Stormy Weather. Science. Theme: Earth and Space Science. Identify cause and effect

Transcription

1 Stormy Weather Level N/30 Science Teacher s Guide Skills & Strategies Anchor Comprehension Strategies Identify cause and effect Comprehension Activate prior knowledge Analyze text structure and organization Summarize information Word Study/Vocabulary Use context clues to determine word meaning Science Big Idea Air and water are in constant motion that results in changing weather conditions. Theme: Earth and Space Science 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

2 overview Stormy Weather Related Resources Comprehension Strategy Posters (for Assessed Skills/Strategies) Identifying Cause and Effect Summarizing Information Thematic Poetry Connections (in Reading & Writing Poetic Forms) The Hurricane (Pales Matos) Comprehension Strategy Assessment Handbook (Grade 3) Ongoing Assessments #27 and #28 Notable Trade Books for Read Aloud Cole, Joanna. The Magic School Bus Inside a Hurricane. Scholastic, Martin, Jacqueline B. Snowflake Bentley (Caldecott Medal Book). Houghton Mifflin, Siebert, Patricia. Discovering El Nino. Millbrook, Simon, Seymour. Tornadoes. Morrow/HarperCollins, Web Site for Content Information Web Weather for Kids webweather/index.html At this kid-friendly page, students can try weather experiments and build their own storms. theme connections Weather Storms Safety skills and strategies This lesson teaches and/or reinforces the following skills and strategies: Analyze Text Structure and Organization: Cause and Effect (pp. 3 9) Summarize or Paraphrase Information (pp. 3 6) Evaluate Author s Purpose (p. 4) Use Knowledge of Word Structures to Determine Word Meaning (pp. 4, 6) Activate Prior Knowledge (p. 5) Use Context Clues to Determine Word Meaning (p. 5) Draw Conclusions (pp. 6, 7) This skill/strategy is the focus of the Ongoing Assessments for this title. National content standards Science Earth and Space Science: c Science in Personal and Social Perspectives: a, d, e Social Studies People, Places, and Environments: f, j table of contents Before Reading Chapters 1 & Chapters 3 & Chapter After Reading Writing Workshop and Writing Model... 8, 9 Reproducible Graphic Organizer Content-Area Extension Activities (BLMs)...11 Answer Key

3 Before Reading Book Summary From a loud clap of thunder to a blinding whiteout, author Natalie Lunis gives readers the inside scoop on four types of storms: thunderstorms, hurricanes, tornadoes and blizzards. She explores the weather conditions that cause such wild weather and provides tips for staying safe. She also identifies what kinds of storms are common in different parts of the world. Identifying Causes and Effects of Storms Thunderstorms Hurricanes Introduce the Book Draw students attention to the front cover of the book. Read the title together. Turn to the back of the book and read the blurb and author information. Examine the table of contents. Page through the book looking at the photographs and captions. While previewing, pose the following questions to encourage students to think about the text before reading. Based on your preview, what do you predict this book is about? What do you think the author will talk about? Do you think the book is fiction or nonfiction? Why? What kinds of features would you expect to find in a nonfiction book? Do you see any of those features here? Have you had any storms like the ones in the photographs in your area? What do you know about these storms? Which of these storms have you never seen before? What do you already know about storms? What do you want to learn about storms? What do you think you ll find out in this book? What kinds of special vocabulary words do you think you ll find in this book? Set a Purpose for Reading This text provides an excellent opportunity for students to focus on the cause-and-effect text structure and the strategy of summarizing information. Explain that the author is going to present the characteristics of four types of storms thunderstorm, hurricane, tornado, and blizzard. She will describe what causes these storms to form and the effects the storms have on the people and places around them. Read page 8 from the text and then say: Listen carefully to the effects that lightning can have. After reading, point out that certain words, such as since and cause can signal that an author is describing a cause-and-effect relationship. Sometimes, however, the author doesn t use any signal words, but rather suggests the relationship by first describing a cause, then its effect. Other times, an author may describe what has happened first, and then go on to explain the cause. Tornadoes Blizzards Introduce the Graphic Organizer Provide each student with a copy of the Identifying Causes and Effects of Storms graphic organizer. Explain that as they read, each student will be looking for data to fill in this chart. You might suggest that students place sticky notes in the margins of pages where they note cause-and-effect relationships. Point out that identifying cause-and-effect relationships allows readers to make sense of information presented in an expository text Benchmark Education Company, LLC Stormy Weather 3

