pipes ure?

: to burst open or break

6. Be sure to follow the in ions when you put the chair together!

: directions telling how to do something


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struct

destructive

rupt

interrupt

rupt

eruption

structconstruct

rupt

rupture

struct

instructions


Word Roots struct and rupt


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struct rupt

We interrupt this program with an emergency

broadcast. At this moment, Mount Granfuego is erupting

two hundred miles east of the city. A lava flow has

already destroyed two bridges and several unused

building structures at the foot of the volcano. No one

has been hurt, but the volcano has disrupted life in

nearby Cinder City. Schools and businesses there have

closed as people wait for instructions on what to do. It’s

not yet clear how much destruction the volcano will

cause. We’ll keep you posted as we learn more.

structures

instructions

destruction

interrupt

erupting

disrupted



SELECTION 3: Volcanoes 35

I see the root struct in instructions. I know that struct means“build.” So instructions must mean something that has todo with building. The sentence says that instructionshelped the narrator learn to ski, so I think instructionsmeans “to give or build knowledge” on how to ski.

035 6/13/03 3:52 PM Page 35

Categorize and ClassifyWarm-Up/Academic Language.

Explain that a category is a group of people, animals, things, orideas that are alike in some way. To sort information, or to clas-sify it, means to put items that are alike into groups. Tell stu-dents that classifying items into categories helps them under-stand and remember information about those items, especiallyhow the items are alike and different.

Teach.

Ask students to think about an orange, apple, and banana. Ask students

what they have in common. Point out that each item is a type of fruit.

Write the following chart on the board. Explain that “Fruit” is a category.

Help students fill out the chart with characteristics about each fruit.

Point out that students classified, or sorted, the items based on what

they all had in common—they’re each a type of fruit.

Objectives• determine that writers often

categorize information to make iteasier for readers to understand

• categorize and classify information

• organize information by specificcriteria

Materials• Teaching Master ES1-6• Practice Master ES1-6• Anthology: Volcanoes

THEME 1/SELECTION 3: Volcanoes



Fruit

Orange

Color: orange

Shape: round

Apple

Color: red or green

Shape: rounded, with

bumps

Banana

Color: yellow

Shape: long

036 6/13/03 3:53 PM Page 36

Guided Practice.


Read the passage with students.

Help students find information about red wolves and gray wolves within

the paragraph.

Guide students in completing the chart.

Practice/Apply..


Explain the directions, making sure that students understand what they

are to do.


Check students’ responses to make sure that they understand how to

categorize and classify.

Preview Volcanoes Segment 2


with students Segment 2 of Volcanoes (pages 91–99).


pages 93 and 98.

Categorize and ClassifyAlicia needs to organize the supplies she’ll need for a camping trip.Help her by classifying, or sorting, each of the following items intothe correct categories.

rice sweater jeans backpack beans cooking pantent sleeping bag apples wool socks hat bread


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Food Clothes Equipment

sweaterjeans

wool sockshat

ricebeansapplesbread

backpacktent

sleeping bagcooking pan


Categorize and ClassifyWolves can be found in many parts of the world,

including North America. There are two species of wolves:

the gray wolf and the red wolf. The gray wolf can weigh

up to 175 pounds. It tends to be a lighter color than the

red wolf. The gray wolf is still fairly common in parts of

Canada and Alaska, but is rare in many other places. The

red wolf can weigh up to 82 pounds. It tends to be darker

than the gray wolf. Although the red wolf was once

common in the southeastern United States, it is now rare.

It came close to extinction. Some red wolves have been

reintroduced to the wild in eastern North Carolina.


Teaching Master ES 1–6 Volcanoes

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Species of Wolves

Red Wolf Gray Wolf

weighs up to 82 pounds

darker color

once common in thesoutheastern UnitedStates, but now rare;

reintroduced to the wildin North Carolina

weighs up to 175 pounds

lighter color

still fairly common inparts of Canada and

Alaska, although rare inmany other places




037 6/13/03 3:53 PM Page 37

Word Roots struct and ruptTeach.

Write the following list of words on the board: erupt, interrupt, disrupt-

ed, eruption, rupture. Ask students if they can see anything alike in all

of the words. Underline the root rupt in each word.

Tell students that the word part rupt is called a word root. Explain that

recognizing this root in unfamiliar words can help students decode

new words. Also point out that most words with this root have a simi-

lar meaning. They are related, like members of the same family.

Use a Think Aloud to model the process of figuring out the meaning of

the root rupt.

Use a process similar to that above to discuss the root struct with the fol-

lowing list of words: construct, structure, destructive, construction.

Lead students to recognize that the words all have something to do with

building or with taking apart something that has been built. Help stu-

dents recognize that the word root struct means “to build, arrange, or

put together.”

Objectives• identify the roots struct and rupt

in words• use the roots struct and rupt as

an aid to decoding word meaning

Materials• Anthology: Volcanoes




Let’s see. When a volcano erupts, it explodes. Erupt means “to

explode” or “to break out.” When you interrupt someone,

you “break into” their conversation. If someone disrupts

the class, he or she disturbs, or breaks the flow of, the les-

son. It looks like all these words have something to do with

breaking things. I think the root rupt means “to break.”

038 6/13/03 3:54 PM Page 38

Practice.

