volcanoes - s3. · pdf fileexamples in this book; i’m going to write...

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

Teacher’s Guide

• Small Group Reading Lesson • Skills Bank • Reproducible Activities

science

anchor comprehension strategy

Identify Cause and Effect •

Phonics Silent b •Hard and soft g •

Concept Vocabulary Words that describe •volcanoes

Grammar/Word StudyDescriptive language •

Science Big IdeaVolcanoes affect the environment •around them.

skills-at-a-Glance

VolcanoesLevel L/24

2Volcanoes

©2011 Benchmark Education Company, LLC

Day 1

Activate Prior KnowledgeShow students the cover of the book and read the title. Ask:

• Have you ever seen anything like this? Is it a road or a river? Why is it orange?

• Where do you suppose the photographer was standing when he or she took this picture?

Involve students in a discussion about volcanoes. Ask them what volcanoes do, what they look like, and where they might be found. Ask volunteers to draw pictures of volcanoes on the board. Distribute copies of the Vocabulary Prediction Chart (left). Read the words extinct, erupt, geologists, active, and dormant with students. Ask them to predict how the words might be related to the subject of volcanoes. Have them write their ideas in the “Before Reading” column of their charts. Tell students to look for definitions or explanations of the words as they read the book.

Preview the BookGive each student a copy of the book. Have students turn to the table of contents. Ask:

• What can you learn about a book from its table of contents?

• What page would you go to if you wanted to learn about how volcanoes change Earth? Let’s turn to that page.

• Why is some of the print in this chapter blue and not black?

Point out the word magma in bold type on page 2. Have students turn to the glossary at the back of the book and find the word. Read the definition together. Demonstrate how to use the pronunciation guide to read the word. Some students may benefit from a discussion of the words in the glossary prior to reading the book. You may want to read through the words and their definitions with students and answer any questions they may have.

Point out the index at the bottom of the page. Ask:

• What is the purpose of the index in this book?

• On what page can I find out about Mauna Loa?

• On what pages can I read about lakes? Let’s turn to these pages to see what we can find.

Small Group Reading Lesson

Vocabulary Prediction Chart

Words Before Reading After Reading

extinct

erupt

geologists

active

dormant

not living anymore

explode

scientists who study rocks

moving around

not alive

3©2011 Benchmark Education Company, LLC

VisuAl CuEs• Look at the initial letters.• Break the word into syllables

and sound out each part.• Look for familiar chunks

within the word.• Think about what sound the

vowel makes in the word.

sTruCTurE CuEs• Think about whether the

words in the sentence sound right.

MEANiNg CuEs• Think about what makes sense

in the sentence.• Look at the pictures to confirm the word.Remind students that they can use the glossary at the end of the book to check any words that are printed in bold type.

set a Purpose for reading: Chapters 1–2, pp. 2–9Have students read the headings on pages 2 and 6. Say: Let’s read these chapters silently to find out what makes volcanoes erupt. Monitor students’ reading and provide support as necessary.

Monitoring reading strategiesBEforE rEADiNg • Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words.

DuriNg rEADiNg • Observe students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently.

AfTEr rEADiNg • Discuss words that gave students difficulty and the strategies they used to work them out. Reinforce good reading behaviors you observed by saying:

• I noticed, [student’s name], that you used the glossary at the back of the book to help you. That’s a good strategy.

• When we worked together to sound out the word poisonous, you chunked it into parts to sound it out. That’s what good readers do.

You may wish to select activities from the Skills Bank (pp. 9–10) that will develop students’ reading strategies.

Repeat this monitoring process each time students read a new section of the book.

Build ComprehensionAsK AND ANsWEr QuEsTioNs

Help students review their purpose for reading the chapters. Encourage them to use information from the text and their background experience to answer some or all of the following questions.

• What causes a volcano to erupt? (Heat inside Earth melts rock to make magma. Gases in the magma make it rise to the surface and pour out on Earth’s surface.) (Summarize information/ Identify cause and effect)

• After reading chapters 1 and 2, what can you write about the words in the third column of your Vocabulary Prediction Charts? (Answers will vary.) (Locate facts)

• If you were going to build a house on the slopes of a volcano, what type, or group, of volcano would you choose? Why? (an extinct volcano; it is not likely to erupt) (Draw conclusions)

Volcanoes



extinct

erupt

geologists

active

dormant

not living anymore

explode


moving around

not alive

name for volcanoes that have erupted but probably will not anymore

when melted rock, ash, steam, and gases come out of a volcano

name for volcanoes that erupt often

name for volcanoes that have erupted and might do so again

4Volcanoes


set a Purpose for reading: Chapter 3, pp. 10–13Have students read the heading on page 10. Say: Let’s read this chapter silently to learn about some famous volcanoes. Monitor students’ reading and provide support as necessary.


