Teacher’s Guide Exploration - Pittsburgh Public Schools · Teacher’s Guide for Exploration ......

Teacher’s Guide for

ExplorationFluent Plus Social StudiesIncludes:• Lesson Plans• Learning Masters• Pre- and Post-Test Assessments• Take-Home Book Masters

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Copyright ©2008 The Hampton-Brown Company, Inc., a wholly owned subsidiary of The National Geographic Society, publishing under the imprints National GeographicSchool Publishing and Hampton-Brown.

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by an information storage and retrieval system, without permission in writing from the Publisher.

National Geographic and the Yellow Border are registered trademarks of the NationalGeographic Society.

National Geographic School PublishingHampton-BrownP.O. Box 223220Carmel, California 93922www.NGSP.com

Printed in the United States of America.

ISBN 978-07362-57459

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Program Overview

About the Program . . . . . . . . . . . 2

Accessible Academic Content . . . 4

Flexible Use . . . . . . . . . . . . . . . . 6

Exploration Lessons

Lesson Overview . . . . . . . . . . . . . 8

Lesson 1 . . . . . . . . . . . . . . . . . 10

Lesson 2 . . . . . . . . . . . . . . . . . 12

Lesson 3 . . . . . . . . . . . . . . . . . 14

Lesson 4 . . . . . . . . . . . . . . . . . 16

Lesson 5 . . . . . . . . . . . . . . . . . 18

Learning Masters

What I Learned . . . . . . . . . . . . 22

How I Learned . . . . . . . . . . . . . 23

Vocabulary Log . . . . . . . . . . . . 24

Theme Response . . . . . . . . . . . 25

Learning Masters . . . . . . . . . . . 26

Graphic Organizer . . . . . . . . . . 30

Family Focus . . . . . . . . . . . . . . 31

Pre- and Post-TestAssessments

Instructions . . . . . . . . . . . . . . . 34

Answer Key . . . . . . . . . . . . . . . 35

Student Profile . . . . . . . . . . . . . 36

Class Profile . . . . . . . . . . . . . . 37

Pre-Test . . . . . . . . . . . . . . . . . . 38

Post-Test . . . . . . . . . . . . . . . . . 41

Take-Home Book Masters

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PROGRAM OVERVIEWAbout the Program

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Content and Literacy Development for Diverse Language Learners

National Geographic’s Windows on Literacy: Language, Literacy & Vocabularyprogram is designed for today’s classroom—diverse, challenging, and complex.Many children come to school without the basic background knowledge andoral language development needed for academic success. Language, Literacy & Vocabulary provides the extra support young learners need to experience success from the start.

National Geographic’s Language, Literacy & Vocabulary program offers richopportunities for beginning learners to build background knowledge, developvocabulary and oral language, and learn grade-level content. Throughout the nation, teachers told us they needed materials that scaffolded the learning so that children from diverse language backgrounds, at-risk readers, and children with learning challenges would have opportunities to achieve theirfull potential. The Language, Literacy & Vocabulary program meets this need through:

• Thematic units built around essential key concepts in science, social studies, and math

• Academic vocabulary development

• Age-appropriate and engaging nonfiction texts

• Considerate text with strong picture-text match

• Scaffolded, multilevel instruction for students at different levels of language proficiency

• Springboards to related reading and writing

• Customized instruction for English language learners (ELLs)

• Research-based instructional strategies

• Rich and varied teacher support and tools


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Abou

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Pro

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Consulting Author: Linda Hoyt

Linda Hoyt is an educational consultant who strives to help teachers and school districts implement bestpractices in literacy instruction. She has had a richarray of experiences in education, ranging from classroom teaching to working as a reading specialist,curriculum developer, Title 1 teacher, staff developer,and Title 1 District Coordinator. She is the author of numerous books, articles, and videos and conductspresentations and workshops on literacy throughoutthe country.

Program Advisor: Mary Hawley

Mary Hawley is an educational consultant who has worked with teachers, educators, and publishers to implement best practices for teaching students withdiverse language backgrounds. She has taught English as a Second Language in Mexico, worked with migrant and refugee children in Indiana, and studiedin Latin America. In recent years, she has been instrumental in developingSpanish reading programs and products for English language learners.

Program Reviewers

Susan Brandt, Director of Staff Development and Support Programs,Arlington Heights School District 25, Arlington Heights, Illinois

Theresa Castelan, English Language Development Resource Teacher, Clovis Unified School District, Clovis, California

Dr. Beverly Ann Chin, Professor of English, University of Montana

Danielle Clayton, Director of English Learners, Kings Canyon Unified School District, Reedley, California

Paula Olson, retired teacher, Fairfax County Public Schools, Fairfax, Virginia

Sheryl Powell, Pre-Kindergarten Teacher, Wells Branch Elementary School,Austin, Texas


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Accessible Academic Content

Success From the Start!

Achieving academic success is essential for children to make adequate yearlyprogress and for continued academic growth. Conclusive data and researchshow that children who fall behind on their acquisition of academic contentand vocabulary during the K–2 years will fall further behind as they advancethrough the grade levels. To help children achieve success from the start andprevent them from falling behind, Windows on Literacy: Language, Literacy & Vocabulary gives children access to the core grade-level content they needfor standards-based academic success through these features:

• Explicit instruction in core academic content and vocabulary to build a foundation for future success

• Focused, targeted, standards-based content

• Alignment with TESOL standards

• Multiple exposures to and applications of academic vocabulary

• Carefully leveled developmental texts

• Picture glossaries of key content vocabulary

• Simple, engaging, and visually striking student book pages

• Strong picture-text match

• Familiar language and simple sentence structures

• Multiple opportunities for oral language development

• Theme Builders for building background and developing oral language

• Opportunities for writing and related reading

PROGRAM OVERVIEW


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One Program for Your Diverse Classroom

Windows on Literacy: Language, Literacy & Vocabulary recognizes that every classroom includes diverse language learners as well as children whose background knowledge and oral language require development. Teachers told us they wanted one program that they could use with English languagelearners, children with reading and vocabulary challenges, and children withlearning issues that affect their ability to acquire and process language. Withappropriate modifications for different needs, Language, Literacy & Vocabularygives teachers a sound, research-based instructional plan to meet the commonneeds among diverse language learners.


