Skills & Strategies anchor comprehension Strategies

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

Theme: Matter• Solids• Measuring Matter• Liquids and Gases

Science

Skills & Strategies

Solids

Teacher’S Guide

anchor comprehension Strategies

• Make Predictions• Identify Sequence of Events

Comprehension • Makeconnections

• Summarizeinformation

• Usegraphicfeaturestolocateinformation

Word Study/Vocabulary • Usecontextcluestodetermineword

meaning

Science Big Idea • Allobjectsandsubstancesintheworld

aremadeofmatter.Matterhastwofundamentalproperties:mattertakesupspaceandmatterhasmass.

Level N/30

Synthesize Information • Administer Ongoing Comprehension Assessment

• Summarize Information

D a y

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A c t i v i t i e s

Using Navigators Chapter Books

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

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

Independent ReadingEncourage students to select titles at their independent reading levels. After reading, instruct students to respond to the text in reader response journals or notebooks.

Core Lesson Planning Guide

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

ISBN: 978-1-4108-5213-72

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

• Comprehension Strategy: Identify Sequence of Events

• Use Context Clues to Determine Word Meaning: Synonyms Using , or

Page 3: Prepare to Read• Build Content Background

• Introduce the Book

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


• Use Context Clues to Determine Word Meaning: Direct Definitions

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


• Use Graphic Features to Interpret Information: Photographs

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

Build Content Background • Write the word matter on the board. Explain that

everything on Earth is made of matter. Ask students to name some things that are matter. Prompt them with an idea of your own.

Say: When I think about matter, I think about solid objects such as the books, desks, and chairs in our classroom.

• Encourage students to share their ideas. Write these on chart paper as students mention them. Point out that some things, such as air and water, belong to different categories of matter.

• Before students begin reading, preview some key words that are not found in the glossary of Solids. Make sure that students can use each word in a sentence. If they have difficulty, use a dictionary to define the word.

object definite space original

experiment steam oxygen measure

• Tell students that some of the difficult words in the book are defined in the glossary.

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

and skim through the book.

Ask: What will this book be about? How do you know? What pictures might help you determine what the book will be about?

• Explain that Solids is about matter that has a definite shape and keeps its shape when you hold it or move it.

• To introduce content vocabulary and text and graphic features found in this book, use the inside front cover of the book.

Informal Assessment Tips

1. Assess students’ ability to preview a book’s contents by answering questions about it.

2. Document informal observations in a folder or notebook.

3. Keep the folder or notebook at the small-group reading table for handy reference.

© 2011 Benchmark Education Company, LLC Solids 3

Meeting Individual Needs

For students who struggle with previewing a book by answering questions about it, ask additional questions such as these: How many chapters are in the book? What features besides text are in the book? Model finding the answers.

Put a glass of water on a table. Ask students to name objects they see that are solid (table, glass). Ask them to describe the traits of things that are solid. (They take up space; you can see and touch them.) Then repeat the process, asking students to name things that are liquid and to describe their traits.

Write the word matter on the board. Explain that it has more than one meaning. Invite a volunteer to use it in a sentence. For example, “What is the matter?” Explain that in this book, the word matter means "anything that has mass and takes up space."

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

Prepare to Readnglish anguage earnersE L L

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- trees- milk- cars- dirt

Before ReadingMonitor-Reading Strategy: Make Connections

• Say: Good readers make connections as they read. They may make text-to-self connections. These are connections readers make between what they are reading and their own lives. These connections can help readers better understand what they are reading.

• Use a real-life example of making connections. Say: I recently read a book about the planets. It told about their

features and their distances from Earth. That reminded me of looking at Venus in the sky through a telescope. I could make a connection between the information in the book and what I already knew from personal experience. That will help me remember what I read.

Say: Yesterday we previewed the book Solids. Today we will make text-to-self connections as we learn about properties of matter.

• Read pages 2–3 aloud while students follow along. Say: I already know something about different kinds of matter. I

know that a cup is a solid object because I can touch it and see it, and it does not change shape. I know that water is a different kind of matter. I can touch it and feel it, but it changes shape depending on its container. I’ll write this information on a self-stick note and place it on the page where I made the connection.

During Reading Set a Purpose for Reading

• Ask students to read pages 4–9 silently. Instruct them to write any connections they make between the text and their own experiences on self-stick notes and place them in their books. Explain that they will share their text-to-self connections after reading the chapter.