Help students review their purpose for reading the chapter. Encourage them to use information from the text and their background experience to answer some or all of the following questions.

• What three types of eruptions does the book describe? (least violent, violent, and most violent, p. 10) (Locate facts)

• What famous volcanoes did you read about in this chapter? (Mauna Loa, Mount Saint Helens, Mount Vesuvius, pp. 11–13) (Locate facts)

• How would you classify the eruption of Mount Saint Helens? Why? (most violent; the blast blew off the top of the mountain) (Classify and categorize)

• Why might people have been willing to live in the three towns buried by Mount Vesuvius? (Answers will vary. One possible answer: People might have been unaware that the volcano was active.) (Make inferences)

review Chapters 1–3Have students review what they previously read about volcanoes. Ask:

• What interesting or amazing facts have you learned about volcanoes so far?

• Sometimes people talk about “rivers of rock.” How could you have such rivers?

• What are some new words you learned from your reading so far?

Day 2

Small Group Reading Lesson (continued)

5Volcanoes


set a Purpose for reading: Chapters 4–5, pp. 14–19Have students read the headings on pages 14 and 18. Say: Let’s read these chapters silently to learn about how scientists try to predict eruptions. Monitor students’ reading and provide support as necessary.


Engage students in a discussion about the text. Encourage them to ask questions about what they read. Model how to use background knowledge and experience, as well as information in the text, to answer questions. Ask:

• After reading Chapter 5, what can you write about the term geologists in the third column of your Vocabulary Prediction Charts? (Answers will vary.) (Locate facts)

• How can volcanoes benefit people? (They create islands and lakes. They can provide hot water and produce electricity. They make soil richer. pp. 16–17) (Locate facts)

• What are some warning signs scientists use to predict volcano eruptions? (They measure waves inside Earth. They watch for changes in Earth’s tilt and in water levels in wells. These things occur before earthquakes, which often occur before eruptions.) (Summarize information)

• Look at the box showing volcano death tolls on page 19. How does the eruption of Mount Saint Helens differ from the other eruptions? Why? (Fewer people died at Mount Saint Helens. Answers will vary. Possible answers: There were fewer people living near the mountain. Scientists were able to warn many people.) (Interpret graphics/Compare and contrast/Make inferences)



extinct

erupt

geologists

active

dormant

not living anymore

explode


moving around

not alive

name for volcanoes that have erupted but probably will not anymore

when melted rock, ash, steam, and gases come out of a volcano

scientists who study Earth

name for volcanoes that erupt often

name for volcanoes that have erupted and might do so again

6Volcanoes


Build Comprehension: Chapters 1–5AsK AND ANsWEr QuEsTioNs

• What volcanoes are identified by name in this book? (Mount Kilimanjaro, Lassen Peak, Mount Etna, Mount Saint Helens, Mauna Loa, Mount Vesuvius, Crater Lake, Mount Tambora, Krakatoa, Mount Pelée, and Mount Ruiz) (Locate facts)

• How would you compare volcanoes to other natural disasters—for example, tornadoes, earthquakes, or forest fires—that you have read or heard about? (Answers will vary.) (Compare and contrast)

• Do you think people should be prevented from living near volcanoes? Why or why not? (Answers will vary.) (Use creative thinking)

iDENTifY CAusE AND EffECT

Model Define for students the concept of cause and effect. Explain that most of what happens in our lives and in the natural world is the result of some previous event. Copy the graphic organizer on the board and model how to record cause and effect. Say:

Imagine that you accidentally left the lid off the bowl where you keep your two goldfish. The next morning you see only one fish, and you notice that your cat is not very hungry! That’s an example of cause and effect. Something happens—the effect—because of something else—the cause. The effect was the loss of a fish; the cause was forgetting to put the lid on the bowl.

