Close Reading Read Aloud

Transcription

1 Text Title: Let s Go Rock Collecting Author: Roma Gans Illustrator: Holly Keller Publisher: Harper Collins Publishers ISBN# LESSON SUMMARY Rationale: Let s Go Rock Hunting was chosen as a NF piece of literature to be read aloud and paired with the selection If You Find a Rock. It will allow students to practice literary grade level standards with teacher guidance and support and will facilitate discussions related to the formation and properties of rocks as well as their uses. Learning Objectives: The goal of this series of lessons is to give students the opportunity to use reading and writing to respond to a topic familiar to them. Students will also identify the text as nonfiction and compare the book to other NF books as well as identify the text features used in this book to help us understand the content. Reading Literature Task: Students will listen to the teacher read the text aloud in its entirety at least one time. Students will then, with teacher guidance, revisit chunks of the test to clarify meaning. The teacher will ask questions and solicit student s ideas and thoughts to guide them through purposeful interaction with the text. The questions will focus on the author s use of various text features (illustrations, diagrams, charts, labels, captions, and scales) to provide information about rocks and how they are formed. Speaking and Listening Task: Through the use of text dependent questions and engaging in whole class discussion based on answers supported by the text, the students will engage in collaborative conversation that will deepen their understanding of key ideas (CCLA.1.SL.2.) that were presented in the text. They will discuss how different types of rocks are formed and used. Language: Vocabulary Task: The teacher will provide brief instruction on the following Tier 3 words: pyramid, igneous, magma, lava, volcano, sediments, crystal, gravel, metamorphic, and pressure. Language: Conventions Task: A careful examination of the text will reinforce developing language as the teacher and students explore the use of commas (CCLA.1.L.1.c), apostrophes and possessive nouns ( CCLA.1.L.2.c) throughout the entire text. Writing Task: Students will use a combination of drawing, dictating, and writing to make a mobile (foldable) that shows how different rocks are formed. Marion County Unit of Study Link: Students will participate in this close reading read aloud as part of the 1st Grade Unit 2 Curriculum Map (Our Changing World). Students will use writing to summarize learning as they practice writing in which they name a topic, supply some facts about the topic and provide some sense of closure (CCLA.1.W.2)ting and writing to make a mobile (foldable) that shows how different rocks are formed. First Grade Marion County School System revised and edited 9/16/2012 Page 1

2 Standards Addressed: First Grade CCLA.1.RL.5 Explain major differences between books that tell stories and books that give information drawing on a wide reading of a range of text types. CCLA.1.RI.1 With prompting and support, ask and answer questions about key details in the text. CCLA.1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. CCLA.1.RI.5 Know and use various text features (e.g. headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. CCLA.1.RI.6 Distinguish between information provided by pictures or other illustrations and information provided by words in a text. CCLA.1.RI.7 Use the illustrations and details in a text to describe its key ideas. CCLA.1.RI.8 Identify the reasons an author gives to support points in a text. CCLA.1.RI.9 Identify basic similarities in and differences between two texts on the same topic (e.g. in illustrations, descriptions, or procedures) CCLA.1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. CCLA.1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. CCLA.1.L.4. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. CCLA.1.L.4.a. Use sentence level context as a clue to the meaning of a word or phrase. SC.1.E.6.1 Recognize that water, rocks, soil, and living organisms are found on Earth's surface. Vocabulary List: Vocabulary in the story is critical to the students understanding of the text although the amount of focus on each word should vary. Tier 2 words are more abstract, likely to be encountered in a variety of situations and could have different meanings depending on the context. These words deserve more attention in the context and in daily vocabulary instruction and use. Tier 3 words in the text are more concrete and can quickly be told or pointed out with respect to the illustrations so the student can make meaning of the context and text. They do not need extensive focus. The student friendly definitions for the words below were found at Tier 2 words: collection (n) a gathering of a group of things of the same type. Roman (adj) having to do with modern or ancient Rome or its people. Layer (n) a section of something that alternates with a different material from top to bottom. Egyptian (adj) Pyramid (n) huge stone structures that are shaped like pyramids. Pyramids were built long ago as tombs in Egypt and as temples in Mexico. grainy (adj) having grains or a texture resembling grains. Powder (n) a mass of fine, loose grains that are made when a solid material has been ground or crushed. First Grade Marion County School System revised and edited 9/16/2012 Page 2