PROGRAM OVERVIEW

6

Flexible Use

Windows on Literacy: Language, Literacy & Vocabulary is designed to be usedin a variety of classroom situations. This flexibility allows you to custom fit the program to match your scheduling and program needs.

Regular Classrooms

The chart below shows the suggested pacing for use in the regular classroom.Each theme can be completed in five days.

Day 5 • Lesson 5

Day 1 • Lesson 1

Day 3 • Lesson 3

Rereading and AssessmentGuided WritingOptional ReadingHome ConnectionAdminister Post-Test

Administer Pre-TestRead Concept BookIntroduce Concepts and VocabularyModel the Reading

Read First Related Nonfiction BookDevelop Concepts and VocabularySmall Group ReadingPractice Comprehension StrategyShared Writing

Day 2 • Lesson 2 Reread Concept BookDevelop Concepts and VocabularyIntroduce Comprehension StrategySmall Group Reading Modeled Writing

Day 4 • Lesson 4 Read Second Related Nonfiction BookReview Concepts and VocabularySmall Group ReadingApply Comprehension StrategyGuided Writing

Pacing Guide:One Week for One Theme


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UseAfter-School Programs

Language, Literacy & Vocabulary works within a variety of after-school programs.Whether your after-school program meets every day or only three days a week, the program can easily be adjusted to meet your scheduling needs.

• For programs that meet every day, one theme can be completed each week of the program.Use the Pacing Guide on page 6.

• For programs that meet three times per week, one theme can be completed every two weeks. Use the suggested plan shown below.

Summer School Programs

Language, Literacy & Vocabulary is the perfect fit for your summer school program.When time is short and results matter, your class time must be productive. The five-daylesson plan allows you to complete one theme during each week of your summerschool program. Whether your summer school plan includes a four-, five-, or six-week program, you can select developmentally appropriate themes that focus on thecontent areas of math, science, and social studies while developing strong literacy skills.

Four-Week Program

Choose four themes.

Five-Week Program

Choose five themes.

Six-Week Program

Choose six themes.

Week 1 • Day 1 • Lesson 1

Pre-TestRead Concept BookIntroduce Concepts and VocabularyModel the Reading


Reread Concept BookDevelop Concepts and VocabularyIntroduce Comprehension StrategySmall Group ReadingModeled Writing


Read First Related Nonfiction BookDevelop Concepts and VocabularySmall Group ReadingPractice Comprehension StrategyShared Writing

Week 2 • Day 3 • Complete Lesson 5

Complete Guided WritingOptional ReadingHome ConnectionPost-Test

Week 2 • Day 2 • Begin Lesson 5

Assess and ExtendRereading and AssessmentBegin Guided Writing


Read Second Related Nonfiction BookReview Concepts and VocabularySmall Group ReadingApply Comprehension Strategy

Pacing Guide:Two Weeks for One Theme


Overview Exploration

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ACADEMIC LANGUAGE/ELD•Use academic vocabulary related

to exploration

•Use appropriate language forms toexpress needs and wants related toexploration and to visualize

•Develop fluency in reading, writing,listening to, and speaking English

SOCIAL STUDIES•Describe how explorers discover

and provide information about little-known places

• Explain why members of an expeditionwork together as a team

•Understand how important preparationand supplies are for a successfulexpedition

READING/LANGUAGE ARTS• Learn and apply the comprehension

strategy: Visualizing

•Use the text features:Glossary and Maps

•Write about exploration

• Learn and use vocabulary related to exploration

To compare progress before and afterteaching this theme, use the Pre-Test andPost-Test Assessments, pages 33–44.

Before Theme Assessment

STANDARDS Theme Materials

Optional Reading

Windows on Literacy Content-Based FictionThe Cave Explorers Level 23

Into the Unknown Level 24

Windows on Literacy NonfictionCrittercam Level 20

Welcome to Japan Level 21

Up the Amazon Level 23

Traveling Across Australia Level 23


Audiolesson on CD

Theme Builder Learning Masters

Concept Book Nonfiction Books

✁

Exploration

by

Level 23 Level 24


Instructional HighlightsKey Concepts• Explorers discover and provide

information about little-knownplaces.

• Members of an expedition worktogether as a team.

• Preparation and supplies areimportant for a successfulexpedition.

Comprehension StrategyVisualizing

Key Concept Wordsdiscover explorerequipment surviveexpedition teamexplore

Text FeaturesGlossaryMaps

Lesson 1*

Teacher’s Guide pp. 10–11

Read Exploration

• Administer Pre-Test, p. 38

• Introduce Concepts and Vocabulary

• Model the Reading

Lesson 2Teacher’s Guide pp. 12–13

Reread Exploration

• Develop Concepts and Vocabulary

• Introduce theComprehension Strategy:Visualizing

• Small Group Reading

• Modeled Writing


Read Climbing MountEverest

• Develop Concepts and Vocabulary


• Practice the Comprehension Strategy:Visualizing

• Shared Writing


Read Race to the Pole

• Review Concepts and Vocabulary


• Apply the Comprehension Strategy:Visualizing

• Guided Writing


Assessand Extend

• Administer Post-Test, p. 41

• Rereading

• Guided Writing

• Assessment Tools

• Optional Reading

• Home Connection

Theme Planner

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•Understand why explorers needsupplies and team members for an expedition

• Learn and use vocabulary related to exploration

•Use photos to predict vocabulary

•Use text features, such as the Glossary,to better understand the reading

Photo: Antarctica

Theme Builder

Exploration

Learning Masters page 25

Audiolesson 11

Materials

OBJECTIVES

Introduce Theme QuestionAsk students: Have you ever seen aphoto of a place where no humans live,such as of the ocean floor or the moon’ssurface? Explain that they will learnabout exploration. They will alsolearn the language used whenexpressing needs and wants whenpreparing for an expedition.Turn and Talk Tell students that theyhave been hired to explore anuninhabited island. Have learningpartners discuss and create a list ofsupplies they will need to bring.

Develop Oral LanguageDisplay a photo of Antarctica. Askstudents what an explorer needs tostudy this place. Model a sentenceusing explorer and equipment: Anexplorer needs special equipment and clothing.

