Weather or Not

Unit 2 Part 3

Today’s Learning Target:

• I can explain events, procedures, ideas or concepts in a scientific text including what happened and why, based on information from the text.

Scientific happening

• How are readers like detectives? For starters, both readers and detectives are curious. Just as a detective asks questions and hunts for clues, a good reader looks for key ideas and details in a text. Being detective-like is important when reading history, science, technical and other informational texts. Sometimes, the answers to questions about key ideas and details will be as clear as a footprint in the sand. They can lead a detective right to a solution. Other times you’ll need to read between the lines (or footprints) to find an answer not directly stated in the text. It is time to be a detective!

Scientific happening

• A good science text is like walking through a park with a nature guide at your side. Just like the guide, the text will tell you not just what is happening but also explain how and why it is happening. In science text, explanations often appear in sentences with words such as “because”, “therefore” and “reasons”. Watch for these as you read.

Guided Reading

• Gold by Carl Gelb

• Watch for the explanations of what is happening (key words). Description of

WHAT happenedExplanation of WHY it happened

Student Reading

• Students read Catastropic Storms pages 14-21. This text explains the scientific happening of a tornado. Explain how a tornado develops using details from the text using the organizer.

Description of WHAT happened

Explanation of WHY it happened

Formative assessment:

• Read the following passage. Tell what can happen and why?

Description of WHAT happened

Explanation of WHY it happened

Severe WeatherHave you ever planned an outdoor party or activity and had it

ruined by bad weather? We all have. These are the components of severe weather. Some may just spoil a picnic, while others can destroy lives and property.

Hurricanes are storms formed over warm oceans. Hurricane-strength winds are at least 75 miles per hour, but can be much higher. These storms can be many miles wide.

Tornados are whirlpools of wind over the land. Winds can be as much as 300 mph. A tornado travels, and its path can cover several miles. It isn’t as wide as a hurricane, usually covering an area less than 100 yards.

Thunderstorms have a mixture of rain, high winds, dark clouds, thunder and lightning.

Rainstorms have dark clouds, rain showers, and breezes.

Learning Target

I can explain events, procedures, ideas or concepts in a technical text including what happened and why, based on information from the text.

Technical Text

• Yesterday we talked about readers being like detectives. You must continue being a detective today as we explore technical text. At some point you’ve followed directions for putting together a toy or making food. If so, you were using technical texts, or texts that help you do a task. Some technical text tell you why you should follow certain steps. Other times, you have to figure it out. In the Smashamole recipe, why should you roll the can over the bags? If you don’t, the ingredients won’t be smashed, and you won’t have Smashamole.

Guided Practice

• Let’s practice together. Look at the following recipe “How to Make Smashamole” The steps are out of order, we are going to read through it and number the steps in order.

• Explain why the order is important in this recipe.

• Use organizer for technical text

Student Reading

• Read Chapter 4 in Weatherworks pages 20-29. Select one project, list the steps and explain why it is important for the steps to be in order, using the organizer.

Formative assessment:

• Finding Your Pulse• Complete the missing parts organizer and

complete the EC

Learning Target

• I can explain events, procedures, ideas or concepts in historical text including what happened and why, based on information from the text.

Historical Text

• Today reading detectives, we are going to explore historical text. As with the other types of text, historical text has important details that explains an event and it’s happenings.

Guided Practice

• Read Catastophic Storms, page 17-21. • Turn and Talk : Name one event from a

Tornado and tell why it happened

Student Reading-

• Read Catastrophic Storms pgs. 21-28.• Organizer – Record an event from a Blizzard

and tell why it happened.

Formative Assessment:

Read the following passage: New York’s First People The first people to live in New York arrived from the north 11,000 years ago. They hunted and gathered food in the pine forests.Later, people learned to plant corn, beans, and squash. They did not have to move around to look for food any more. They began to settle in the Hudson River Valley and on Long Island.

After settling, people began to join together in groups called tribes. Two tribes in New York were the Iroquois and the Algonquian. Iroquois moved onto the land west of the Algonquian. They started to fight with the Algonquian and with other tribes for food and land. They also wanted to win honor in battle. • Describe one event from the passage and using details from the text tell why it

happened!

Learning Target

• I can describe the overall text structure of a text or parts of a text (chronological)

Learn zillion video

www2.learnzillion.com/lessons/752-use-text-structure-to-organize-and-comprehend-new-information

Chronological

• A chronological text structure tells about events in the order they occur. Signal words such as before, then, during, and finally tell you a text is organized by chronology. Other words that signal chronology include first, second, next, later, after and thereafter.

Guided reading

• Read: “Treating the Red Fox” and highlight any chronological words in the text. Then complete the following organizer.

• Use organizer for chronological events

Student Reading

• Read: “30 Seconds of Fuel” pg 139-140• Highlight the signal words that make this piece

chronological text structure. Complete the organizer. With your elbow partner discuss what paragraph 1 & 2 are explaining.

Formative Assessment:

• The Great Chicago Fire• Anchor text from learn zillion

Learning Target

• I can describe the overall text structure of a text or parts of a text (problem solution)

Problem and Solution

• Text structure is the way the text is organized. Yesterday we read text that was organized in a chronological order. Another structure is problem – solution. Problem - solution text structure tells about a problem and how it can be solved. Look for signal words such as problem, solution, challenge, fixed, issue and resolved.

Guided Reading

• Reread Treating the Red Fox (136-137), circle any problem – solution signal words. These signal words confirm the problem – solution text structure. Which of the following sentences from the passage has a problem – solution structure?

Student Reading-

• Read “from Tiger of the Snows: The Autobiography of Tenzing of Everest”

• Circle the problem – solution signal words• Identify one problem and solution using the

problem solution organizer.

Formative Assessment

• Text structure sorting activity. (pdf)

Learning Target

• I can describe the overall text structure of a text or parts of a text (problem solution)

Learn Zillion video

Cause/effect

• A text with a cause – effect structure connects what happened ( the effects) to what made them happen (the cause). Signal words for this text structure: because, therefore, so and as a result of.

Guided Reading

• Read the Night of the Martians Landed. Highlight the signal words while you are reading. Complete the cause and effect organizer.

Student reading

• Students read Cartoons for Grown Ups. Highlight the signal words for cause and effect. Complete the cause and effect organizer.

Formative Assessment

• Www.quia.com/quiz907479.html?AP_rand=1755244553

• Use clickers

Learning Target

• I can describe the overall text structure of a text or parts of a text. (compare and contrast)

Compare\contrast

• finally text can also compare and contrast how events, ideas and concepts are similar to and different from each other. Such text commonly use words such as both, alike, unlike, similar, different, and others.

Guided Reading

• Reread Cartoons for Grown Ups…looking for the compare and contrast signal words. Fill out a Venn Diagram chart to compare two of the cartoon included in the text.

Student Reading-

• Read 2 chapters in Catastrophic Storms (tornado, hurricane and/or blizzard) Complete a venn diagram to compare and contrast the information in the text.

Formative assessment

• http://www.quia.com/quiz/1137258.html?AP_rand=1320691693

• online text structure quiz