4 Solids © 2011 Benchmark Education Company, LLC

ABOUT THE STRATEGY Make Connections

What? Good readers make connections when they link what they are reading to something they already know. Readers make three types of connections. 1. Text-to-self: a personal connection

with the text2. Text-to-text: a connection between the

text being read and a previously read text

3. Text-to-world: a connection between the text and something in the world at large

Why? Making connections gets readers more involved with the text and helps them understand and remember what they read.

When? Good readers make connections before reading to set a purpose. They make connections during reading to monitor and clarify their understanding. They refer back to connections after reading to reflect on what they have read and to deepen and extend their understanding.

How? Good readers pause and wonder about the text. They ask themselves questions that help make the three types of connections, including

1. Text-to-self: This reminds me of something I already know about. That is . . .

2. Text-to-text: This book has similar information to that in . . .

3. Text-to-world: What’s going on in this book is like what’s happening in the world right now in . . .

Readers note these connections in a journal or on self-stick notes.

Model Strategies: Introduction–Chapter 1

After Reading Discuss the Reading

• Ask students to share the text-to-self connections they made with the information in the text. Point out that because these are connections to personal experiences, students are writing about themselves, and their notes should contain the words I, me, and my.

• Discuss with students how making connections with their own lives—their knowledge and their experiences—helps them better understand the text.

• Ask: What did you already know about the different kinds of matter and their properties? What information did the text add to what you know?

• Tell students to turn to page 9 and locate the checkpoint. Explain that reading more about a topic will help them better understand what they have already read about the topic. Assign pairs of students to complete the activity.

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

Comprehension Strategy: Identify Sequence of Events

• Explain that good readers recognize the steps in a process, whether the steps are in a numbered list or in sentences with sequence words such as first, next, and last. Good readers understand that the steps must be in a certain order and that the steps must be followed in that order.

• Say: When I read instructions, directions, or any text that tells about a process, I pay attention to the sequence of events. I do each step the way the author wants me to do it. I do the steps in the order the author tells me. If I do the steps incorrectly or out of order, I know the end result may not come out the way I want.

• Distribute the graphic organizer “Identify Sequence of Events” (blackline master, page 14). You may want to make a chart-size copy of the graphic organizer or use a transparency.

• Explain that as students read, they will complete the first two boxes together. They will complete the last box in pairs or independently.


1. Watch students as they write connections on self-stick notes or in their journals.

2. In a folder or notebook, jot down what you see each student doing.

3. Students should be making connections with their own lives as they read. Document students who are and are not using this monitor- reading strategy.



For students who struggle with this activity, model the strategy again and remind them that making connections between the text and their own experiences will help them better understand what they are reading.

Rapid readers can expand on their notes and write in more detail in their journals about their connections to the text.

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Introduction–Chapter 1 (continued)


Comprehension Strategy: Identify Sequence of Events (continued)

• Ask students to turn to the Hands-on Experiment on page 6.

Say: This experiment has three sections: What you need, What you do, and What happens? The What you do section gives the steps in the experiment in a numbered list. I can write these steps in paragraph form. Instead of numbers, I’ll use signal words such as first, next, then, and last to show the order of the steps.

Instruct students to follow along as you read step 1 aloud.

Say: The first step is to fill the glass with water. I’ll begin my paragraph with this sentence: “First, fill the glass with water.” I use the signal word first so that readers will know that this is the first thing they should do.

Write the first sentence. Use the graphic organizer on this page to continue your think-aloud as you write sentences with the signal words next, then, and last for steps 2–4.

• Read aloud the completed paragraph.

Say: Both the numbered list and my paragraph give the steps in the experiment in the correct order. To show the order, the list uses numbers and the paragraph uses signal words such as first, next, then, and last.

Use Context Clues to Determine Word Meaning: Synonyms Using , or

• Tell students that words or phrases that have the same or almost the same meaning are called synonyms. If you know the meaning of one synonym, you can figure out the meaning of the unfamiliar synonym. Ask students to find the word states on page 3.

Say: This boldfaced word is in the glossary, but it is also defined right in the text. Authors sometimes use , or to compare two words or phrases with similar meanings. States are different forms. I know this because the author used , or. Because I know the meaning of the phrase different forms, I know the meaning of states.