Ask students what an explorer useswhile exploring this place. Model a sentence. An explorer uses a tent for shelter.

Tell students that they just expressedsome needs and wants of anexplorer. Explain that an explorerneeds to prepare and gather suppliesfor a successful expedition.Turn and Talk Have partners eachexpress another need and want ofan explorer in Antarctica.

Introduce Theme ResponseDisplay the Theme Response onthe Theme Builder. Have studentsrespond in unison after you askeach question. Have learningpartners use Learning Masterspage 25 to practice reading theTheme Response.

Introduce Key VocabularyUse the Think and Discuss sceneto teach Key Concept Words andmodel language forms.Look at the man between the two rocks.Exploring can be dangerous.

Look at the photo with the compass. Explorers use equipment to help them navigate.

Continue to model sentences usingthe words listed below to connectto each photo. As you introducewords, jot them down on chartpaper. Display this Word Bankthroughout the theme.Turn and Talk Have partners worktogether to practice using thelanguage forms for expressingneeds and wants. Encourage themto use the Word Bank. Forexample: Explorers need to worktogether as a team.

Build BackgroundDisplay the Think and Discussscene on the Theme Builder again.Ask students what each explorer is using.Turn and Talk Have partners talkabout a photo and practiceexpressing needs and wants. Forexample: Explorers want to (explorespace). Explorers need (a way to travelto space).

Introduce Concepts and Vocabulary

Theme Builder (Scene)

Theme Builder (Response)

Lesson 1 Read Exploration

discover explorer

equipment survive

expedition team

explore


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Model the Reading

Newcomers/Beginning During reading, have students point to placeswhere members of an expedition team are helping each other.

Developing After each page showing a team, ask students to tell why ateam is needed for this expedition. Encourage students to use the languageform: This expedition needs a team because .

Expanding/Bridging After each set of pages, have students use KeyConcept Words with the language form: Explorers need . Havethem express something needed and tell why it is needed.

Customize Instruction for ELLs

Customize the ReadingStudents reread and talk aboutExploration on their own to build fluency.

• Students who are not yet able toread the book can look forexamples of equipment.

• Students who need extra supportcan reread the book while listeningto the audiolesson.

• Students who can read the bookmight read independently or aloudwith partners.

Learning Masters/page 25

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Leader: Where are you going?

All: We’re going exploring.

Leader: What will you take?

All: We’ll take equipment.

Leader: Where are yougoing?


Leader: What will you do?

All: We’ll gather information.



Leader: What will you discover?

All: Join us and find out!

Preview the BookDistribute copies of Exploration.Read aloud the title and theauthor’s name. As you pagethrough the book, point out:• The headings tell what the pages

are about.• The captions describe or tell

about the photos.• The Glossary includes

definitions, photos, samplesentences, and page numbers.

Predict VocabularyEncourage students to use picturesto predict vocabulary: Which wordsdo you expect to see in this book?

Display pages 8–9 and cover thewords: Which words do you expect tosee on these pages?

Students may describe the settingof each photo, such as space, water,and snow. Add these words to theWord Bank. Have students talkwith partners and use survive andequipment to describe each photo.Continue the activity with otherpages as time allows.

Model the ReadingInvite students to follow along asyou read aloud pages 4–7 inExploration. Read fluently,modeling smooth, accurate readingwith appropriate expression.

After reading each pair of pages,pause to think aloud. Also,encourage students to askquestions and make observations.

Pages 4–5Think Aloud This is like the Think andDiscuss scene on the Theme Builder.The labels tell what explorers do. Thephotos show some of the ways explorersdo these activities.

Pages 6–7Think Aloud The heading andhighlighted words tell me what the pages will be about. I see detailedinformation about one particularexplorer. I wonder what he discovered.

Share the ReadingNow have partners complete thereading. Encourage them to pauseafter reading one or two pages andhave conversations about what theyhave read. Ask them to share whatthey wonder about on the pages.

Reread for FluencyModel reading the sidebar on page 7, sentence by sentence, withattention to pace and accuracy.Have students in unison echo-readeach sentence as you finish,imitating your model. Then havestudents reread the entire bookindependently to build fluency. See Customize the Reading.


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•Understand that exploration to little-known places needs preparation andsupplies so that team members canavoid danger and discover information

•Use vocabulary to talk about preparingfor an expedition

• Learn the comprehension strategy:Visualizing

•Read to gain fluency in oral and silent reading

•Write about an expedition

Photos, two sets: bottled water, smallboat, compass, and ski jacket

Theme Builder

Exploration

Learning Masters pages 24, 26, 27

Audiolesson 11

Materials

OBJECTIVES

Lesson 2

Develop Oral LanguageDivide the class into two groups.Give each a set of photos. Havestudents decide which supplies areneeded for an ocean expedition andwhich ones are necessary for asnow-covered mountain expedition.Then ask: What supplies do membersof both expeditions need?

Turn and Talk Encourage learningpartners to think about othersupplies needed for an expeditionunder the ocean. Have them usethis language form:Ocean explorers need (oxygen).

Revisit Theme Response Display theTheme Response on the ThemeBuilder. Take the role of the leaderagain. Have students respond tothe second question with anexample of a piece of equipment,

such as a compass. Students mayall give a different response.

Build BackgroundDisplay the graphic organizer onthe Theme Builder. Choose fivestudents to each read a line of thegraphic organizer. After eachstudent reads a line, have him orher tell about the photo andexplain why the objects are shown. Turn and Talk Encourage partners todiscuss how they would prepare foran expedition to a desert.Begin Vocabulary Log As studentsread, encourage them to use stickynotes to tag words that they wouldlike to save. After reading, studentscan record the words and theirnotes about them.Use Learning Masters page 24.

Develop Concepts and Vocabulary

Introduce VisualizingStudents visualize by combininginformation they already know withdescriptive words in the text. Thishelps them develop a mental pictureof what is happening in the text.Think Aloud When I read a book,certain words or phrases help me makea picture in my mind of what I’mreading about. I combine things that Ialready know with new information fromthe text to help me picture what ishappening in the text. When I do this, Iam visualizing. This helps me betterunderstand the book.

