Grade 5 TEXT INTRODUCTIONS AND PROCEDURE

Transcription

1 Grade 5 TEXT INTRODUCTIONS AND PROCEDURE Sharing Background Knowledge: Read the title and the text prompt. Students talk in pairs or triads. Then follow up with a whole class/group discussion. Keep the sharing to less than 20 minutes. After Sharing: Teacher reads the questions on the student response sheet aloud to the group. Text Prompts: Loony Lodgings* This text is about hotels that are really different. Based on the title and your background knowledge, what are you wondering or thinking about? What do you know about hotels? How are some hotels designed in a unique way with the hope to attract customers? What is special about some hotels? Shackleton s Antarctic Adventure* This text is about some explorers who had an adventure in Antarctica a long time ago. Based on the title and your background knowledge, what are you wondering or thinking about? Where is Antarctica? Think about what you know about the conditions down there and what sort of adventure might occur. What might happen if you went there? The Pacific Ring of Fire* This text is about the Ring of Fire, an area of Earth that has most of the earthquakes, volcanoes and tsunamis. Based on the title and your background knowledge, what are you wondering or thinking about? Discuss these three natural disasters. House and Home* This text is about the types of traditional homes used by the Aboriginal peoples of Canada. Based on the title and your background knowledge, what are you wondering or thinking about? What do you already know about the types of homes used by Aboriginal peoples? *After the text prompt discussion, remind students who have significant background knowledge on a topic to reference the information in THIS text when answering the assessment questions. 1

2 *Earthquakes: Terrific Trembling The Pacific Ring of Fire Selection 3 Every year, more than a million earthquakes shake the Earth. Eighty percent of the earthquakes happen along the Ring of Fire belt. Some earthquakes are small and harmless. The ground shakes a little, causing some hanging objects to sway. But sometimes the shaking is so strong that buildings crumble, bridges collapse, and large cracks open in the ground. The Alaska earthquake of March 27, 1964, was felt over an area of almost 500,000 square miles. The ground motion near the epicenter was so violent that the tops of some trees were snapped off. One hundred and fourteen people (some as far away as California) died as a result of this earthquake. Experts expect a major earthquake to happen on the west coast of North America. New buildings are constructed to handle the movement of an earthquake, but many older buildings, including schools, will probably collapse unless they are rebuilt.* 2003 by Evan-Moor Corp. (Student copy for Oral Running Record) 2

3 Oral Running Record Name Date Grade 5 Before starting tell the student: While you are reading this, be aware of any strategies you use. I will be asking you to tell me about them when you are done reading. The Pacific Ring of Fire Selection 3 Errors SC *Earthquakes: Terrific Trembling Every year, more than a million earthquakes shake the Earth. Eighty percent of the earthquakes happen along the Ring of Fire belt. Some earthquakes are small and harmless. The ground shakes a little, causing some hanging objects to sway. But sometimes the shaking is so strong that buildings crumble, bridges collapse, and large cracks open in the ground. The Alaska earthquake of March 27, 1964, was felt over an area of almost 500,000 square miles. The ground motion near the epicenter was so violent that the tops of some trees were snapped off. One hundred and fourteen people (some as far away as California) died as a result of this earthquake. Experts expect a major earthquake to happen on the west coast of North America. New buildings are constructed to handle the movement of an earthquake, but many older buildings, including schools, will probably collapse unless they are rebuilt.* Word Count: by Evan-Moor Corp. 3