Point out the word properties on page 3. Tell students that the author has included a synonym for the word.

Ask: What is the synonym for properties? (characteristics) How did you identify the synonym? (It is the word that follows , or.)

• Tell students that they will look for additional synonyms to help them figure out the meanings of unfamiliar words as they continue to read Solids.

Reader Response

Suppose you were looking at a solid, a liquid, and a gas under a microscope. How would you be able to tell which was which? Write a response in your journal and share your thoughts with a group member.

Chapter 1: Volume Experiment

First fill the measuring cup with water. Next pick up the measuring cup and feel its weight. Then put the rocks in the measuring cup and check the water line. Last pick up the measuring cup and feel its weight again.


• Instruct students to look at their self-stick notes or in their journals to review the text-to-self connections they made yesterday. Ask them how making these connections helped them understand the text. Discuss their responses.

• Say: Today we are going to make connections between the properties of solids and our own experiences with these properties.

• Read pages 12–13 aloud while students follow along.

Say: As I read about the differences between different solids, I can connect that information to what I know. For example, I can compare the paperweight on my desk to an apple. Both are round and hard. But the paperweight is much heavier than an apple, and I can’t eat the paperweight!

Ask students to tell about any connections they can make between the information in Chapter 2 and what they know about the properties of solids.

During Reading Set a Purpose for Reading • Instruct students to finish reading Chapter 2. Remind them to

jot down connections they make on self-stick notes and place them in the appropriate places in their book. For example, students may connect the property of texture with what they know about the smooth texture of an apple versus the bumpy texture of an orange.

After Reading Discuss the Reading • Invite students to share their text-to-self connections and talk

about how the connections helped them better understand the text.

• Ask: What have you learned about the properties of solids?

• For text-dependent comprehension practice, ask the questions for Chapter 2 found on the Comprehension Through Deductive Reasoning Card for this chapter book.


Monitor ELL students as they read Chapter 2 to see whether they are jotting down connections. If they are not, it may be because they do not understand the strategy. Model it again, using information from Chapter 2. If students are writing connections, make sure they can explain how the connections link to the text.


For students who struggle with the strategy, model it again. Then ask them to make one connection between the text in Chapter 2 and something they have seen or experienced before. Review how the two things are connected.

Rapid readers can review their connections and put them into groups. For example, they might group them according to whether the connections tell about things they have seen or things they have experienced.

Guide Strategies: Chapter 2

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Chapter 2 (continued)

Reader Response

Think of a solid object in your room at home. Write down five properties of the object that would help someone identify it. Write a response in your journal and share your thoughts with a group member.


Comprehension Strategy: Identify Sequence of Events• Review the “Identify Sequence of Events” graphic organizer, and

remind students that the steps in a process are written in a certain order that must be followed. To show the sequence, the steps are written in a numbered list or in a paragraph with signal words such as first, next, then, and finally.

• Tell students to look at the Hands-on Experiment on pages 14–15.

Ask: What is the first step? (Fill one-eight of the container with uncooked rice.) What signal word can we use in our sentence to tell readers that this is the first step? (First) Write the first sentence on the graphic organizer.

• Use the completed graphic organizer on this page to help students write sentences for steps 2–4. Remind them to use signal words in the steps. Provide support for students who are struggling with this strategy.

Use Context Clues to Determine Word Meaning: Direct Definitions• Read aloud the sentence containing the word observe on

page 13. Explain that the author gives a direct definition to help the reader understand the meaning of the word.

Say: In Chapter 1 we looked at words that the author defined by writing synonyms for them after , or. The sentence with the word observe also contains , or. But instead of giving a synonym for observe, the sentence gives a definition of it. By looking at the words that follow , or, I know that observe means “to look carefully.”

• Call students’ attention to the word record on page 13. Say: The sentence with the word record also contains , or. The

words that follow , or give a definition of record. The words tell me that record means to “write down.”

• Tell students that they will continue to use context clues to determine the meanings of unknown words as they read Solids. Learning the definitions of these words will help them understand the new information in the book.

• For additional practice, instruct students to complete the blackline master on page 16.

Chapter 2: Properties of Solids

First fill one-eighth of the container with uncooked rice. Next put the ball on the rice. Then put on the container and turn the container over. Finally shake the container side to side until the ball pops up.

