Water Wonders of the World - Mondo Publishing€¦ · Key Idea: Text Selection Chapter One...

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KeY iDea This report describes what goes on beneath the surface of lakes and oceans. From tsunamis and giant squid to mermaids and the Loch Ness monster, the report covers facts and legends about the world’s bodies of water.

ri.5.1* Main Focus Key ideas & Details Sessions 1, 2, 3 Ask and answer questions to demonstrate understanding of a text, referring to the text as the basis for the answers, both explicit and implicit. *standard adapted from another grade level

ri.5.4 craft & structure Sessions 1, 3 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

ri.5.5* Main Focus craft & structure Sessions 2, 3 Skim/scan to efficiently locate specific information relevant to the topic and capture findings in note form. *standard adapted from another grade level

ri.5.7 Main Focus integration of Knowledge & ideas Sessions 2, 3 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

ri.5.10 range of reading & Level of Text complexity By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

sL.5.1c comprehension & collaboration Sessions 1, 2, 3 Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

L.5.4b Vocabulary acquisition & use additional Instruction Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.

L.5.4c Vocabulary acquisition & use Sessions 1, 2, additional Instruction Consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

rF.5.3 Phonics & Word recognition additional Instruction know and apply grade-level phonics and word analysis skills in decoding words.

rF.5.4c Fluency Session 2 Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

W.5.2 Text Types & Purposes Writing Task Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.5.8* research to Build & Present Knowledge Sessions 1, 2, 3 recall information from experience or gather information from provided sources to answer a question.*standard adapted from another grade level

W.5.10 range of Writing Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Water Wonders of the World From killer Waves to Monsters of the Deep

Written by Janet Nuzum Myers

2 WATER WONDERS OF THE WORLD

Learning Focus ri.5.1*

Students ask and answer questions to demonstrate understanding of the text, referring to the text as the basis for explicit and implicit answers.

VocaBuLarY

ri.5.4 Remind students to use the glossary to look up scientific terms such as asthenosphere (p. 11). For domain-specific terms not in the glossary, such as epicenter (p. 13), have them use the dictionary as well as context clues in the text.

eLL suPPorT

ri.5.1* Discussing the Text Ask questions at students’ language proficiency levels and provide the following sentence frames for student responses: I found an answer to ___ question. The answer is ___. I found it on page ___.

corrective FeedbackHave students closely reread pages 6–7 to focus on asking questions about details they don’t completely understand. Encourage them to silently reread, stopping at key points to think and talk together about their understandings.

Session 1 Text Selection: pp. 6–15

Key Idea: Text Selection Chapter One describes historic tsunami damage, such as in Southeast Asia in 2004 and Hilo, Hawaii, in 1946. In addition, it describes the Ring of Fire earthquake belt in the Pacific Ocean and discusses tsunami warning systems.

PREVIEWING THE TEXT 5 minutesRead the title and author credit with students. Have them look at the front-cover illustration, read the back cover, and skim the Contents page. Briefly call their attention to the map on pages 4–5, the glossary, and the index.

Let’s begin to look at this book. Check out the title on the front cover and read the back cover, too. What do you notice?

There’s are a bunch of different pictures on the cover having to do with water. And the back talks about different water things, too.

Now quickly look at the Contents page. It looks like this book contains information about many different topics having to do with water wonders. Who’d like to share a couple of them?

tsunamis, mermaids, Atlantis, great white sharks, the Loch Ness Monster

READING THE TEXT CLOSELY 10 minutesExplain the learning focus. Have students read pages 6–7. Check their application of the focus and provide support if needed. Then have them read to page 15.

We can ask questions while we read to deepen our understanding. We can answer our own questions by using details explicitly stated in the text as well as ideas that aren’t stated directly, or implicit ideas. Let’s begin discussing the text by asking questions. The beginning of page 6 asks us a question: “What are water wonders?” So let’s ask ourselves this question. Does anyone have an answer?

Water wonders are things about oceans or lakes that are really interesting.

Who has other questions they thought of while reading?

Why don’t people know more about oceans?

Does anyone have a possible answer?

The text says 70 percent of the planet is water. Maybe there’s too much to explore.

Who has another question?

Are the water wonders in this book real or imaginary?

Great question. Who’d like to answer that?

I think maybe some are real and some aren’t.

Let’s look for the answer as we keep reading.

If you are satisfied that students can apply the focus, set the reading assignment for the session. If not, ask them to reread pages 6–7 and answer one question using details in the text. Then instruct students to read the rest of the chapter.