Model VisualizingRead pages 6–7 and model thecomprehension strategy andlanguage forms for visualizing.In my mind, I can picture this volcanoerupting. Hot lava flows. Ash forms awhite cloud. The explorer feels the heatthrough his special clothes.

I know that volcanoes can explode asthey erupt.

The picture in my mind helps meunderstand the heat from the eruptionand the danger to the explorer.

For additional practice invisualizing, have partners work onLearning Masters page 26.

Introduce the Comprehension StrategyTheme Builder (Graphic Organizer)

Reread Exploration


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Modeled Writing

Use the graphic organizer on theTheme Builder to review someKey Concepts of the theme.Prepare to model writing withactive verbs that encouragevisualization. Think Aloud I will write an entry for anexplorer’s journal. I want there to be lotsof action so that my audience canvisualize what’s happening. My audienceis my friends.

Today is January 15, 2008. My teamreached the cave near MountSiberia. The weather is windy andcold. Our thick, warm coats keep us warm.

Think Aloud Now I can add someinteresting details about exploring.

The cave shows no signs of anyanimal life. It is very dark and damp,but gives us shelter from the wind.Tomorrow we will measure its depth.Tonight we will set up camp withtents and a fire. We’ll cook a hotmeal, too!

Think Aloud Verbs are words thatdescribe actions.

Today is January 16, 2008. We awokein the cave this morning to a terriblegrowling sound! Our guide slowlywalked deeper into the cave toinvestigate. Then he came runningout! “A bear! A bear!” he shouted!

Customize the ReadingStudents reread and talk aboutExploration using one of the followingoptions:

• Look through the pages, findingevidence of people workingtogether.

• Reread the book while followingalong with the audiolesson.

• Read independently or read aloudwith a partner.

Small Group Reading


List adjectives that describe snow.Write a sentence about exploring in snow.

List adjectives that describe volcanoes.Write a sentence about exploringvolcanoes.

List adjectives that describe space.Write a sentence about exploring in space.

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Learning Masters/pages 24, 26

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Visualizing

Read pages 8–9 in Exploration. Complete the sentences.

In my mind, I can picture

I know that

The picture in my mind helps me understand

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As students read, invite them toshare what they notice. Use someof the suggestions below toencourage observations and talkabout the book.

Pages 4–7Support Comprehension Havestudents visualize Mike Fay’sexpedition. What do you think theweather was like? What kinds of animals did Mike Fay see?

Pages 8–11Support Comprehension Ask avolunteer to summarize thesepages. (In order to survive, explorersneed to plan ahead and packequipment and supplies.)

Pages 12–19Check Understanding How do mapshelp explorers? (Maps give explorersinformation about places.)

Pages 20–22Check Understanding Have studentsuse the Word Bank to describeeach photo.

Discuss the BookInvite students to share what theylearned. Ask them to name anddescribe the faraway placesmentioned in the book. Encouragethem to use the words in the WordBank to discuss what they haveread. Remind students to addwords to their Vocabulary Logs.Students can complete LearningMasters page 27.

Reread for FluencyRead aloud in one breath the firsttwo sentences in the sidebar onpage 15. Ask students why it mayhave been difficult to understandyou. (You didn’t pause. You raneverything together.) Point out thatpunctuation marks help you knowwhen to pause as you read. Ask avolunteer to read the sentences,pausing appropriately at thepunctuation marks. Then havestudents practice reading pages14–15 in a quiet voice. Havepartners take turns reading thepages aloud. For other suggestions,see Customize the Reading.


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• Practice the comprehension strategy:Visualizing

•Understand that all members worktogether as a team, makingpreparations and carrying supplies

•Use a map to comprehend text

• Ask questions about the order of events

Theme Builder

Climbing Mount Everest

Learning Masters page 28

Audiolesson 11

Materials

OBJECTIVES

Lesson 3

Develop Oral LanguageModel the Key Concept Wordsequipment and team.Explorers use equipment to climbmountains.

Climbing as a team is a good idea.

Ask students to think aboutdifferent jobs that need equipmentor that take a team. Then model.Doctors use equipment to measure yourblood pressure.

A team of scientists often work together.

Turn and Talk Have conversationpartners take turns expressing aneed they have for equipment intheir lives. Encourage them to use

the language forms for expressingneeds and wants. For example:I need equipment (to play soccer).

Revisit Theme Response Display theTheme Response on the ThemeBuilder. With you as leader, havestudents substitute the words a team in the second response.

Build BackgroundDistribute copies of ClimbingMount Everest. Ask students tocompare walking up a very steephill to walking on flat ground. Tellthem that Mount Everest is thehighest mountain on Earth.Explain that the top of it is aboutas high as airplanes fly.

Develop Concepts and Vocabulary

Small Group ReadingGet Ready to ReadPreview the Book Read aloud thetitle, the author’s name, and theThink and Discuss question on theback cover: What is special aboutMount Everest?Page through the book and do thefollowing:• Point out the map in the

Introduction.• Explain that the photos and

captions provide extrainformation.

• Ask students to predict what theywill learn.

Predict Vocabulary Encouragestudents to use photos to predictvocabulary: Which words do youexpect to see in this book?

Display a page and cover thewords: Which words do you expect tosee on this page?

List the words students mention.Add Key Concept Words in thebook that students do not mention.

Text Feature: Map

Introduce Display the map on page 3. This is a map of the world. Itshows where Mount Everest is located.

Model I see where I live. I see how faraway Mount Everest is. I see bumps nearMount Everest. This feature must tell mewhere mountains are.

Practice Have students point toMount Everest on the map. Thenhave them point to other areaswith mountains.

Read Climbing Mount Everest


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Shared Writing

Review the journal entries youmodeled in Lesson 2. Invitestudents to help you write moreentries. Have volunteers suggestsome ideas from the expedition to

Mount Everest. Help them framesentences that include details aboutsmells and sights and sounds. Thenhave them suggest a way to includea map and its description.

Newcomers/Beginning Have students suggest words that describe howthe mountain looks or how they would feel while climbing it.

Developing Encourage students to suggest ways to mark features on a map.Have them finish sentences such as: “The camp is marked with (a star).”