4 Oral Reading Assessment Summary Sheet Name Date Grade Selection Circle the percentage and miscues. Accuracy Independent (98-100%) Instructional (95-97%) Frustration (<95%) (Use lower level text) Percentage Miscues Fluency halting careful fluent expressive phrasing often not in meaningful groups phrasing for meaning is inconsistent; wordby-word short phrases; mix of short and longer phrases; uses punctuation longer phrases; consistent use of punctuation Strategy Use: Make a note if student pauses while reading. After reading, ask When you paused here, what were you thinking? (Teacher checks appropriate boxes below and/or writes notes) Note: Proficient readers may not pause and strategy use may be subconscious. You do not need to do a running record on these students after the first diagnostic assessment. Learning to Read Strategies: I stop when meaning is lost I stop when it doesn t sound right I stop when it doesn t look right I look for little words inside bigger words I look for chunks I know I reread I skip, read on, and then go back I self-correct Reading Comprehension Strategies: I think about what I already know (Access Background Knowledge) I make connections I make a picture in my head (Visualize) I ask questions I find the important ideas I read between the lines (Infer) I change my thinking (Synthesize) I use text features Teacher Notes: 4

5 The Pacific Ring of Fire Selection 3 You are on a sailing trip. You sail from New Zealand to Indonesia to Japan. From Japan, you sail to Alaska. From Alaska, you sail down the west coasts of North and South America. You just sailed an area called the Ring of Fire. The Ring of Fire is a long, horseshoe-shaped area along the rim of the Pacific Ocean. It is 40,000 kilometers long. The Ring of Fire is where most of the world s volcanoes and earthquakes are located. Volcanoes can also happen when magma breaks through cracks in the plates. Figure 1: One plate slides over or under the other plate. Figure 2: Plates move past each other. The edges of the plates grind together. Plates on the Earth The Earth s surface is broken into huge slabs of rock called plates. Underneath the plates, the earth is very hot. It is so hot that rock melts into a liquid called magma. The plates are like giant rafts that float on top of this liquid magma. The magma is always moving, dragging the plates around with it. These plates are in constant slow motion. Sometimes, the plates collide or push past each other. This causes movement. Movements of plates cause faults, or large breaks, in the Earth s crust. Earthquakes happen along those faults by Evan-Moor Corp. Figure 3: The plates move apart, making a gap where the magma seeps out. RING OF FIRE NATURAL DISASTERS * Earthquakes: Terrific Trembling Every year, more than a million earthquakes shake the Earth. Eighty percent of the earthquakes happen along the Ring of Fire belt. Some earthquakes are small and harmless. The ground shakes a little, causing some hanging objects to sway. But sometimes the shaking is so strong that buildings crumble, bridges collapse, and large cracks open in the ground. The Alaska earthquake of March 27, 1964, was felt 5

6 over an area of almost 500,000 square miles. The ground motion near the epicenter was so violent that the tops of some trees were snapped off. One hundred and fourteen people (some as far away as California) died as a result of this earthquake. Experts expect a major earthquake to happen on the west coast of North America. New buildings are constructed to handle the movement of an earthquake, but many older buildings, including schools, will probably collapse unless they are rebuilt. * Tsunamis: Walls of Water Tsunamis occur when an earthquake causes the ocean floor to rise or sink, displacing water and creating a series of large waves. Volcanoes: Enormous Explosions There are about 1,500 active volcanoes on Earth. About half of those occur along the Ring of Fire. Volcanoes usually erupt along the edges of plates, where there are cracks and thin spots. A volcano can cause an explosion of extremely hot, poisonous gasses. The explosion can be so powerful that it knocks over entire forests, and so hot that it starts destructive fires. Sometimes huge chunks of rock burst from the volcano. Mountainsides can be ripped away. Ash and melted rock shoot into the sky. The volcano erupts with unbelievable power! Deaths Volcano When Major Cause of Death 92,000 36,417 29,025 Tambora, Indonesia Krakatau, Indonesia Mt. Pelee, Martinique 1815 Starvation 1883 Tsunami 1902 Ash flows Tsunamis are the largest waves in the world. These giant waves can travel thousands of miles. They can travel up to 500 miles per hour! As they get closer to shore they slow down and get much taller. Tsunamis can be as high as a football field is long. The tsunami of December 26, 2004 killed an estimated 221,100 people in South Asia. Over 166,000 were killed or swept out to sea in Indonesia alone. An earthquake off the west coast of Canada could produce a similar tsunami. 25,000 Ruiz, Colombia 1985 Mudflows Scientists are trying to learn as much as they can about these violent events along the Ring of Fire. If they can predict these natural disasters, thousands of lives could be saved by Evan-Moor Corp. 6