Our work today as readers is to read closely with the purpose of understanding the different water wonders of the world. We’ll enhance our understanding by asking questions and finding answers that are either explicit or implicit.


Discussion TiP

As students pose and respond to specific questions, make sure they make comments that contribute to the discussion and that add to the remarks others make.

sL.5.1c Discussioncollaborative

L.5.4c VocaBuLarYreference Materials

coMPreHension sHare

If you are not clear about a piece of information in the text, make a self-stick note so that you can ask questions about the detail.

DISCUSSING THE TEXT 10 minutesInvite students to discuss questions they had and look for answers about important ideas in the text. Encourage students to ask each other questions during the discussion as well.

Not only can we ask ourselves questions while we read, but we can ask each other questions during our discussion. When someone speaks in the discussion, you can respectfully ask a follow-up question. Let’s start by talking about pages 8 and 9. Did anyone have a question while reading these pages?

Why didn’t people know the warning signs and get away faster?

Let’s look for details that help us answer this. . . . Who found an answer?

I read that no one could see the waves building up. The text says a ship passed by, but no one on it noticed anything different than usual.

Does someone else have something to add?

The text says the water rushed ashore. This made me think things happened too quickly by the time the warning signs showed up on the beach.

Focus on the word asthenosphere on page 11.

To really understand this text, we need to make sure we understand the scientific terms. Which term was the hardest in this chapter for you?

asthenosphere

Does the text give us a good clue?

Not really, but it tells how to pronounce it.

The author must expect us to find the meaning somewhere else. Where would that be?

the glossary

Will someone please read the definition aloud?

part of the earth’s interior that is made up of molten rock

Confirm students’ good use of the focus and encourage them to keep it in mind whenever they read for information.

You did a great job of asking and answering questions about these pages. Keep doing that for the rest of this chapter and the following chapters. To find more information about what we read, I want you to do an online search on tsunamis. Look for answers to the question, “What safety procedures exist to reduce the damage from tsunamis?” We’ll talk about this next time.to reduce the damage from tsunamis?” We’ll talk about this next time.to reduce the damage from tsunamis?” We’ll talk about this next time.

ERESOURCEERESOURCE Formative assessment: comprehension Using the Quick Start Planner, note this session’s learning focus. Observe each student’s articulation and use of text evidence to evaluate individuals’ effective use of the learning focus.

TEACHER’SCHOICE COMPREHENSION: ASK AND ANSWER QUESTIONS COMPREHENSION: ASK AND ANSWER QUESTIONS COMPREHENSION: ASK AND ANSWER QUESTIONSERESOURCEERESOURCE Formative assessment Have students use the blackline master on page 10 to ask and answer questions about key details in the text. Review students’ responses as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE ERESOURCEERESOURCE Formative/summative assessment Have students use the blackline master on page 11 as they read. Students will collect details from the text to answer the question: Which fact or event in Water Wonders of the World is most mysterious? Why? Use text evidence to support your answer. Review students’ collected evidence as you evaluate their mastery of the learning focus.

ri.5.1* coMPreHensionask & answer Questions

W.5.8*, ri.5.1* WriTinggather information


Learning Focuses ri.5.1*, ri.5.5*, ri.5.7

Students return to the text to read closely and to ask and answer questions to demonstrate understanding of the text. They skim/scan to efficiently locate specific information relevant to the topic and capture findings in note form. They also draw on information from multiple print and digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

TeacHer TiP

Model using a text or visual feature, such as a heading, a caption, a map, a parenthetical pronunciation, or the glossary, to determine the meaning and pronunciation of a word or scientific term. Share your thinking as you analyze the additional details the feature provides and connect it to the meaning or pronunciation of the term.

coMPreHension sHare

If you are looking for more information about a topic, scan keywords, section headings, captions, and electronic links to find it.


RETURNING TO THE TEXT 5 minutesAsk students to reflect on their reading in Session 1. Guide them to recall how they applied the learning focus to their reading.

Who can remind us what we read about last time and what we talked about?

We read about tsunamis and water wonders. We talked about our questions, and we answered them with details from the book and ideas we figured out from the book.

READING THE TEXT CLOSELY 10 minutesExplain the learning focuses. Invite students to read the section “What Is a Tsunami?” on pages 9–11. Check in to see how well they have understood the focuses. If you are satisfied that students can apply them, set the reading assignment for the session. If not, provide corrective feedback as suggested on page 2 of this lesson plan.