3 Tier 3 words: Pyramid (n) huge stone structures that are shaped like pyramids. Pyramids were built long ago as tombs in Egypt and as temples in Mexico. Igneous (adj) having to do with rocks formed by a volcano or other source of great heat. Magma (n) hot, liquid matter beneath the earth's surface that cools to form igneous rock. Lava (n) hot, melted rock that erupts from a volcano. Volcano (n) an opening in the earth's crust through which melted rock, ash, and gases are forced out. sediments (n) solid material that settles to the bottom of a liquid; in geology, material deposited by water, wind, or ice. sedimentary (n) formed from sediment crystal (n) a clear kind of rock that has a regular shape. Diamonds, quartz, and grains of salt are crystals. Gravel (n) a loose mixture of small stones, pebbles, and sometimes sand. Metamorphic (adj) having to do with a change in form Pressure (verb) a steady force upon a surface. Reminders: It is important that the text remains the expert, not the teacher. All answers to questions must be supported with specific text sections or selections. Students must be asked to support their claims by giving specific text sections to justify their answers. Collaborative discussion and processing is an important piece of this lesson. Ask students to share with partners their thoughts and ideas, and then ask them to share out their answer. When possible, the teacher should ask a question, allow partners to discuss an answer that they can support with the text, then allow them to answer. Subsequent partners should be allowed to share additional justified answers before the teacher moves to the next question. The goal is for deep understanding of text and not rushing through the text. Lessons should be completed over the course of SEVERAL days or even multiple weeks. Reading a book to a class once is not sufficient to really enjoy the text and to understand the deeper meanings of the text. When possible, allow students to see the text during the discussion. If each student cannot have his/her own copy, or even share with a partner, the teacher should display the pages so all the students have exposure to the text during discussions. Have the text available to students when it is not being discussed so that they can explore the text independently as their confidence with the text improves and their understanding deepens. You will find students returning for multiple reads of this text independently. Do not front load the text prior to the first read, and do not front load any assignments. It is important that students discover and develop answers on their own or through collaborative discussion with peers. First Grade Marion County School System revised and edited 9/16/2012 Page 3

4 Lesson Sequence: Day 1: 1. Read the story aloud to students straight through with very little discussion. 2. When the story is over, ask the students to turn and talk to their partners about how they liked or disliked the story. Ask students to support their statements with specific examples in the text. After a short time, have students that are willing share their discussion points. (Note: The teacher should not share his/her opinion about the story, as students need to use their own judgment.) Day 2 and beyond (varies): 1. Revisit specific sections of text. 2. Teacher should ask guiding questions. Student responses and behaviors should be noted so that the discussion activities do not last too long for their age and attention span. Make note which activities were completed each day, so that the other lesson discussions can be complete on subsequent days. (Note: Not all discussion lessons need to be completed. In addition, discussions do not need to follow a specific sequence.) Final Read: The teacher should read the text all the way through a final time without stopping or pausing to discuss the story. After the read, the teacher should introduce ONE of the cumulative writing activities listed below. Science Journal: Students will create a circle or tree map using facts they learned. Rock Museum Exhibit or Display: It would be ideal for the students to go on a rock hunt but the selection of rocks in Florida is limited. So give each child a rock or let them choose a rock. They can write/record information and characteristics of their rock as well as draw a picture of it. They should include the size, color, and shape as well as any other information that they know. The rocks and rock report could go on a table or shelf and create a Rock Museum. Rockin Power Point: Students work in groups to create a power point about the 3 types of rocks. Rock Formations: Students will use a combination of drawing, dictating and writing to make a mobile (foldable) that shows how different rocks are formed. First Grade Marion County School System revised and edited 9/16/2012 Page 4

5 Text Under Discussion: People collect all kinds of things. They collect coins, stamps, baseball cards, shells, toys, bottles, pictures, and cats. Some people collect things that are very old the older the better. Directions for Teachers / Guiding Questions for Students Why might rocks be a good thing for people to collect? Do you collect anything old? Why have you chosen to collect that? The oldest things you can collect are rocks. Most of them are millions and millions of years old. Most kinds of rocks are easy to find. But some, like diamonds and emeralds, are rare. That s why they are valuable. What does the word rare mean? What does valuable mean? Why does the author say diamonds and emeralds are valuable? How are the words rare and valuable related? Can you think of anything in nature that is valuable? Rocks cover the whole earth. No matter where you live, you live on rock. There is rock under city streets and country farms. And there is rock under every ocean, lake, and river. Look at the illustration what can you learn from it about rock collecting? What did the author mean when she said, that you live on rock? From this part of the text, compare what you have learned about the surface of the moon to the surface of the earth. Contrast the earth with the sun. The Romans built roads out of rocks. The roads are still used today. Things made with rocks last and last. What quality of rocks makes it possible for the roads built by Romans thousands of years ago to still be in existence today? Do you know anything that is made with rock that has lasted a long time? The rocks that make up the surface of the earth are called the earth s crust. Most of the crust is made of igneous rock. Igneous means made by heat. Inside the earth it is very hot hot enough to melt rock. The melted rock is called magma. Sometimes the magma pushes through cracks in the crust. When magma comes to the surface, it is called lava. The lava cools and becomes very hard. It becomes igneous rock. Most of the earth s igneous rock comes from volcanoes on the seafloor. What type of illustration is this and what does it show? How are igneous rocks created? Why do you think the rocks that make up the surface of the Earth are called its crust? From where does the heat needed to form igneous rocks originate? First Grade Marion County School System revised and edited 9/16/2012 Page 5