4 CHAPTERS 1 & 2 Read the Text pages 2 9 Use the following prompt to set a purpose for the reading: As you read, think about the information the author is presenting. What does she want you to know about? What is the author s purpose for writing this book? Ask students to read the chapters independently. Invite them to use sticky notes to flag sections of the text that support their ideas about the author s purpose. Also ask them to flag examples of cause-and-effect relationships that illustrate how storms happen and what the results are, and any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book. Focus on comprehension Discuss the Author s Purpose Invite students to share their ideas about the author s purpose. Invite them to point out examples from the text that helped them figure it out. If students have difficulty, use a think aloud to model how a good reader thinks through an author s purpose. In the first paragraph on page 2, the author describes how storms happen when huge masses of hot and cold air meet and clash. She then goes on to say that the rest of the book will be about storms in my area and around the world. This made me think that throughout the book she was going to describe how storms happen and what their effects are. Begin the Graphic Organizer: Identifying Cause and Effect Ask students to reread or skim and scan the text to locate information for the graphic organizer. Draw students attention to the text structure of Chapter 2. On page 6, the author explains what causes thunderstorms. On the following pages, she describes what causes the lightning and thunder that accompany a thunderstorm. Ask: How does recognizing the cause-and-effect text structure help you find the information you re looking for? Summarize Information Explain to students that a summary is a short statement of the most important ideas or information in a text. Point out that stopping every few paragraphs and summarizing the main point can help them make sure they understand what they re reading. Have students use the following tips to summarize what they ve read in Chapter 2: Figure out the topic of what you are reading. Think about the most important points the author has made about the topic. Restate the most important points in your own words. Include only the main ideas, not the supporting details. Keep the summary short. TEACHING TIPS Meaningful Activities for Rapid Readers Read the sidebar fact on page 4. If there are 10 seconds between a flash of lightning and a clap of thunder, how many miles away is the storm? Think about the question prompt on page 8. Then write a story in response and share it with the class. Prompts to Help Readers Monitor Comprehension If you lose the meaning, go back and reread the section where you lost concentration. Analyze Compound Words Challenge students to find examples of compound words in the text. Discuss how paying attention to the words within compound words can be used to decipher meaning and spelling patterns. Create a word web like the one below as an example. thunder loud, rumbling sound that comes after lightning thunderstorm word parts definitions heavy rain, snow, sleet, or hail with strong winds sentence A rainstorm with thunder and lightning is called a thunderstorm. storm Then tell students to apply this and other strategies to unfamiliar words they flagged. These might include: lightning, p. 5 evaporates, p. 6 static electricity, p. 7 expand, p. 7 4 Stormy Weather 2011 Benchmark Education Company, LLC

5 CHAPTERS 3 & 4 Read the Text pages Use the following prompt to set a purpose for the reading: As you read, think about what you already know about hurricanes and tornadoes from television, movies, books, or first-hand experience. Think also about what you d like to know about these storms but don t know now. How can activating prior knowledge help you read and understand new information? Ask students to read the chapters independently. Encourage them to use sticky notes to jot down personal connections they make to the text as they read and new information that they wanted to know prior to reading. Also ask them to flag examples of cause-and-effect relationships, and any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book. Focus on comprehension Discuss Using Prior Knowledge Prompt a discussion of what students have read by using the KWL strategy. On the board or chart paper, create a table with three columns: (1) What do I know?; (2) What do I want to know?; and (3) What have I learned? Ask: What information was already familiar to you? (Jot their responses in the first column.) What information did you want to know before reading the chapters? (Jot their responses in the second column.) What have you learned that you did not know before? (Jot their responses in the third column.) Did having prior knowledge about hurricanes and tornadoes make you more interested and curious about this topic? Why and how? Continue the Graphic Organizer: Identifying Cause and Effect Ask students to reread or skim and scan the text to locate information for the graphic organizer. Remind students to look for signal words and phrases that can help them identify cause-and-effect relationships, such as because, as a result, and so. Summarize Information Invite students to summarize the key points in the two chapters they have just finished. Explain that summarizing will help them remember what they ve read and enable them to check their understanding as they read. Here are some possible summary statements for each chapter: Chapter 3: Hurricanes are powerful storms made up of wind and rain that can cause tremendous damage if they hit land. Chapter 4: Tornadoes are funnel-shaped windstorms that happen when a mass of cold air collides with rising hot air. Like hurricanes, tornadoes can be very destructive if they hit land. TEACHING TIPS Meaningful Activities for Rapid Readers Read the sidebar on page 10. On a map or globe, locate the places where typhoons and cyclones occur. Make a Tornado Safety Rules poster using the information in the sidebar on page 19. Prompts to Help Readers Monitor Comprehension If you lose the meaning, go back and reread the section where you lost concentration. Look for context clues to help you define unfamiliar words. Use Context Clues Point out that using context clues in surrounding text is a valuable strategy for determining the meaning of an unfamiliar word. Have students look at the word eye (page 11). The author defines this word in context using a synonym (hole). Create a visual word web like the one below and have the group complete it. synonym hole eye definition the calm area at the center of a hurricane similar word center sentence The winds swirled around the eye of the storm. Then tell students to apply this and other strategies to unfamiliar words they flagged. These might include: hurricanes, p. 10 coastal, p. 13 homeless, p. 13 meteorologist, p. 14 tornado, p. 15 collides, p Benchmark Education Company, LLC Stormy Weather 5