Today we’re going to expand our understanding of the text. We’re going to ask questions. Then we’re going to skim and scan the text in order to quickly find details that answer our questions. We’ll also use the information we find in digital sources to elaborate on the information in Water Wonders of the World.

Now let’s skim the “What Is a Tsunami?” section silently, specifically looking for the answer to a question: “Why didn’t the people on the ship notice the earthquake?” Write the question in your notes. Now skim the text for the answer and write it next to the question in your notes. Who will share their answer?

The earthquake was deep at the bottom of the sea. The effects weren’t noticed until the waves spread closer to the land.

Now, let’s scan the section for evidence supporting the answer.

“While this is happening far below, the surface waves of the open sea might rise only a few feet, and are easily overlooked.”

Let’s say you were looking for the answer online. How would you conduct your search, and how would you skim to find results?

I’d use specific search terms such as “undersea earthquake effects.” I’d go down the list of search results and skim the titles of websites, the descriptions of them, and who created them, such as a science museum or university. I’d pick the one that looked the most informative.

When you find answers to your questions or information you want to remember, write the information in your notes so you can share it in discuss later.

Formative assessment: Fluency Listen to each student read a portion of the text. Observe students’ fluency. If students need additional practice with fluency, provide the necessary support at the end of the session. Ask students to note words or phrases they find challenging for discussion after reading.



DISCUSSING THE TEXT 10 minutesFacilitate a discussion in which students ask questions about tsunamis and then skim pages 6–15 to locate answers. Encourage students to ask each other questions to develop their understanding of the material.

Let’s continue to discuss this chapter. As we do, share any questions you had while reading. Then we’ll look for answers together by going back to the text and skimming for information. Remember, during this discussion, be sure to ask your classmates questions in order to deepen the discussion and elaborate on the answers. Who has a question based on “The Ring of Fire” section on pages 11–14?

Does the Ring of Fire include the United States?

Who can skim or scan to find an answer? Tell us what evidence you find.

In the first sentence of the second paragraph on page 12, it says that Hawaii is near the center of the Ring of Fire. So since Hawaii is part of the United States, the answer is yes.

Who would like to add to our discussion by posing a related question?

How do scientists know where the Ring of Fire is?

Who can suggest an answer? You don’t have to be sure it’s right yet.

Maybe scientists keep track of where earthquakes occur, and they see that the places form a ring on the globe.

Encourage students to identify a question that they could best answer by conducting further research. Discuss appropriate ways of researching online.

Let’s say you wanted to find more detailed information answering the question “How do scientists know where the Ring of Fire is?” One way we can do this is by conducting further research. We can search online using reliable websites. Who could tell us how to do this?

I would probably search for Ring of Fire in a search engine and scan the results for websites that explain how it was discovered.

How might the results for those search terms be unrelated to the topic?

There might be other meanings for Ring of Fire.

It might be the title of a song, for example. So how would you change your search terms to get the right results?

You could search for Ring of Fire earthquakes.

I think that would be helpful. Continuing on this track, who would like to share your results from your online search? What was your search method?

I searched for “tsunami safety.” I searched for “tsunami warning.” The keywords brought up a lot of results, so it took some time to select the websites that had the most relevant information.

Focus on the word assessment in the DART section heading on page 14.

Let’s look closely at some more vocabulary. On page 14, we first encounter the term DART which stands for “deep-ocean assessment of tsunamis.” So now we know what the acronym—the abbreviation made from letters in the words—stands for. But we might not understand every word in the full-length term. For instance, the word assessment is one teachers see very often and students see sometimes. Who has an idea of what it means?

It means testing, or seeing how much someone knows.

Tsunamis aren’t students. So what would an assessment of them mean?

Maybe seeing how powerful and dangerous they are.

Where could you check that guess?

in the glossary



Please check it, everyone. Does anyone see DART there?

No.

So what other reference source could you use?

the dictionary

Right. And what does the dictionary tell you assessment means?

“an estimate of value”

So now you know why a test is called an assessment!

Have students continue discussing the chapter on their own. Remind them to elaborate on each other’s questions and answers with new ones.

Have a discussion of tsunamis based on this chapter and your online searches. Please remember to elaborate on each other’s contributions. As you talk, you can refer back to the text for information by skimming and scanning, or check your notes for answers to questions you’ve already asked.

Finally, I have a new online research question for you. What geographical information can you find about the Bermuda Triangle and the Sargasso Sea? We’ll discuss your results in the next session.We’ll discuss your results in the next session.We’ll discuss your results in the next session.