7 The Pacific Ring of Fire: STUDENT RESPONSE SHEET Name Date READ THE ENTIRE TEXT. THEN DO YOUR ANSWERS. 1. Using information from the section Tsunamis: Walls of Water, give the main idea. Find 3 or more important details that support the main idea. Main Idea Supporting Details (from text) 1. Main idea and supporting details Not Yet Meeting Minimally Moderately Fully Meeting Exceeding -no main idea -finds part of the main idea -finds main idea -finds main idea; states in -details are missing -identifies few relevant details -identifies 3 relevant own words or incorrect details -identifies many relevant details, all of which are from the specified section 2. Use your own words to explain what you think the underlined words mean in this text. collide - estimated - violent - 2. Word skills -definitions are incorrect in any context Not Yet Meeting Minimally Moderately Fully Meeting Exceeding -definitions are mostly vague -definitions are mostly clear or incorrect in this context and correct in this context -student may use the word in a sentence 7 -definitions are wellexplained and correct in this context

8 3. Explain a connection you made between this text and what you already know about this topic (text-to-text, text-to-self, or text-to-world). Not Yet Meeting Minimally Moderately Fully Meeting Exceeding -makes a vague connection -explains a relevant to this text connection to this text 3. Connecting -unable to make a connection to this text -clearly explains a deep, relevant connection to this text 4. If you lived in the Ring of Fire, what would you do to prepare for one of the natural disasters. Explain your thinking using information from the text. Not Yet Meeting Minimally Moderately Fully Meeting Exceeding -inference(s) is basic -inference(s) is logical and -lacks evidence from supported with some the text evidence from the text 4. Inferring -unable to infer or inference(s) is illogical -inference(s) is insightful supported with specific evidence from the text 5. What do you think the author really wants you to know about the Pacific Ring of Fire? Explain why you think this. 5. Critical literacy Not Yet Meeting Minimally Moderately Fully Meeting Exceeding -response is illogical -literal response; lacks insight or not related to text -no explanation -response is beyond the text; shows some insight -limited explanation -response links to bigger ideas/issues; insightful interpretation -detailed explanation 8

9 ANSWER KEY with Sample Student Responses The Pacific Ring of Fire Grade: 5 Selection: 3 1. Using information from the section Tsunamis: Walls of Water, give the main idea. Find 3 or more important details that support the main idea. Grade 5: Selection 3 Question 1 Not Yet Meeting Minimally Moderately Fully Meeting Exceeding Main idea Supporting details sometimes bridges fall down - these plates are consistant slow motion natral disasters that happen because of Pafic ring of fire - there are about 1500 active volcanoes on earth deaths Tambora Indonesia - walls of water Tsunamis: Walls of Water - they are large waves - they can travel up to 500 miles per hour - natral disasters cause tons of damage tsunamis are giant waves caused by earthqueks. - occur when earthquakes cause ocean floor to rise or sink - can travel up to 500 miles per hour - as tall as a football field The tsunami is a very powerful wave caused by earthquakes that can kill thousands of people - waves of a tsunami can be as tall as a football feild is long - the waves slow down when they get close to shore and then they grow taller - tsunamis are very dangerous and violent they can kill hundreds of thousands of people - tsunamis can go at a woping 500 miles per hour - 2. Use your own words to explain what you think the underlined words mean in this text. Grade 5: Selection 3 Question 2 Word Skills collide Not Yet Meeting - means to move something Minimally Moderately Fully Meeting Exceeding - to touch each other estimated - alot - what someone thinks going to happen violent - inapropiate - when you get in a fight - sort of like when a tsunamie crashes into land - when two or more things smash into each other - how many - give a thoughtful guess of how many - really dangerous - it means its dangerous so don t go near - when to thing s crash or push togeth like when you are running and you hit heads - like when you guest what or how many things are there like how many jelly beans are in a jar - causing damage or life threatening 9