6 CHAPTER 5 Read the Text pages Use the following prompt to set a purpose for the reading: As you reach the end of the book, summarize the key points of the final chapter. When describing a blizzard, be sure to include only the key points, not all of the details. Ask students to read the chapter independently. Also ask them to flag examples of cause-and-effect relationships and any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book. TEACHING TIPS Meaningful Activities for Rapid Readers Do the sidebar activity on page 22. What does this experiment teach you about snow? What problems could arise when lots of snow suddenly melts? Prompts to Help Readers Monitor Comprehension If you lose the meaning, go back and reread the section where you lost concentration. Look for context clues to help you define unfamiliar words. Focus on comprehension Discuss Summarizing Information Invite students to share summary statements based on their reading of Chapter 5. If students have difficulty, use the following think aloud to model how readers formulate summaries: In the first paragraph on page 20, the author defined a blizzard. She then went on to describe certain conditions that may result from a blizzard, such as snowdrifts, whiteouts, and the inability to travel or go to work. My summary statement would be: A blizzard is a heavy snowstorm with strong winds and cold temperatures that can cause snowdrifts, whiteouts, and many interruptions to people s lives. Complete the Graphic Organizer: Identifying Cause and Effect Ask students to reread or skim and scan the text to locate information to complete the graphic organizer. Draw Conclusions Now that students have read about four distinct types of stormy weather, challenge them to use the information they read to help them draw conclusions about which types of storms are the most dangerous. Encourage them to go back and skim and scan the text to remind themselves of the characteristics and effects of each type of storm. Possible conclusion statements include: All four types of storms are serious, but hurricanes and tornadoes have the potential to cause the widest and most severe damage. Blizzards are the least deadly type of storm, and lightning is usually limited to small areas. Tornadoes and hurricanes, however, cover wide areas and can kill many people. Analyze Compound Words Point out that some of the weather terms in this chapter are compound words. Create a visual word web like the one below to demonstrate how analyzing compound words can help readers define them. snow snowdrift word parts drift definition snow that drifts and piles up Then tell students to apply this and other strategies to unfamiliar words they flagged. These might include: evaporates, p. 6 whiteout, p. 21 snowfall, p Stormy Weather 2011 Benchmark Education Company, LLC

7 AFTER READING SYNTHESIZE AND ASSESS Retell and Summarize As a group, generate an oral or written retelling of the book. Select the key points to create a summary. Respond Ask students what they found most interesting about the book. What they did not like and why. What questions they still have. What additional information they might have included if they had been the author. Identify Cause and Effect Challenge students to use their completed graphic organizers to discuss some of the effects storms can have on our lives. Have them identify what causes these storms to occur. Draw Conclusions Ask students to formulate conclusion statements based on their reading and the information they charted. Record these ideas. The completed graphic organizer below can serve as a model for assessing students ability to identify cause and effect. Identifying Causes and Effects of Storms Thunderstorms Hurricanes Tornadoes thunder kills and hurts people; damages places and things terrible damage floods that destroy homes and cars; winds that knock down trees and tear roofs off buildings; waves that break up boats suck up or destroy cars, houses, and people lightning heats the air, making it expand; sudden expansion causes sound waves lightning hurricane conditions the whirling winds of a tornado tornado a mass of cold air moves in and collides with rising hot air Blizzards driving becomes impossible; travelers are stranded; schools and businesses are closed blizzards 2011 Benchmark Education Company, LLC Stormy Weather 7