ERESOURCEERESOURCE Formative assessment: comprehension Using the Quick Start Planner, note this session’s learning focuses. Observe each student’s articulation and use of text evidence to evaluate individuals’ effective use of the learning focuses.

TEACHER’SCHOICE FLUENCY FOLLOW-UPFluency Practice Use Echo Reading to help students confirm or self-correct the accuracy and expression of their reading, such as by paying more attention to punctuation and other cues. Follow this procedure: 1) Model reading one sentence of text. 2) Student imitates reading and self-monitors for accuracy and expression, repeating the reading as necessary. 3) Add sentences as student makes progress.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE ERESOURCEERESOURCE Formative/summative assessment Have students continue to use the blackline master on page 11 for collecting evidence as they read. Students will continue to collect details from the text to answer the question: Which fact or event in Water Wonders of the World is most mysterious? Why? Use text evidence to support your answer. Review students’ collected evidence as you evaluate their mastery of the learning focus.

rF.5.4cFLuencY

self-correct

W.5.8*, ri.5.1*WriTing

gather information

eLL suPPorT

L.5.4 Vocabulary Support multiple-meaning words such as near, lie, crush, and missing in context using the ELL vocabulary strategies in Getting Started.



Learning Focusesri.5.1*, ri.5.5*, ri.5.7

Students return to the text to read closely and to ask and answer questions to demonstrate understanding of the text. They skim/scan to efficiently locate specific information relevant to the topic and capture findings in note form. They also draw on information from multiple print and digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Key Idea: Text Selection The mystery and history of the Bermuda Triangle is the focus of Chapter Two. Chapter Three describes the Sargasso Sea.

RETURNING TO THE TEXT 5 minutesAsk students to review what they read about in Chapter One. Explain that students will continue to read about water wonders. They will also continue asking and answering questions by skimming for details and ideas in the text and drawing on information from additional research.

We learned a lot about tsunamis. Now we’re going to learn about other water wonders. As we read, we will continue to ask and answer questions. We’ll skim and scan to help us find the answers and write them in our notes, and we’ll check online sources to add to the information the text gives.

READING THE TEXT CLOSELY 10 minutesState the learning focuses and invite students to read pages 16–17. Check to see how they are doing with application of the focuses. If student mastery of focuses is sufficient, consider having them read pages 18–31 independently. Then reconvene for discussion.

As we read, let’s remind ourselves how we use the learning focuses to add to our understanding. How have you used these focuses to help you understand water wonders? Who can share a specific example?

I asked the question, “Is the Bermuda Triangle in the Sargasso Sea?” I skimmed pages 16 and 17, and I learned that it is not.

DISCUSSING THE TEXT 10 minutesFacilitate a discussion that links the three learning focuses. Remind students to add to each other’s contributions with questions and answers that elaborate on previous points.

As we discuss, add information from your online searches as well as from the chapters we read. Try to deepen the discussion by asking respectful questions about comments made by others. Does someone have a question about a detail from pages 16 and 17 that he or she doesn’t fully understand?

Did Columbus’s crew really see an orange fireball, and what was it?

First, let’s skim the text. Does the text give an explicit answer? How can you find out quickly whether it does or not?

It doesn’t. I scanned for words like Columbus or orange fireball.

Great use of scanning. Tell us how you could find an accurate answer in an online source. What search terms would you use?

I’d use the same words, just search for Columbus and orange fireball.

There’s a chance that might get you a lot of irrelevant information about Columbus or the color orange. So how would you change your search to get more relevant information?

I’d search for “Columbus orange fireball Bermuda Triangle” or “Columbus Bermuda Triangle.”

One of the biggest keys to an efficient search online is to find search terms that aren’t either too broad or too narrow.


VocaBuLarY

ri.5.4 As you read domain-specific terms in the text, such as Cyclops (p. 18) and sargassum (p. 27), pause to have students say them aloud using the parenthetical pronunciation notes. Then check the terms in the glossary when applicable.

TeacHer TiP

Allow students to explore vocabulary terms outside of the term-definition format. This is best done by working the vocabulary word into a question, such as, “If you were watching a movie about a tsunami approaching a beach, what would you see?”


Encourage students to finish reading the book independently. Remind them to use the same strategies and techniques as they complete it.

