Transcript Weather or Not

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 Explanation of
WHAT happened
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 Weather
Have 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. Hurricanestrength 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 2029. 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-textstructure-to-organize-and-comprehend-newinformation
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=1
755244553
• 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?A
P_rand=1320691693
• online text structure quiz