Expanding/Bridging Have students describe a day exploring or climbing.


Customize the ReadingStudents reread and talk aboutClimbing Mount Everest using one ofthe following options:

• Look through the pages, finding allthe places where Base Camp ismentioned.


• Read independently or aloud witha partner.


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Use what you read or the Glossary to answer the questions below.

1. What are Sherpas?

2. Where is Base Camp located?

3. What is a crevasse?

4. Why do the climbers need oxygen tanks?

5. Would you like to try to climb Mount Everest?

Read the BookAs students read, invite them toshare what they notice. Use someof the suggestions below toencourage observations and talkabout the book.

Pages 3–7

Key Concept Words team, equipmentSupport Comprehension Askstudents to find Mount Everest onthe map. Ask if they know whatcontinent it is on. (Asia)

Pages 8–14

Key Concept Word surviveSupport Comprehension Havestudents think about getting into acold lake, pool, or ocean. Explainthat most people put a foot in andthen quickly take it out. Then theyput in both feet and then maybetheir whole body. Explain that theclimbers get used to breathing inthe mountain air in a similar way.Check Understanding What can you dowhen you realize that something you readdoesn’t make sense? (ask questions)

Pages 15–17Check Understanding Describe what is happening in the photo on page 17.(The team is resting.)

Pages 18–24

Practice the Comprehension Strategy

Encourage students to Visualizeto help them better understandpages 18–21.Can you picture a place that is verycold? What does it look like? What canyou do to stay warm?

Guide students to understand thattheir visualizations can help themmake a picture of how dangerousthe weather is.

Discuss the BookInvite students to use the WordBank to tell about the book. Whatnew information about theimportance of preparation andsupplies did this book provide?Remind students to add words totheir Vocabulary Logs.Use Learning Masters page 28.

Reread for FluencyHave students reread the entirebook independently to buildfluency. See Customize the Reading.


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• Apply the comprehension strategy:Visualizing

•Develop an understanding thatpreparation and supplies areimportant for a successful expedition

•Use the Glossary to comprehend text

•Compare expeditions

Photo: Antarctica

Realia: globe

Theme Builder

Race to the Pole

Learning Masters pages 29, 30

Take-Home Book Masters: Exploration

Audiolesson 11

Materials

OBJECTIVES

Lesson 4

Develop Oral LanguageModel the Key Concept Wordsexplorer and survive. Display thephoto of Antarctica. Tell studentsabout some of the dangerousconditions there. Have them suggestsupplies and equipment that wouldhelp explorers survive. Then model:Explorers use tents to help them survive.Explorers need food to help them survive.

Turn and Talk Have conversationpartners take turns creatingsentences that name itemsexplorers need in Antarctica.Encourage them to use thelanguage models for expressingneeds and wants.

Revisit Theme Response Display theTheme Response on the ThemeBuilder. This time ask a volunteerto be the leader. Tell students theycan respond with any of thealready used words to end thesecond question.

Build BackgroundDistribute copies of Race to the Pole.Display a globe. Show studentswhere the South Pole is located.Explain that it is the southernmostpoint on Earth and that thecontinent of Antarctica is at theSouth Pole.

Review Concepts and Vocabulary

Small Group ReadingGet Ready to ReadPreview the Book Read aloud thetitle, the author’s name, and theThink and Discuss question on theback cover: Which explorer wonthe race to the pole?Page through the book and do the following:• Talk about the inset photos.• Invite volunteers to read aloud

definitions in the Glossary.• Ask students to predict what they

will learn.Predict Vocabulary Encouragestudents to use photos to predictvocabulary: Which words do youexpect to see in this book?

Display a page and cover thewords: Which words do you expect tosee on this page?

List the words students mention.Add Key Concept Words in thebook that students do not mention.

Text Feature: Glossary

Introduce Have students look atpage 23. The Glossary has definitions ofwords from the book. We can turn to thispage while reading. Looking up a wordwill help us to better understand the text.

Model Point out the entry cargo.The definition explains what the wordcargo means. When I read this word onpage 14, I can turn to the Glossary tofind its meaning. Words in bold typehave entries in the Glossary.

Practice Students can look throughthe book to find more words inbold type. Have them find andread the corresponding entries inthe Glossary.


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Read Race to the Pole


17

Guided Writing

Distribute copies of the Take-HomeBook Masters. Read the title andpage through the book. Explain tostudents that they will writejournals from the point of view ofan explorer. Work with students to:• Talk about the photos and

add labels.• Create a map of an imaginary or

real place to explore.• Share writing ideas for each pair

of pages.

Record students’ writing ideas for the pages of their books onchart paper.Have partners talk together andeach complete a graphic organizerto plan what to write. Display theWord Bank and remind students tocheck their Vocabulary Logs asthey begin to write.Use Learning Masters page 30.


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Read the Glossary on page 23 of Race to the Pole. What words would you like to add to the Glossary? Write each word and its definition below.

My Glossary


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Graphic Organizer

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Use this graphic organizer to plan what you will write in your Take-Home Book on exploration.

page

page

page

page

page

Customize the ReadingStudents reread and talk about Raceto the Pole using one of the followingoptions:

• Look through the pages, describingeach photo.


• Read independently or aloud witha partner.

As students read, invite them toshare what they notice. Use someof the suggestions below toencourage observations and talkabout the book.

Pages 3–5

Key Concept Words discover, explorer,explore, survive, teamSupport Comprehension Point outthe two lines on the map on page 3. Explain that these show theroutes taken by the two explorers.Check Understanding Which colorrepresents Robert Scott’s route? (green)

Pages 6–11Check Understanding Compare thepreparations of the two expeditions.(Possible answer: Roald Amundsen’steam skied and trained dogs. RobertScott’s team had ponies and dogs andplaced food along the trail.)

Pages 12–17

Apply the Comprehension Strategy

Visualize and use the languageforms:In my mind, I can picture .

I know that .

The picture in my mind helps meunderstand .

Pages 18–24Support Comprehension Askstudents to explain if Amundsen’sexpedition was successful and why.(The expedition was successful becauseAmundsen’s team was better preparedand had better weather. The teamexplored a little-known place andsurvived its dangerous environment.)