You’ll finish reading the book on your own. I think you’ll enjoy it, because it’s got a lot of information about really fascinating topics. Remember to use the three learning focuses. Share interesting information you’ve found with your classmates and have them ask you questions about what you read.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCEERESOURCEERESOURCE Formative/summative assessment Have students continue to use the blackline master on page 11 as they finish reading. Then ask them to write a response on a separate sheet of paper that answers the question: Which fact or event in Water Wonders of the World is most mysterious? Why? Use text evidence to support your answer. Have students use the text evidence they collected to support their writing.

TEACHER’SCHOICE CLOSE READING OPTIONSERESOURCEERESOURCE summative assessment Print the online blackline master for independent close reading. Ask students to read the selection indicated on the page independently and respond to the prompts (summarize author’s message, identify critical vocabulary, respond to constructed response questions) before returning for a small-group discussion. Alternatively, you can use the completed blackline master for summative assessment.

W.5.8*, ri.5.1*WriTing

respond to Question

ERESOURCEERESOURCE summative assessment Review with students that a newspaper article contains factual information about an event soon after it occurs. Tell them that a newspaper article begins with a lead (sometimes spelled lede)—a first paragraph that introduces the topic or event—and includes paragraphs that provide the most important facts about the event, answering several or all of the following questions: Who, What, When, Where, Why, and How?

Students will work independently to write their articles. Guide them to use the planning organizer on page 12 as they organize information. Consider having students publish their articles by assembling them into a newspaper mock-up.

Choose one of the water wonders that you’ve read about and write a newspaper article about it. The article should be about a specific event; it shouldn’t just be general information like an encyclopedia entry.

TEACHER’SCHOICE Writing Task: Informative

W.5.2 WriTing

informative

TeacHer TiP

Ask students: “What strategies did you use in your reading today that you will use when you encounter a similar text?”


WORD STUDYLatin roots and affixes Focus on the word destruction on page 9.

Many English words have Latin roots. One example is destruction. The Latin root is struct, which means “build.” Let’s use this root, and the prefix and suffix, to figure out the meaning of the word. Who can tell me the meanings of the prefix and suffix?

De- means “to undo,” and -tion means “the act of.”

Great, so what does destruction mean?

It means “the act of undoing” or “destroying.”

Some other words in this book have Latin roots and affixes, too, such as transmit on page 14 and aquatic on page 30. Let’s break those down as well.

VOCABULARYreference Materials Focus on the word casualties on page 9.

Not all the difficult words in this book are science-related. The ones that aren’t won’t be in the glossary. What other sources could you use to find out their meanings?

a print or online dictionary

Let’s try that with the word casualties on page 9. Casualties is the plural of casualty, so which word do you think you’d find in the dictionary?

casualty

Right. Could you all please look up casualty, and someone tell us what it means?

It means “someone who’s hurt or killed in an accident.”

Like in a tsunami, for example.

WORD RECOGNITIONWord analysis Focus on the word vicinity on page 16.

Let’s look at an unfamiliar word to decode and understand: vicinity. Did anyone have any problems trying to pronounce it as you read? If so, what problem did you encounter?

I didn’t know whether the c was pronounced like s or k, and whether the i’s were long or short.

We can look at the letter pattern to tell whether the i’s were long or short. What pattern do you see for both i’s?

Consonant-vowel-consonant, so the vowel is short.

And what would you guess about the c?

I’d guess it was pronounced like s, because it follows i.

That’s right! Let’s say the word together: vicinity.

TEACHER’SCHOICE Additional Instruction

L.5.4b VocaBuLarYLatin roots & affixes


rF.5.3 PHonics & WorD recogniTionWord analysis

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Comprehension: Ask and Answer QuestionsUse the chart below to ask and answer questions you have about Water Wonders of the World. Then write the text evidence that helped you answer the question.

My question is... The answer is... I know because...

Score:

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Collecting Text EvidenceWhich fact or event in Water Wonders of the World is most mysterious? Why?

Use this chart to collect text evidence from Water Wonders of the World that will help you answer the question. Be sure to include page references. You may need more than one copy of the chart.

Text Evidence Page Number

Score:

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Writing Task: Your First DraftWrite a newspaper article about an event related to one of the water wonders described in the book. It may be real or imaginary, but it must include facts from the book.

REMEMBER: a well-written newspaper article includes:

• an introduction, or lead, that tells the event to be described

• many facts and details, such as answers to the questions: Who? What? Where? When? Why? and How?

• clear details, facts, and information

• a strong ending or conclusion that summarizes the event and most important information

Score:

Water Wonders of the World - Mondo Publishing€¦ · Key Idea: Text Selection Chapter One...

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