8 writing workshop mini-lesson Writing Focus: Using Cause-and-Effect Text Structure Remind students that throughout the book Stormy Weather, they read about storms how they happen and their effects. Ask students to review their Identifying Causes and Effects of Storms graphic organizer to remind themselves of the different types of storms and how they occur. Did the storms that they ve experienced have effects similar to the ones they read about? On chart paper or the board, create a chart describing the cause-and-effect relationships that resulted from a storm. Remind students that one cause (e.g., the storm) can have many effects. You may also want to point out that the storm is not always the cause that it may also be described in terms of being the effect, or result, of certain weather patterns. cause temperature dropped to 10 degrees Fahrenheit and winds blew at 45 miles per hour blizzard teachers couldn t get to school blowing wind buried cars firm snow effect big blizzard two feet of snow, trains and buses can t run, play all day make snowmen and angels principal closed school for day snowdrifts stay at home make hard, packed snowballs TEACHING TIPS Process WrItINg Steps 1. Have students create a chart similar to the one shown, describing the various causeand-effect relationships of a storm they ve experienced. 2. Using notes from their charts, have students independently write a first draft using a causeand-effect text structure. 3. After students complete their paragraph, they should revise and edit them. 4. Conference with each student following the first revision and editing. 5. Have students make any additional changes and create a final copy of their paragraph. 6. Finally, invite students to share their paragraph with a group of other students. Use the reproducible Writing Model to demonstrate how the information from the chart can be used to write a paragraph that describes cause-and-effect relationships. Remind students that certain signal words can help them describe the cause-and-effect relationships in their writing. writing ASSigNmeNt Write a short descriptive paragraph of a time you experienced a storm; use a causeand-effect text structure. 8 Stormy Weather 2011 Benchmark Education Company, LLC

9 Name: Date: Writing Model: Describing Causes and Effects The Blizzard One cold January day last year, the temperature dropped to 10 degrees Fahrenheit and the winds blew at 45 miles per hour causing one of the biggest blizzards our town has ever had. As a result of the blizzard, two feet of snow fell to the ground. The principal closed school for the day because the teachers couldn t get to school! Since the trains and buses weren t running, even our parents couldn t go to work. The blowing wind caused snowdrifts to bury our cars, so there was nothing to do but stay home and play. Making snowmen, snow angels, and snowballs was fun and easy because the snow was firm and easy to pack. Snow days are the best! signal words for cause and effect writing tip When writing a descriptive paragraph, use words that show what you mean rather than simply telling a fact. For example, don t just say that the snow was firm. Instead, show how firm it was by describing what you could make or do with it because of its firmness Benchmark Education Company, LLC Stormy Weather

10 Name: Date: Identifying Causes and Effects of Storms Thunderstorms Hurricanes Tornadoes Blizzards Stormy Weather 2011 Benchmark Education Company, LLC

11 Name: Date: Storm Match-Up Read the summary statements below. Then draw a line to match the storms to their summaries. Summaries This storm, which starts over tropical waters, is made up of fierce winds that swirl around an eye. When it hits land, it causes terrible damage. This storm is caused by static electricity that builds up in clouds. It is made up of heavy rains, flashes of lightning, and claps of thunder. The heavy snows and strong winds of this storm can cause whiteouts, which make it impossible to see right in front of you. Caused by a collision of cold air and rising hot air, the powerful winds of this funnel-shaped storm suck up anything in its path, causing mass destruction. Storms blizzard hurricane tornado thunderstorm 2011 Benchmark Education Company, LLC Stormy Weather

12 Name: Date: How a Tornado Happens Cut out the following pictures and captions, which illustrate how a tornado occurs. Then put them in the correct order. [art: thundercloud with funnel of twisting wind approaching the ground] [art: show cold air mass colliding with hot rising air] The twister gets longer and touches the ground. On a hot afternoon, a mass of cold air collides with hot rising air. [art: thundercloud with funnel of twisting wind beginning to form in cloud] A funnel shaped twister begins to form. A thundercloud full of spinning wind begins to form. Stormy Weather 2011 Benchmark Education Company, LLC

13 Name: Date: Postcard to a Friend Imagine that you live in the Midwest and have just seen a tornado. Write a postcard to a friend in New York describing what it looked like and what happened when it hit land. Use the information from the book to help you write your postcard. Maria Jones 1 Broadway New York, NY Benchmark Education Company, LLC Stormy Weather