10 3. Explain a connection you made between this text and what you already know about this topic (text-to-text, text-to-self, or text-to-world). Grade 5: Selection 3 Question 3 Connecting Not Yet Meeting I did not know anything about this topic before I read it Minimally Moderately Fully Meeting Exceeding how is the earthquake caused I live were little earthquakes rarely happen and don t do any harm Lot s of natral disasters happen every year that I hear about on the news that chang some inviorments darasticly. Just a little bit after my cousin came to Canada from Hati there was an earthquake in Hati. I felt really bad because the orphanage she was in collapsed and it was her home. 4. If you lived in the Ring of Fire, what would you do to prepare for one of the natural disasters. Explain your thinking using information from the text. Grade 5: Selection 3 Question 4 Not Yet Meeting Inferring I d hide. I would get out of the building and get the car, then go somewhere else. Minimally Moderately Fully Meeting Exceeding I would build a very tall building/hotel with a matirial that could not get destroid or burned. If it was a volcano I will build a tituam house and pack so much food so I don t die from starvition. I would build a house as far away from the water as possible on higher ground in case there was a tsunami. 5. What do you think the author really wants you to know about the Pacific Ring of Fire? Explain why you think this. Grade 5: Selection 3 Question 5 Critical Literacy Not Yet Meeting So they could prepare for the Ring of Fire in case it came our way Minimally Moderately Fully Meeting Exceeding to tell you where it is and give some intresting things you might not know the athour wants us to know is what happens in the ring of fire and what it is because that is what the auther wrote about That it is dangerous and to expand your thinking on natral disasters and the pacifica ring of fire. The more we know about the Ring of Fire the more we can prepare and predict for it. We can stop people from dying in natural disasters. 10

11 GRADE 5 RUBRIC: READING FOR INFORMATION Name Term 1 Date: Term 2 Date: Term 3 Date: Selection Selection Selection 1. Main idea and supporting details Not Yet Meeting Minimally Moderately Fully Meeting Exceeding no main finds part of finds main idea the main idea idea details are missing or incorrect 2. Word skills definitions are incorrect in any context 3. Connecting unable to make a connection to this text 4. Inferring unable to infer or inference(s) is illogical 5. Critical literacy response is illogical or not related to text identifies few relevant details definitions are mostly vague or incorrect in this context student may use the word in a sentence makes a vague connection to this text inference(s) is basic lacks evidence from the text literal response; lacks insight identifies 3 relevant details definitions are mostly clear and correct in this context explains a relevant connection to this text inference(s) is logical and supported with some evidence from the text response is beyond the text; shows some insight finds main idea; states in own words identifies many relevant details, all of which are from the specified section definitions are well-explained and correct in this context clearly explains a deep, relevant connection to this text inference(s) is insightful and supported with specific evidence from the text response links to bigger ideas/ issues; insightful interpretation no explanation limited detailed explanation explanation Overall Not Yet Meeting Minimal Moderate Fully Exceeding Assessment Implications for teaching: 11

12 GRADE 5 PLANNING SHEET Date Category Fully Meeting INSTRUCTIONAL PLANS FOR THE CLASS, SMALL GROUP, or INDIVIDUAL 1. Main idea and supporting details -finds main idea -identifies 3 relevant details 2. Word skills - definitions are mostly clear and correct in this context 3. Connecting -explains a relevant connection to this text 4. Inferring -inferences are logical and supported with some evidence from the text 5. Critical Literacy - response is beyond the text; shows some insight - limited explanation Other implications for teaching: 12