Discuss the BookInvite students to use the WordBank to discuss the book and toshare what they learned.Encourage them to use theGlossary as well. Have studentsthink about a time they won a race.Ask them what it must have feltlike to be the first team to reachthe South Pole. Have students addwords to their Vocabulary Logs.Use Learning Masters page 29.

Reread for FluencyHave students reread the entirebook independently to buildfluency. See Customize the Reading.


18

•Use Key Concepts and Key ConceptWords in writing

•Demonstrate oral language proficiency

•Demonstrate comprehension of themeselections

•Read related titles to reinforce KeyConcepts and vocabulary

Take-Home Book Masters: Exploration

Learning Masters pages 22–23, 31–32

Materials

OBJECTIVES

Lesson 5 Assess and Extend

Guided Writing

Students continue writing theTake-Home Books they began inLesson 4. Review the group list of writing ideas. Display the Word Bank.Page through the theme books toreview the text features, includingmaps and the Glossary. Talk abouttext features that students will addto their Take-Home Books. Forexample, they will draw a map.Point out that good writers:• Plan their writing. Explain how

students’ completed graphicorganizers will guide theirwriting. Encourage them to plana map of an imaginary or realplace for page 8.

• Add rich details. Have studentssuggest words that help describewhat they “see” while exploring.

• Vary their sentences. Studentsmay include phrases that tellwhen, such as “early in themorning” or “later in the day.”

Have students complete About the Author last.As students write, circulate tocoach and support individuals. Askstudents if their words help thereader visualize the expedition.Have partners exchange books anddiscuss what they like in each other’sbook. For example, a partner maypoint out how easy it was to followthe expedition events. Partners canalso offer suggestions on a way toimprove the books. Each writerdecides what changes to make andadds any final touches.

Newcomers/Beginning Prompt contributions to writing by asking yes/noquestions about each heading. Then have students dictate what they wantto write to a bridging partner.

Developing Ask students questions to encourage the use of moreadjectives and adverbs.

Expanding/Bridging Have students add details and use sentences thatinclude words that tell when, such as first, second, now, then, later,and finally.



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Exploration

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Allow time for children toindependently reread the themeselections. Display the Word Bankfor children’s reference as they read.

As children reread, meet withindividuals. Use the Post-Test onpages 41–44 to evaluate children’sprogress and to update theirrecords.

Rereading and Assessments


19

Assessment ToolsSelf-AssessmentAllow children to reflect and assesstheir own learning by completingLearning Masters pages 22–23.

• What I Learned, page 22

• How I Learned, page 23

ReadingIn addition to the Pre-Test andPost-Test Assessments, thefollowing assessment tools,available online, can help youevaluate and record children’sprogress in reading.

• Retelling Guide and Scoring Rubric

• Fluency Scoring Guide

• Oral Reading Record

WritingUse the completed Take-HomeBooks available online and thefollowing tools to assess children’sdevelopment as writers.

• Writing Rubric

• Developmental Checklist

Content AssessmentHave students list supplies neededfor an expedition to an uninhabitedisland. Have them list the roles ofthe team members they wouldbring. For example, they will needsailors. Students may want to bringcooks that know the localvegetation. Have students presenttheir lists and ideas to the group.

Vocabulary and Oral LanguageUse the following resources,available online, in addition to theThink and Discuss scene on theTheme Builder, to assess orallanguage development.

• Content Vocabulary Checklist

• Oral Language DevelopmentalChecklist

Optional ReadingReading related titles allowsstudents to explore concepts andvocabulary at different levels. Italso allows them to use readingstrategies in different types oftexts. Encourage students tocompare the theme books to thebooks in the next column.

Optional TitlesThese related Windows on Literacytitles reinforce Key Concepts ofthe Exploration theme.

Nonfiction Titles

Crittercam Level 20

Welcome to Japan Level 21

Up the Amazon Level 23

Traveling Across Australia Level 23

Fiction Titles

The Cave Explorers Level 23

Into the Unknown Level 24

Home ConnectionThe Family Focus letters onLearning Masters pages 31–32summarize key concepts aboutexploration.

In the Share and Learn activity,family members discuss theimportance of working together asa team on an expedition.

Learning Masters/pages 22–23

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Think about reading the books in this theme. Draw an X next to the things you did as you read.

I made connections.

I thought about what would happen next.

I asked questions before I read.

I asked questions while I read.

I made pictures in my mind.

I picked out the most important ideas.

I figured things out without the author telling me.

Choose one thing from your list. Tell how it helped you understand the text.

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List the three most important things you learned in this theme. Tell why you listed each one.

1.

2.

3.

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Enfoque en la familia

Vocabulario

• descubrir(discover)

• equipo(equipment)

• equipo(team)

• expedición(expedition)

• explorador(explorer)

• explorar(explore)

• sobrevivir(survive)

Estimada familia,Su escolar ha estado leyendo los libros Exploration (Laexploración), Climbing Mount Everest (Escalando el MonteEverest) y Race to the Pole (La carrera al polo) en nuestraunidad de estudio sobre la exploración. Favor de usar estapágina para hablar juntos sobre lo que su escolar haaprendido acerca de este tema.

Su escolar ha escrito un libro para llevar a la casa. Pídale a suescolar que le lea el libro. También revise el Diario deVocabulario que ha creado para el tema. Use estas preguntaspara discutir el libro juntos.

•¿A dónde fue tu expedición?•Platícame sobre el viaje a este lugar.•¿Tenías las provisiones adecuadas?•¿Qué tipos de cosas descubriste?

Ideas ClaveSu escolar ha estado aprendiendo estas ideas importantes:

• Los exploradores descubren y proveeninformación sobre lugares poco conocidos.

•Los miembros de una expedición trabajanjuntos como equipo.

•La preparación y las provisiones son importantes para una expedición exitosa.

Compartir y aprenderAnime a su escolar a hablar sobre la importanciadel trabajo en equipo. Pídale a su escolar quedescriba algunos de los miembros de cadaexpedición sobre las cuales leyeron. Pídale a suescolar que use el Vocabulario.