1. physical properties the way matter looks, feels, smells, sounds, and tastes

2. texture the feel of something

3. brittle breakable

4. mass the amount of matter in an object

5. density the amount of an object’s mass compared to its volume

6. chemical properties the way matter acts during a chemical


Apply Strategies: Chapter 3–Conclusion


• Instruct students to look at their self-stick notes or in their journals to review the text-to-self connections they made yesterday. Discuss how these connections helped them understand the text.

• Say: Today we will make connections between information about how solids change and what we have read about solids changing in other books or magazine articles. These kinds of connections are called text-to-text connections.

• Read pages 20–21 aloud while students follow along.

Say: As I read about how heat changes a solid into a liquid or a gas, I can connect that information to something I have read. When I read a recipe for ice pops, the directions tell me to put a liquid, such as lemonade, into a freezer. Then the recipe says to freeze the liquid. It says the liquid will turn into a solid, an ice pop.

• Ask students to tell about any connections they can make between the information in Chapter 3 and what they have read about how solids can change.

During ReadingSet a Purpose for Reading • Instruct students to finish reading Chapter 3. Remind them to

jot down text-to-text connections they make on self-stick notes and place them in the appropriate places in their book. For example, students may connect descriptions they have read of folded-paper designs with the discussion of how solids can change shapes.

After ReadingDiscuss the Reading • Invite students to share their text-to-text connections and talk

about how the connections helped them better understand the text.

• Ask: What have you learned about how solids can change?

• Tell students to turn to page 21 and locate the checkpoint. Explain that talking about what we read is one way to make sense of the information. Instruct students to discuss the prompt with a partner.

• For text-dependent comprehension practice, ask the questions for Chapter 3 found on the Comprehension Through Deductive Reasoning Card for this chapter book.

Teaching Tips

After discussing the reading, instruct students to remove self-stick notes from their books and place the notes in their journals on a page titled “Make Connections.” Use this page to review making connections throughout the school year.

Comprehension Strategy: Identify Sequence of Events

• Review the graphic organizer with students. Then tell them to turn to the Hands-on Experiment on pages 18–19. Explain that in pairs or independently they will identify the steps in the sequence and write them as sentences in a paragraph. Remind students to use signal words such as first, next, then, now, and finally to show the order of the steps. Tell them not to include all the text in each step, just the step itself.

• Ask students if they have any questions before they begin. Monitor their work and intervene if they are having difficulty. Discuss students’ responses together.

• For more practice in identifying steps in a sequence, instruct students to complete the blackline master “Identify Sequence of Events” on page 15.

Use Graphic Features to Interpret Information:

Photographs

• Ask students to look at the photographs on pages 18–19.

• Ask: Why do you think these four photographs are shown here? (Possible answer: They illustrate the steps of the experiment.)

• Ask: Look at the photograph next to step 3. Suppose you didn’t know what the author meant by “roll the clay into a snake.” How could the photograph help you? (Possible answer: It shows you what you are supposed to do in that step. You can see the shape of the clay and the girl’s action.)

• Explain to students that photographs are often used to support or add to information in the text. In instructions or directions, photographs help readers see what they are supposed to do.

Chapter 3–Conclusion (continued)



1. Watch students as they identify the steps in a sequence. Ask yourself: How have students progressed with this strategy? What problems are they still having?

2. Watch students as they complete the graphic organizer. Ask yourself: Who is still struggling with this strategy? How can I help them?

3. Jot down your thoughts in your folder or notebook. For students who struggle with identifying sequence of events review the strategy.

Reader Response

Do you think doing experiments is a good way to learn about science? Why or why not? Give examples. Write a response in your journal and share your thoughts with a group member.

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First, fill a container to the top line with water. Next, put an object into the container. Then take the object out of the container. Now check the line for the water level. Finally, subtract the amount of water in the container now from the amount of water in the container at the beginning.

Chapter 3: Shapes of Solids

First, make a ball out of the clay. Next, flatten the ball. Then roll the clay into a snake and pull the ends. Now break the clay snake into a few parts. Finally, make a new shape with the clay.

Administer Ongoing Comprehension Assessment• Administer Ongoing Assessment #21 on pages 72–73 in the

Comprehension Strategy Assessment Handbook (Grade 3).