This chart will help you organize causes and effects. There are lots of examples in this book; I’m going to write “Volcanoes” as the topic. Let’s take an example from page 2. This page explains why a volcano erupts. The text box on the page says that pressures and temperatures inside Earth can melt solid rock. This is an example of cause and effect. I’ll write “The inside of Earth has high pressures and temperatures.” under “Cause” and “Solid rock becomes melted rock.” under “Effect.” Now you might ask, “What causes the melted rock to rise?” The answer to that question is on page 6. Let’s look for more examples of causes and effects in the book.


Question TypesStudents need to understand that they can use information from various places in the book, as well as background knowledge, to answer different types of questions. These lessons provide four types of questions, designed to give students practice in understanding the relationship between a question and the source of its answer.

• Questions that require students to go to a specific place in the text.

• Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book.

• Questions that require students to combine background knowledge with information from the book.

• Questions that relate to the book topic but require students to use only background knowledge and experience, not information from the book.

Teacher Tip

Teacher Tip

7Volcanoes


MonitoringComprehension• Are students able to revisit

the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to match the wording of the question to the wording in the text.

• Are students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer.

• Can students combine their background knowledge with information from the text to make inferences and draw conclusions? If they are having difficulty, model how you would answer the question.

• Are students’ answers to creative questions logical and relevant to the topic?

• Do students’ completed graphic organizers reflect an ability to identify causes and effects in the text? If students are having difficulty, provide more modeling and guided practice in this skill.

Practice and Apply Distribute copies of the graphic organizer to students. Ask them to revisit the text, looking for more examples of cause and effect. Suggest that they ask why while reviewing. If the text gives them the answer, they have an example of cause and effect. Lead students to understand that there may be several correct ways to fill out their charts. This is because one event leads to another, so an effect can also be the cause of another event. In this respect, causes and effects create a chain.

Cause and Effect

Topic: Cause Effect

Volcanoes

The inside of Earth has high pressures and temperatures.

Solid rock becomes melted rock.

Melted rock, or magma, contains gases.

Magma is lighter than solid rock and rises toward the surface.

High temperatures melt rock.

Melted rock becomes liquid and f lows like a river.

Vinegar is added to a mixture of water and baking soda.

The liquid foams up like an erupting volcano.

Some volcanoes blast out clouds of hot ash.

Towns can be buried and people can be killed.

Some volcanoes erupt under the ocean.

Lava cools under water and eventually forms islands.

Ash from volcanoes makes the soil richer.

Some crops grow well in the soil near volcanoes.

Hot rocks heat up water underground.

Water and steam shoot up through the surface in geysers.

8Volcanoes


small group WritingMoDEl THE WriTiNg

Show students how they can use the graphic organizer to help them plan their own writing. Once again, copy the graphic organizer on the board. Decide on a topic that doesn’t require research and write it at the top of the page. The topic might be “The Dos and Don’ts of Good Health.” Tell students that they will need to think about things they should do to stay healthy. Encourage them to ask what if questions. (For example, What if you exercise regularly? What if you don’t get a good night’s sleep?) Encourage students to represent positive and negative behaviors in the chart. Record their suggestions on the board.

Tell students they now have a plan for writing. Have them suggest sentences that combine and expand on information in the chart. Encourage students to use language that helps the reader recognize cause-and-effect relationships, such as so, causes, leads to, because, as a result, and when. Record their suggestions.

Read aloud each paragraph as it is completed and ask students if they need to clarify any information. Show them how to edit their writing. Then work on the next paragraph. The completed composition might be similar to the following:

“There are lots of ways to stay healthy. One way is to eat the right kinds of food. When you eat well, your body has the nutrients it needs to stay healthy. Eating junk food, however, causes you to feel tired and become overweight.

“Sleep is also important for good health. A good night’s sleep will help you feel rested. As a result you’ll be able to concentrate. Staying up late will cause you to feel sleepy. When you are sleepy, you are more likely to do poorly at school and in sports.

“Exercise also leads to good health. So does eating a good breakfast and getting lots of fresh air.”

APPlY (iNDEPENDENT WriTiNg)

Give students blank copies of the graphic organizer. Explain that they are to write at least two paragraphs on a topic such as school rules, sports, or family life, and include causes and effects. They should use their charts to organize possible causes and effects.

Connect to HomeHave students read the take-home version of Volcanoes to family members.

reread for fluencyYou may wish to read sections of the book aloud to students to model fluent reading of the text. Model using appropriate phrasing, intonation, expression, volume, and rate as you read. Some students may benefit from listening to you read a portion of the text and then reading it back to you.