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Family Focus

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Dear Family,Your child has been reading the books Exploration, ClimbingMount Everest, and Race to the Pole in our unit of study onexploration. Please use this page to talk together about whatyour child learned in this theme.

Your child has written a Take-Home Book. Invite your child toshare the book with you. Also, share your child’s VocabularyLog for the theme. Here are some sample questions to helpyou discuss the Take-Home Book together:

•Where did your expedition go?•Tell me about traveling to this place.•Did you have enough supplies?•What types of things did you discover?

Key ConceptsYour child has been learning these important ideas:

•Explorers discover and provide information aboutlittle-known places.

•Members of an expedition work together as a team.

•Preparation and supplies are important for asuccessful expedition.

Words to Know

• discover

• equipment

• expedition

• explore

• explorer

• survive

• team

Share and LearnEncourage conversation with your childabout how important teamwork is. Ask yourchild to describe some of the members of each expedition they read about.Encourage them to use the Words to Know.

Related Fiction Titles


Learning MastersFluent Plus: Exploration


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22 Exploration | Learning Masters

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What I Learned

List the three most important things you learned in this theme. Tell why you listed each one.

1.

2.

3.


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Learning Masters | Exploration 23

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How I Learned

Think about reading the books in this theme. Draw an X next to the things you did as you read.

I made connections.

I thought about what would happen next.

I asked questions before I read.

I asked questions while I read.

I made pictures in my mind.

I picked out the most important ideas.

I figured things out without the author telling me.

Choose one thing from your list. Tell how it helped you understand the text.


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Vocabulary LogW

ord

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Mea

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Dra

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Theme Response



Leader: What will you take?

All: We’ll take equipment.

Leader: Where are yougoing?


Leader: What will you do?

All: We’ll gather information.



Leader: What will you discover?

All: Join us and find out!


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Visualizing


In my mind, I can picture

I know that

The picture in my mind helps me understand


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List adjectives that describe snow.Write a sentence about exploring in snow.

List adjectives that describe volcanoes.Write a sentence about exploringvolcanoes.

List adjectives that describe space.Write a sentence about exploring in space.

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Exploration

1.

2.

3.

4.

1.

2.

3.

4.

1.

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Use what you read or the Glossary to answer the questions below.

1. What are Sherpas?

2. Where is Base Camp located?

3. What is a crevasse?

4. Why do the climbers need oxygen tanks?

5. Would you like to try to climb Mount Everest?


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Race to the Pole

Read the Glossary on page 23 of Race to the Pole. What words would you like to add to the Glossary? Write each word and its definition below.

My Glossary


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Graphic Organizer

Use this graphic organizer to plan what you will write in your Take-Home Book on exploration.

page

page

page

page

page



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Family Focus

Dear Family,Your child has been reading the books Exploration, ClimbingMount Everest, and Race to the Pole in our unit of study onexploration. Please use this page to talk together about whatyour child learned in this theme.

Your child has written a Take-Home Book. Invite your child toshare the book with you. Also, share your child’s VocabularyLog for the theme. Here are some sample questions to helpyou discuss the Take-Home Book together:

• Where did your expedition go?• Tell me about traveling to this place.• Did you have enough supplies?• What types of things did you discover?

Key ConceptsYour child has been learning these important ideas:

• Explorers discover and provide information aboutlittle-known places.

• Members of an expedition work together as a team.

• Preparation and supplies are important for asuccessful expedition.

Words to Know

• discover

• equipment

• expedition

• explore

• explorer

• survive

• team

Share and LearnEncourage conversation with your childabout how important teamwork is. Ask yourchild to describe some of the members of each expedition they read about.Encourage them to use the Words to Know.


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Enfoque en la familia

Vocabulario

• descubrir(discover)

• equipo(equipment)

• equipo(team)

• expedición(expedition)

• explorador(explorer)

• explorar(explore)

• sobrevivir(survive)

Estimada familia,Su escolar ha estado leyendo los libros Exploration (Laexploración), Climbing Mount Everest (Escalando el MonteEverest) y Race to the Pole (La carrera al polo) en nuestraunidad de estudio sobre la exploración. Favor de usar estapágina para hablar juntos sobre lo que su escolar haaprendido acerca de este tema.

Su escolar ha escrito un libro para llevar a la casa. Pídale a suescolar que le lea el libro. También revise el Diario deVocabulario que ha creado para el tema. Use estas preguntaspara discutir el libro juntos.

• ¿A dónde fue tu expedición?• Platícame sobre el viaje a este lugar.• ¿Tenías las provisiones adecuadas?• ¿Qué tipos de cosas descubriste?

Ideas ClaveSu escolar ha estado aprendiendo estas ideas importantes:

• Los exploradores descubren y proveeninformación sobre lugares poco conocidos.

• Los miembros de una expedición trabajanjuntos como equipo.

• La preparación y las provisiones son importantes para una expedición exitosa.

Compartir y aprenderAnime a su escolar a hablar sobre la importanciadel trabajo en equipo. Pídale a su escolar quedescriba algunos de los miembros de cadaexpedición sobre las cuales leyeron. Pídale a suescolar que use el Vocabulario.



AssessmentsFluent Plus: Exploration


34 Exploration | Assessments

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Administering the Tests

About the Pre-Test and Post-TestThe Pre-Test and Post-Test measure students’ performance in four skill domains:

• Concept Words• Key Concepts• Comprehension Strategies• Text Features

The Pre-Test gives information about each student’s baseline proficiency with the theme of study. Analyzing student results will help you select appropriateteaching strategies and target areas of need. The Post-Test, when comparedwith the Pre-Test data, captures students’ gains and serves as a useful tool indocumenting student progress.

Administering the Test Before distributing the test, be sure that students have their Concept andRelated Nonfiction books accessible These texts are often referred to inboth the Pre- and Post-Tests.

Distribute the test.

Look to make sure that each student is working on the correct page. Readall directions and test items out loud to students. Have students workindividually on sections and allow a reasonable amount of time for themto complete each item.

Collect all tests and score them using the Answer Key on page 35. 4

3

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Answer Key

Scoring the Pre-Test and Post-TestItems 1–12 and 15–18 are worth one point. Items 13–14 are worth 2 points. There are 20 points total.For free response answers that require students to draw or write, answers need to show an understandingof the key word or concept to receive the point. Do not penalize students for incorrect spelling or grammar.