Summarize Information• Remind students that nonfiction material often contains many

facts to read and remember. Writing a summary is one way to remember key ideas from the text.

• Ask students to review the notes they made while reading. Tell them to organize their notes so they can use them to write a summary of one chapter. You may want to group students and assign each group one chapter to summarize.

Say: When we write a summary, we write the key ideas in our own words. You can use the notes you took while making connections during reading to write a summary of one chapter.

• Model the process of summarizing information by picking out the key ideas from Chapter 1 with students. Explain that this is the first step to writing a good summary.

Say: This chapter describes the properties of matter and explains how solids differ from liquids and gases. What are some key ideas you wrote down from this chapter as you made connections?

(Solids have a definite shape and liquids don’t; solids and liquids have volume and take up space; gases also take up space; all matter is made of elements such as gold; elements are made of atoms, which are the smallest pieces of matter; atoms join together to form molecules, which are the building blocks of matter; the molecules of a solid are closest together; those of a liquid are farther apart; those of a gas are the farthest apart.)

• Encourage students to share their notes with group members and to work together to choose key ideas from their notes and use them to write a summary. When students are finished, ask one member from each group to read aloud the group’s summary.



1. Score assessments and determine if more instruction is needed for this strategy.

2. Keep group assessments in a small-group reading folder.

3. Look closely at students’ responses. Ask yourself: Why might this student have answered the question this way? For in-depth analysis, discuss responses with individual students.

4. If needed, reteach this strategy and administer Ongoing Assessment #22 on pages 74–75 in the Comprehension Strategy Assessment Handbook (Grade 3).

5. Use Ongoing Assessments to document growth over time, for parent/teacher conferences, or for your own records.

Scaffold the graphic organizer activity by modeling how to find the first key idea in the chapter. Then show students where to find another key idea. Continue until students have located all the key ideas. Then model how to combine the key ideas in a brief summary.

Synthesize Information

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Write a Personal ResponseInvite students to respond to the book in a way that is meaningful to them. The prompts below provide a variety of alternatives.

• What are some solids, liquids, and gases that are around you every day? (text-to-self)

• In what ways is matter similar all over the world? (text-to-world)

• What did you think about while you were reading this book? (make connections)

• What parts of this book confused you? (self-monitor)

• Would you recommend this book to a friend? Why or why not? (evaluate)

• What main ideas were discussed in this book? (synthesize information)

• Compare this science book to other science books you have read. (text-to-text/compare and contrast)

• What did you feel as you read this book? Why did you feel this way? (personal response)

Write to a Text PromptUse the prompt below as a timed writing activity. Allow students a maximum of one hour to draft, revise, and edit a response. Use the rubric provided in the sidebar to score students’ writing.

Write to a Picture PromptUse the following picture prompt to develop students’ visual writing abilities.

Reading/Writing Connections

Teaching Tips

Transfer Personal Response Prompts to a large paper, chart and hang it in the room. Students can refer to the list throughout the year.

The prompt is well developed. There is strong evidence of focus, organization, voice, and correct conventions.

The prompt is developed. There is adequate evidence of focus, organization, voice, and correct conventions.

The prompt is somewhat developed. There is minimal evidence of focus, organization, voice, and correct conventions.

The prompt is weakly developed. There is little evidence of focus, organization, voice, and correct conventions.

Scoring Rubric

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Describe the properties of a baseball bat. Explain how you know it is a solid and not a liquid or a gas. Use information from the book to support your answer.

Look at the picture on page 9. Describe some tools that the experts are using. What other tools might they use in their job? Write a response in your journal and share your thoughts with a group member. Use details from the picture to support your answer.


© 2011 Benchmark Education Company, LLC

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Directions: Use this sheet to talk about the book.

Word Study: Write words you did not know. Discuss the meanings with your group. Use the text to clarify the meanings.

Questions:Write two or three questions you had while reading this book. Discuss the questions and answers.

Make Connections:Write three connections you made with the text. Discuss them with your group.

Adapted from Daniels, Harvey. Literature Circles. Portland, ME: Stenhouse Publishing Co., 1994.

Rules for a Good Discussion:

1. Be prepared.

2. Pay attention to the person who is talking and do not interrupt him or her.

3. Think about what others are saying so you can respond.

4. Use inside voices.

5. Let everyone in the group have a turn to speak.

6. Be respectful of everyone’s ideas.

Adapted from Fountas, I. C. and

Pinnell, G. S. Guiding Readers and

Writers. Portsmouth, N.H.: Heinemann

Publishing Co., 2001.