Have pairs of students work together to read pages 85–88 and look for

words with the roots rupt and struct. Have them copy the sentences in

which the words appear. Then have them share their sentences with

the group and discuss the meanings of the words in context.

Apply..

Have students write a paragraph in which they include four words with

the root rupt or four words with the root struct. Have students under-

line the root in each word. Invite students to read their paragraphs

aloud in small groups.

Review VolcanoesGuide students through the Comprehension Skill Lesson for Categorize

and Classify on page 97 in the Teacher’s Edition.



039 6/13/03 3:54 PM Page 39

Singular and Plural NounsTeach.

Write these two sentences on the board:

Ask students what is different about the nouns in the two sentences.

Underline each s in highways, roads, and railways.

Explain that highway, road, and railway are singular and each names

one thing. Highways, roads, and railways are plural and name more

than one thing. To form the plural of most nouns, we add -s.

Display these two sentences: A hot ash came out of the volcano. Hot

ashes came out of the volcano.

Point out that ash is singular and ashes is plural. Tell students that the

plural of ash is formed by adding -es, instead of -s. Tell them to add -es

to form the plural of nouns ending in s, ss, x, ch, or sh.

Practice.

Display the following sentence and have students tell whether the

nouns are singular or plural: The early Hawaiians told legends about

two goddesses named Pele and Namaka.

Apply..

Have students rewrite these sentences, changing each noun from its

singular form to its plural form.

Hot gas, rock, and ash destroyed the home.

The eruption blew down the tree and formed the crater.

Objectives• identify singular and plural nouns• form plural nouns by adding

-s or -es




A highway, a road, and a railway were destroyed.

Highways, roads, and railways were destroyed.

040 6/13/03 3:55 PM Page 40

More Plural NounsTeach.

Tell students that many singular nouns ending in o add -es to form the

plural, especially if a consonant comes before the o. Give them the

following examples:

Tell students that when a singular noun ends in y preceded by a conso-

nant, they must change the y to i and then add -es to form the plural.

Give them these examples:

Practice.

Have students find the nouns in the following sentence and make each

noun plural: The tornado and the volcano destroyed the country.

Apply.

Have students write the plural form of each noun: hero, memory, echo,

dictionary. (heroes, memories, echoes, dictionaries)

Preview FloodsWalk students through Floods and discuss the illustrations, using words

from the story such as overflow and levees.

Ask students to predict three causes of floods using the illustrations onpages 53, 54, and 62. (too much ice, dams breaking, hurricanes) Helpstudents classify these into a category such as “Causes of Floods.”



Objectives• identify plurals of nouns ending in

o or y• form plurals of nouns ending in

o or y

Materials• Leveled Reader: Floods


Singular Plural

tornado tornadoes

potato potatoes

tomato tomatoes

Singular Plural

party parties

puppy puppies

baby babies

041 6/13/03 3:55 PM Page 41

Categorize and ClassifyTeach.

Invite students to suggest items that we often group together in our

everyday lives in order to organize them. Students might suggest forks,

knives, food items, and so on. Discuss the ways in which the items in

each group are alike.

Display index cards with the names or pictures of six animals: robin,

dog, cat, blue jay, squirrel, cardinal. Ask students to suggest ways to sort,

or group, the cards into two stacks.

Use a Think Aloud to model the process.

Discuss the remaining three cards and whether or not they are a group.

(Yes, because a dog, a cat, and a squirrel all have fur.) Explain that

sorting similar things into groups is called classifying.

Ask students what name they might give to the other stack. (furry animals or mammals) Explain that giving a name to all the items in a

group is called categorizing.

Tell students that a good way to organize the information in what they

read is to classify and categorize facts. Add that this helps readers to

remember important information and compare the facts.

Practice.

Point out to students that Volcanoes gives facts about four different

groups of volcanoes. Read the first paragraph on page 94 aloud. Ask

students what information about volcanoes can be classified. Write the

information on the following chart.

Objectives• sort items into groups• name categories for groups of

items

Materials• index cards• Anthology: Volcanoes• Leveled Reader: Floods




Let’s see. Do I see any animals with something in common? Well,

a robin is a bird. It has feathers and wings. Are there any other

birds here? Yes, there are. A blue jay and a cardinal are birds

too. I’ll put the robin, the blue jay, and the cardinal in the same

stack. I’ll call it the bird stack.

042 6/13/03 3:55 PM Page 42

Repeat the procedure after reading the second paragraph on page 94

with students. Have students work in pairs to read pages 94–96 and fill

in the chart for the remining catagories.

Have students compare their charts.

Apply..

Have students categorize and classify facts from the Leveled Reader

selection Floods. Ask students to complete the questions and activity

on the Responding page.

Revisit Volcanoes and FloodsGuide students through Volcanoes and Floods, helping them to

categorize and classify information in the texts. Also, help students look

for words with the word roots struct and rupt. As examples, you may

wish to include words such as erupted, eruption, and destructive on

pages 86 and 88 of Volcanoes.



Volcanoes

Cat. 1

SHIELD

How

Alike

Cat. 4Cat. 2 Cat. 3

NAME

broad,

gentle

slopes

Examples Mauna

Loa,

Kilauea

043 6/13/03 3:56 PM Page 43

Documents

Theme - Education Place® · 16 THEME 1: Nature’s Fury ... After she met Anne, ... I ate that whole pie all by myself. My stomach hurt the rest of the day. I saw a pie cooling on