Have students reread Volcanoes with a partner. Have them read the text together and then take turns reading it to each other.


Cause and Effect

Topic: ______________________________________

Cause Effect

The Dos and Don’ts of Good Health

Exercise at least 20 minutes every day.

You feel alert and well. You may live longer.

Get enough sleep.You are rested and able to concentrate at work and play.

Stay up really late on school nights.

You feel sleepy and lose attention the next day.

Eat a good breakfast.You have strength and energy for the morning’s work.

Eat a balanced diet that includes grains, meat, fish, dairy products, fruits, and vegetables.

You are less likely to get ill.

Snack on junk food with lots of fat and sugar.

You get overweight and feel tired.

Brush your teeth after meals. You don’t get cavities.

Keep your windows shut and your room hot.

You feel tired and come into contact with more germs.

9Volcanoes


Phonics: silent bWrite the word bomb on the board and ask students what letter in the word does not make a sound. Circle the final b. Tell students that you are going to ask them some questions and that the answer to each question will be a word that has a silent b. Ask:

What is a tiny bit of bread?

Who fixes your shower?

What is a baby sheep?

What are you in when you owe someone money?

How do your hands feel when they are very cold?

As students respond with the words crumb, plumber, lamb, debt, and numb, write them on the board. Then assign volunteers words of their own: dumb, thumb, tomb, climb, comb, and doubt. Ask them to write their own questions for the group. Add the answers to the list on the board.

Phonics: Hard and soft gWrite the words gases and geologists on the board. Have students say the words aloud. Then ask: What sounds do you hear at the beginning of these words? (/g/ in gases, /j/ in geologists) What letter makes both sounds? (g) Explain that when the letter g spells /g/, it is called hard g, and when it spells /j/, it is called soft g.

Have students form pairs and assign each pair one of the following letter combinations: ga, ge, gi, go, gu, gy. Have partners use dictionaries to find and write four words, three familiar and one unfamiliar, that begin with their assigned combination. As students read or spell their words, write them on the board under the headings “Hard g” and “Soft g.” Then ask students to think of a general rule about the sound of g at the beginning of words. Lead them to understand that g makes the soft sound, /j/, only when it is followed by e, i, or y.

Skills Bank: Decoding

Hard ggasesgoneguide

Soft ggeologistsgiantgym

10

Concept Vocabulary: Words that describe volcanoesAsk students to shut their eyes and visualize a volcano erupting. Say: I want you to think of words that describe the volcano. Continue by asking: Is it peaceful? Is it happy? If the volcano were a person, how would you describe it? Help students come up with a list of descriptive words, such as angry, violent, awful, furious, powerful, magnificent, terrible, frightening, erupting, exploding, shaking, roaring, spewing, bursting, and threatening. Write the words on the board as students think of them.

Copy the words on slips of paper and have students choose one word each from a box. Then have students pair up, and ask the pairs to compose a sentence or two in which they use both their words. Ask the pairs to share their sentences with the group.

grammar: Descriptive language Write this sentence on the board: Melted rock can come out of a volcano. Circle the word come and ask students to think of other words to use in its place. Say: This verb is not very descriptive. Can you think of words that are more descriptive, vivid, or interesting? Write students’ ideas on the board. Then have them turn to page 2 of their books, and ask them to read the second sentence. Add ooze, pour, and blast to the list. Explain that good descriptive writing uses words that are precise and vivid. Point out that ooze is more effective than come in the example on the board because it helps the reader visualize the scene better and it makes the sentence more interesting to read.

Write the following sentence on the board: She walked into the building. Underline the words walked and building. Say: I want you to turn this into a vivid description by substituting a new verb and a new noun. You can also add words that describe the building and the way she walked. Model for students the type of language you have in mind. (Example: She stepped boldly into the shadowy barn.) Ask volunteers to share their revisions with the group.

Skills Bank: Decoding (continued)

©2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the 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: 978-1-4108-0197-5

magnif icent

roaring

threatening

She walked into the building.

She stepped boldly into the shadowy barn.


Name _______________________________________________________ Date ___________________



extinct

erupt

geologists

active

dormant


Name _______________________________________________________ Date __________________

Cause and Effect

Topic: Cause Effect

volcanoes - s3. · pdf fileexamples in this book; i’m going to write...

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