Ways to Make Connections

Text-to-Self: This reminds me of a time when I . . .

Text-to-World: What’s going on in this book is like what’s happening right now in . . .

Text-to-Text: This book reminds me of another book I read called . . . . It was about . . .

Small-Group Discussion Guide


Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Identify Sequence of Events

Chapter 1: Volume Experiment

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Chapter 2: Properties of Solids Experiment

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Chapter 3: Shapes of Solids Experiment

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Identify Sequence of EventsDirections: Read the activity below and identify the steps in the sequence. Write the steps in paragraph form. Use signal words such as first, next, then, now, and finally to show the order of the steps.

Finding the VolumeEvery solid has volume. Volume is the amount of space that an

object takes up. How do you find the volume of an object?

What you need: a container that has lines for measuring amounts

What you do: 1. Fill the container to the top line with water.2. Put the object you want to measure into the container. Some

water will spill out of the container.

3. Take the object out of the container.

4. Check the line for the water level.

5. Subtract the amount of water in the container now from the amount of water in the container at the beginning. The difference is the volume of the object.

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Skills Bank

16 ©2011 Benchmark Education Company, LLC

Solids

Build ComprehensionMakE PrEdiCtions

Explain • Create an overhead transparency of the graphic organizer “Solids” or draw it on the board. Say: Good readers make predictions before and during reading. They read to check their predictions. Making predictions helps readers focus their attention while reading.

Model • Say: Let’s think about a prediction someone might make before reading Solids. The title tells us the book is about solids. Look at the table of contents. It shows three chapters: "Properties of Matter," "Properties of Solids," and "How Solids Change." I think this book will be about the state of matter called solids. Write this in the first Prediction box on the graphic organizer. Then say: We check the prediction by beginning to read the book. Take a picture walk through the first few pages. Say: We can check Yes because the prediction is correct. Draw a check mark in the Yes column.

Guide • Say: Now let’s make a prediction about Chapter 1. Take a picture walk through Chapter 1 with me. What do you think this chapter will be about? (Allow time for students to respond, assisting if needed.) Yes, it is called "Properties of Matter." I think it will be about properties, but what are properties? (Again allow time for students to respond.) We know that properties are places or pieces of land. Maybe this chapter will be about pieces of land that are made of matter. Write this prediction in the second row of the graphic organizer. Then say: We check the prediction by reading the chapter. Ask eight volunteers to each read a page from Chapter 1 aloud. Say: We can’t check Yes because the prediction is not correct. Properties of matter describe how objects look, feel, and act, not pieces of land. Write this statement in the second No box on the graphic organizer.

Apply • Ask students to work with a partner to predict what Chapters 2 and 3 will be about. Then have them read the chapters to confirm their predictions. After each partnership shares, record some of the predictions and results on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.

name _______________________________________________________ date __________________

solidsMake Predictions

©2011 Benchmark Education Company, LLC

solidsMake Predictions

Prediction Yes No

Before reading the book someone might predict . . .

in Chapter 1, someone might predict . . .



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Using Synonyms and Direct Definitions

Directions: Read the passage. Look for synonyms or direct definitions of the boldfaced words. Complete the exercise at the bottom of the page.

Properties of Matter

Scientists study many properties of matter. They can observe

physical properties, or the way matter looks, feels, smells, sounds,

and tastes. They observe an object’s color, shape, and temperature.

They observe its texture, or feel. Scientists may find out how brittle,

or breakable, a solid object is. The volume of an object is a physical

property. So is its mass, or the amount of matter in the object.

Scientists may also find an object’s density, or the amount of its

mass compared to its volume. They also study matter’s chemical

properties, or the way it acts during a chemical change. For example,

iron can combine with oxygen in air. Then it forms rust. Forming

rust is a chemical property.

Directions: Write the definitions of the boldfaced words. Use the passage to help you.

1. physical properties ______________________________________________________

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2. texture ___________________________________________________________________

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3. brittle ____________________________________________________________________

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4. mass _____________________________________________________________________

5. density ___________________________________________________________________

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6. chemical properties ______________________________________________________

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