Pre-Test

Post-TestConcept Words

(1–6)Key Concepts

(7–12)Comprehension Strategy

(13 & 14)Text Features

(15–18)1 point each 1 point each 2 points each 1 point each1. (c) 7. South Pole Points Description 15. (b)2. (e) 8. information 2 Response demonstrates a complete

understanding of the strategy.16. A deep crackin a glacier.

3. (b) 9. members 1 Response demonstrates a partialunderstanding of the strategy.

17. Antarcticalabeled correctly.

4. (a) 10. jobs 0 Response is totally incorrect or irrelevant.5. (e) 11. special Note: Do not score written response for

grammar, mechanics, or spelling.18. MountEverest labeledcorrectly. 6. (f) 12. expeditions

Concept Words (1–6)

Key Concepts (7–12)

Comprehension Strategy (13 & 14)

Text Features(15–18)

1 point each 1 point each 2 points each 1 point each1. (c) 7. travel Points Description 15. 102. (e) 8. explorers 2 Response demonstrates a complete

understanding of the strategy.16. Somethingthat is difficult to do.3. (b) 9. team 1 Response demonstrates a partial

understanding of the strategy.4. (a) 10. jobs 0 Response is totally incorrect or irrelevant. 17. (c)5. (d) 11. prepare Note: Do not score written response for

grammar, mechanics, or spelling.18. (b)

6. (f) 12. tools



Student Profile for Pre-Test and Post-Test

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Test & Date

ConceptWords

KeyConcepts

Compr.Strategy

TextFeatures

PointScore

PercentScore

Pre-Test

Date: ___ /6 /6 /4 /4 /20 %

Post-Test

Date: ___ /6 /6 /4 /4 /20 %



Class Profile

Teacher Name

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Post-TestDate:

PointScore

PercentScore

PointScore

PercentScore

/20 % /20 %



Pre-Test

Name ___________________________________________________ Date ____________________

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Draw a line from the word to what it means.

1. discover a. A group of people who worktogether.

2. equipment b. A journey or a trip to explore a new place.

3. expedition c. To find something or to learnsomething for the first time.

4. team d. To travel to little-known places todiscover something.

5. explore e. The tools needed for a certainpurpose.

6. survive f. To stay alive.

Concept Words



Pre-Test

Name ___________________________________________________ Date ____________________

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Complete these sentences. Choose one of the words in parenthesis.Circle the correct word. Follow the example.

Example: Explorers travel to many different (places, animals).

7. Explorers from all over the world (discover, travel) to Antarcticato learn more about this cold, distant place.

8. Some (explorers, equipment) face dangers to discover moreabout the world.

9. Most explorers are a part of a (shelter, team).

10. Members of a team have different (jobs, expeditions). Teammembers depend on each other.

11. Explorers must (prepare, eat) a lot for their expeditions.

12. There are many (places, tools) and supplies explorers need toprepare before going on their expedition.


13. In my mind, I can picture

14. The picture in mind helps me understand

Comprehension Strategy

Key Concepts



Pre-Test

Name ___________________________________________________ Date ____________________

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Look at the picture of the glossary page in Exploration.Answer the questions.

15. On what page is the word “expedition” mentioned?

Expedition is mentioned on page .

16. What is the definition for “challenge”? Write it on the line.

Look at the map. Circle the correct answer for each question.

17. This map shows.a. The continent of

Antarcticab. The South Polec. Both answers a. and

b. are correct

18. The 2 lines from the SouthPole to the coast are:a. Railroad tracks for

travelers to go visit the South Pole.

b. The routes Amundsen and Scott traveled.c. Rivers flowing from the South Pole.

Text Features



Post-Test

Name ___________________________________________________ Date ____________________

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Draw a line from the word to what it means.

1. discover a. A group of people who worktogether.

2. equipment b. A journey or a trip to explore a new place.

3. expedition c. To find something or to learnsomething for the first time.

4. team d. A person who travels to learnsomething new.

5. explorer e. The tools needed for a certainpurpose.

6. survive f. To stay alive.

Concept Words



Post-Test

Name ___________________________________________________ Date ____________________Name ___________________________________________________ Date ____________________

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Look at the words in the Word Bank.Choose the word that best completes thesentence. Write the word on the line.

7. The lies near the

center of the continent of Antarctica.

8. The goal of many expeditions is to gather .

9. When Antarctic explorers travel, they are usually linked together

with rope. The rope keeps team from getting lost or

falling into deep holes.

10. Team members depend on each other. Members of a team have

different .

11. Explorers must use tools to help them

find their way.

12. Maps, GPS and compasses are all tools used to help explorers

in their .

Key Concepts

Word Bank

special information

jobs members

South Pole expeditions



Post-Test

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Read pages 12 in Climbing Mount Everest. Complete the sentences.

13. In my mind, I can picture

14. The picture in mind helps me understand

15. What is a glossary page? Circle the correct answer.a. At the beginning of a book, this page shows you a list of topics

in the book and where you can find the information.b. At the end of the book, this page shows you important words

and their meaning.c. At the beginning of a book, this page shows you the name of

the book and has a picture in it.

16. Use your book Climbing Mount Everest to answer the question. What does “crevasse” mean? Write the definition on the line.

Text Features

Comprehension Strategy



Name ___________________________________________________ Date ____________________

17. & 18. This is a map of the world. Label Antarctica and Mount Everest.


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Exploration

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Contents

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Preparing 4

Gathering Supplies 6

Exploring 8

Discovering Information 10

Glossary 12

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Gathering Supplies

Exploring

This map shows the route my team and I took while exploring.

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Discovering Information

Glossary

discover to find something or to findsomething out

equipment the things needed for a particular purpose

explore to travel to little-known placesto discover something

team a group of people who work together


Fluent PlusThemes


Teacher’s Guide Exploration - Pittsburgh Public Schools · Teacher’s Guide for Exploration ......

Documents

Transcript of Teacher’s Guide Exploration - Pittsburgh Public Schools · Teacher’s Guide for Exploration ......