6 Granit is an igneous rock. It once was magma. Some granite is gray with small, shiny black and white crystals. Some granite has large pink, black, and white crystals. The crystals in granite are called quartz. Some pieces of quartz are white like milk. Others are clear like glass. Sometimes quartz has bands of many colors. Jewelry is made from it. The marbles you play with may be made of banded quartz. Basalt is another kind of igneous rock. It is usually dark in color gray, green, or black. It is the most common of all igneous rock. Crystals that are clear like glass and/or white like milk describe which type of rock? Look at the picture of the quartz. How does it get bands of color? What do we use today that is made from igneous rocks? What might the bands of crystal in quartz be used for? Why would basalt be an easy rock to find/collect? How is basalt different from quartz? Use words from the text to support your answer. Not all rocks are hard. Some rocks are soft. Talc is so soft, you can pinch it into powder with your fingers. Talc is number 1 on a scale for hardness of rocks. The scale is called Mohs scale of hardness, and it goes from 1 to 10. Quartz is number 7. Diamonds are number 10. They are the hardest rocks in the world. Each mineral on the scale can scratch the mineral below it. A fingernail has a hardness of about 2 1/2. So your fingernail can leave a scratch in talc, but not in calcite. Are all rocks hard? How do you know? Put these rocks in order from softest to hardest: Quartz, Gypsum, Topaz, Apatite Explain how and what you used to order the rocks. Do you think you could scratch a diamond with your fingernail? Why or why not? Explain why I cannot scratch calcite with my fingernail. Not all rocks are igneous rocks. Some are made of sediments. Sandstone is one kind of sedimentary rock. It is made of grains of sand, mud, and pebbles. Millions of years ago, sand was blown into rivers. The rivers carried the sand along and dropped it into lakes or oceans. Layer after layer settled on the bottoms of the lakes and seas. The top layers pressed down on the bottom layers. Slowly the lower layers of sand became stone. You ll know sandstone when you see it. It is often soft and grainy. Rub it with your fingers, and grains of sand may come off. What is needed to form sedimentary rocks? What role do rivers play in the formation of sedimentary rocks? How is the way sedimentary rock formed different from the way igneous rock is formed? Use words from the text to support you answer. Does all sand become rock? Support your answer with details from the text. First Grade Marion County School System revised and edited 9/16/2012 Page 6

7 Another sedimentary rock is limestone. It is made of the shells of animals that lived millions of years ago. Most often, limestone is white. But it can be pink, tan, and other colors. Sometimes you can see the outlines of shells in limestone. How might you be able to identify limestone? Limestone is used to make cement. Cement is then mixed with sand, gravel, and water to make concrete for sidewalks. Why might the pyramids still be standing after 5 thousand years? Five thousand years ago the Egyptians built the pyramids out of limestone. They are still standing. Maybe someday you ll go to Egypt and see them. Besides igneous and sedimentary rocks, there is a third kind of rock in the earth s crust. It is called metamorphic. Metamorphic means changed. Slate is a metamorphic rock. Slate was once shale. But over millions of years, tons and tons of rock pressed on it. The pressure made the shale very hot, and the heat and pressure changed it into slate. Most slate is gray, but some is black, red, or brown. Where have we heard a word something like the word metamorphic? How was it used and what did it mean? Other metamorphic rocks are made the same way slate is, by heat and pressure. Some metamorphic rocks are so changed, you can t tell what they once were. Granite can turn into gneiss. It once was a piece of gray granite. Now it is darker gray, and its crystals have separated into layers. Limestone turns into marble. Some marble has colored marks that look like clouds. Sandstone turns into quartzite. It may still look like sedimentary sandstone, but now it is much harder. What causes rocks to change? Name 2 rocks that are created with heat and pressure. According to the nature of metamorphic rocks, why might one not be able to tell what the rock was originally? First Grade Marion County School System revised and edited 9/16/2012 Page 7

8 When you start collecting rocks, you ll find out how many different varieties there are. One way to start a collection is to look for rocks of different colors. You ll find there are pink rocks, black rocks, and pure white ones. There are gray rocks, and brown and yellow ones. See if you can tell what kind of rocks they are. You can keep your small rocks in egg cartons. You can keep larger ones in cardboard boxes with dividers like this one. Which kinds of rocks would you like to add to a collection? Explain why you find these rocks interesting. Rock collecting is fun. And one of the best things about it is that you can do it anywhere. Wherever you go, try to find new rocks and add them to your collection. How are rocks categorized in If You Find a Rock? How are they categorized in this book? What genre would you say this book is? Why? How is it like and different from many non fiction books? First Grade Marion County School System revised and edited 9/16/2012 Page 8