14 Name: Date: Hurricanes and Tornadoes How are hurricanes and tornadoes similar? How are they different? Compare and contrast the two storms. Write how they are different in the outer parts of the circles. Write how they are the same in the part that overlaps. Hurricane Tornado Stormy Weather 2011 Benchmark Education Company, LLC

15 A n s w e r K e y Storm Match-Up How a Tornado Happens Summaries Storms 1. [art: show cold air mass colliding with hot rising air] 2. This storm, which starts over tropical waters, is made up of fierce winds that swirl around an eye. When it hits land, it causes terrible damage. blizzard This storm is caused by static electricity that builds up in clouds. It is made up of heavy rains, flashes of lightning, and claps of thunder. The heavy snows and strong winds of this storm can cause whiteouts, which make it impossible to see right in front of you. hurricane tornado 3. On a hot afternoon, a mass of cold air collides with hot rising air. [art: thundercloud with funnel of twisting wind beginning to form in cloud] 4. A thundercloud full of spinning wind begins to form. [art: thundercloud with funnel of twisting wind approaching the ground] Caused by a collision of cold air and rising hot air, the powerful winds of this funnel-shaped storm suck up anything in its path, causing mass destruction. thunderstorm A funnel shaped twister begins to form. The twister gets longer and touches the ground. Postcard to a Friend Hurricanes and Tornadoes Hurricane Tornado Student answers will vary. Check for content accuracy and writing competency. Maria Jones 1 Broadway New York, NY Starts over the ocean Can keep growing for several days Can stretch out over hundreds of miles Ring shaped winds up to 150 mph Named by meteorologists Powerful winds swirl around Can cause great destruction Meteorologists put out warnings Starts over land Can form quickly Stretches out about 1 1 / 2 miles Funnel shaped Winds up to 300 mph Sucks up dirt and objects 2011 Benchmark Education Company, LLC Stormy Weather

16 Stormy Weather Navigators Teaching Guides provide flexible options to meet a variety of instructional needs Lesson-at-a-Glance Sample Lesson Planning Guides Before Reading (p. 3) Introduce the Book Set a Purpose for Reading Introduce the Graphic Organizer: Identifying Cause and Effect* Day 5-Day Lesson for Assessed Skills & Strategies 5-Day Flexible Lesson Accelerated 3-Day Lesson During Reading (pp. 4 6) Read the Text: Chapters 1 & 2 Focus on Comprehension Mini-Lessons: Discuss the Author s Purpose* Begin the Graphic Organizer* Summarize Information* Analyze Compound Words* Read the Text: Chapters 3 & 4 Focus on Comprehension Mini-Lessons: Discuss Using Prior Knowledge Continue the Graphic Organizer* Summarize Information* Use Context Clues* Read the Text: Chapter 5 Focus on Comprehension Mini-Lessons: Discuss Summarizing Information* Complete the Graphic Organizer* Draw Conclusions* Analyze Compound Words* After Reading (p. 7) Synthesize and Assess Activities: Retell and Summarize* Respond Identify Cause and Effect* Draw Conclusions* Writing Workshop (pp. 8 9) Mini-Lesson Assignment: Using Cause-and-Effect Text Structure* Content-Area Extension Activities on Blackline Masters (pp ) Storm Match-Up How a Tornado Happens Postcard to a Friend Hurricanes and Tornadoes Introduce the Book Set a Purpose for Reading Introduce the Graphic Organizer Read the Text: Ch. 1 & 2 Focus on Comprehension: Begin the Graphic Organizer Summarize Information Read the Text: Ch. 3 & 4 Focus on Comprehension: Continue the Graphic Organizer Summarize Information Read the Text: Ch. 5 Focus on Comprehension: Discuss Summarizing Information Complete the Graphic Organizer Synthesize and Assess Writing Mini-Lesson Writing Assignment Writing Assignment Content-Area Extension Activities (BLMs) Introduce the Book Read the Text: Ch. 1 & 2 Select or create mini-lessons by using the comprehension preassessments to determine student needs.* Read the Text: Ch. 3 & 4 Select or create mini-lessons.* Read the Text: Ch. 5 Select or create mini-lessons.* Writing Mini-Lesson Writing Assignment Writing Assignment Content-Area Extension Activities (BLMs) Introduce the Book Read the Text: Ch. 1 & 2 Read the Text: Ch. 3 & 4 Read the Text: Ch. 5 Synthesize and Assess Copyright 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of this 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: Checkmarked skills may be assessed by using the tests provided in the Comprehension Strategy Assessment Handbook. * Preassessments are available in the Comprehension Strategy Assessment Handbook.