Scholastic Text Marking
April 25, 2017 | Author: tena_j | Category: N/A
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Scholastic Text Marking...
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Grades 4–8
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Text-Marking Lessons for Active Nonfiction Reading Reproducible Nonfiction Passages With Lessons That Guide Students to Read Strategically, Identify Text Structures, and Activate Comprehension
Judith Bauer Stamper
New York • Toronto • London • Auckland • Sydney Mexico City • New Delhi • Hong Kong • Buenos Aires
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Scholastic Inc. grants teachers permission to photocopy the designated reproducible pages from this book for classroom use. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012. Editor: Mela Ottaiano Cover design: Brian LaRossa Interior design: Melinda Belter Interior illustrations and photos: page 16: ktsdesign/Bigstock.com; page 17: SecureSpace/Bigstock.com; page 20: © AP Images; page 21: DK1vision/Bigstock.com; page 24: gtrmtt84/Bigstock.com; page 25: 1photo/Bigstock.com; page 28: anatomyofrockthe/Bigstock.com; page 29: nekitt/Bigstock.com; page 32: kotse/Bigstock.com; page 36: Gudella/Bigstock.com; page 37: desertrosestudios/Bigstock.com; page 40: JeanneD/Bigstock.com; page 41: mjpixel/Bigstock.com; page 44: DmitryP/Bigstock.com; page 45: cozyta/Bigstock.com; page 48: jaboardm/Bigstock.com; page 52: mikess5/Bigstock.com; page 56: tom oliveira/Bigstock.com; page 57: JamesBustraan/Bigstock.com ISBN: 978-0-545-28819-4 Copyright © 2012 by Judith Bauer Stamper All rights reserved. Published by Scholastic Inc. Printed in the U.S.A. 1 2 3 4 5 6 7 8 9 10
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18 17 16 15 14 13 12
Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Connections to the Common Core State Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 How to Use the Co m p a n i o n F o l d e r F i l e s With the Interactive Whiteboard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 How to Use the Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Teaching Routine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Lesson 1: Read for Details • State Names . . . . . . . . . . . . . . . . . . . . . . . . 10 Reading 1: Fifty Nifty Names . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Reading 2: Native Names . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Reading 3: Kings and Colors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Lesson 2: Main Idea & Details • Insect Attacks . . . . . . . . . . . . . . . . . . . 14 Reading 1: Buzz and Bite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Reading 2: That Stings! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Reading 3: Bad Bug Bites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Lesson 3: Sequence of Events • Extreme Survivors . . . . . . . . . . . . . . . . 18 Reading 1: Tsunami Survivor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Reading 2: Air Crash Survivor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Reading 3: Earthquake Survivor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Lesson 4: Summarize • Amazon Rain Forest . . . . . . . . . . . . . . . . . . . . . 22 Reading 1: The Amazing Amazon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Reading 2: Amazon Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Reading 3: A Rain Forest in Trouble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Lesson 5: Cause & Effect • Volcanoes . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Reading 1: Mount St. Helens Blows Up! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Reading 2: When Volcanoes Explode . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Reading 3: Ash From Iceland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Lesson 6: Draw Conclusions • Sports Stars . . . . . . . . . . . . . . . . . . . . . . 30 Reading 1: Wilma Rudolph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Reading 2: Bruce Lee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Reading 3: Pele . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Lesson 7: Problem & Solution • Rescue Teams . . . . . . . . . . . . . . . . . . . 34 Reading 1: Buried Alive! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Reading 2: Air Lifts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Reading 3: Animal Emergencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Lesson 8: Compare & Contrast • Predator Power . . . . . . . . . . . . . . . . . . 38 Reading 1: Komodo Dragons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Reading 2: Vampire Bats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Reading 3: Great White Sharks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Lesson 9: Make Inferences • Record Breakers . . . . . . . . . . . . . . . . . . . . 42 Reading 1: Champion Skippers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Reading 2: Youngest Climber . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Reading 3: Wheelchair Champ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Lesson 10: Fact & Opinion • Up for Debate . . . . . . . . . . . . . . . . . . . . . . . 46 Reading 1: Should Students Go to School Year-Round? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Reading 2: Should Girls Play on Boys’ Sports Teams? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Reading 3: Should Cell Phones Be Allowed in School? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Lesson 11: Context Clues • Good as Gold . . . . . . . . . . . . . . . . . . . . . . . . 50 Reading 1: A Precious Metal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Reading 2: Hidden Treasure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Reading 3: Panning for Gold . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Lesson 12: Author’s Purpose • Natural Wonders . . . . . . . . . . . . . . . . . . 54 Reading 1: The Grandest Canyon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Reading 2: Wild Water Rafting/My Mule Pokey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Reading 3: Grassy Waters/Everglades Adventure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Lesson-by-Lesson Connections to the Common Core State Standards . 64
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Introduction Students at all grade levels must use reading comprehension skills in every class, every day. Therefore, the ability to comprehend text is an essential ingredient for academic success. To help student achieve their academic goals, introduce them to text marking—a proven, powerful tool for building comprehension skills. Text-Marking Lessons for Active Nonfiction Reading provides engaging, ready-touse readings for 12 key comprehension skills. The readings are organized around high-interest topics connected to the curriculum. They are specially written to engage students’ interest and specially formatted to provide practice with text marking. When enhanced with an interactive whiteboard, the readings allow students to “get into” and comprehend text in new and rewarding ways. Why is text marking such an effective tool for comprehension? Marking a text focuses students’ attention by giving them concrete tasks. Circling a cause, underlining its effect, and boxing the signal word puts students inside the text. They become involved in active reading as they mark key comprehension elements. Text marking also helps students make the cognitive transfer between the text and comprehension. In addition, it highlights the importance of justifying an answer with evidence from the text. For teachers, text marking provides quick and concrete evidence of whether or not students are on task and an accurate snapshot of skills students have mastered and skills they need to work on. Assessment is both concrete and constructive. The lessons in Text-Marking Lessons for Active Nonfiction Reading provide readings for teaching and modeling a skill, practicing a skill, and applying the skill. The gradual release instructional model is easy to follow and provides best practices for comprehension learning. Text marking gives you an effective way to help students interact with text and improve their reading comprehension.
Connections to the Common Core State Standards The Common Core State Standards emphasize the importance of close attention to the text and its features. Text marking provides an extremely effective tool to focus students on the dimensions of text complexity. For example, the lessons guide students to analyze meaning and purpose by making inferences and identifying author’s purpose. Students focus on text structure by text marking sequence of events, cause and effect, and problem and solution. Most important, text marking helps students identify evidence in the text to support their comprehension.
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All 12 lessons in this book meet the following College and Career Readiness Anchor Standards for Reading:
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R.CCR.4: Interpret words and phrases as they are used in a text. For a breakdown of how each lesson connects to the Common Core State Standards for English Language Arts, refer to the chart on page 64. Please visit www.corestandards. org for more details about the standards.
How to Use the Companion Folder Files With the Interactive Whiteboard The Companion Folder includes 12 PDF files—one for each lesson—that contain all of the passages from the printed book. As soon as possible, transfer these files to the computer connected to your interactive whiteboard. Once they are in your computer, you can then import them into the whiteboard software for interactive use with your students. Taking care of this step in advance saves valuable class time and also helps when you want to save edited samples for future reference. If you are using SMART Notebook™ software for the SMART Board® or any other interactive whiteboard software, be sure you have installed the latest version. (This product was tested using the following software: Notebook for the SMART Board, version 10.7.154.0, and ActiveInspire software for the Promethean ActivBoard, version 1.5.37817.)
How to Use the Lessons Each lesson consists of four pages of instruction, readings, and text-marking activities. The Teaching Plan gives you specific instructions and tips for teaching each skill through a set of three readings.
Lesson 2 Teaching TeachingPlan Plan
Main Idea & Details • Insect Attacks
1. Introduce the Skill Ask students what they know about insect attacks. Prompt a discussion with these questions: What insects bite and sting humans? How do insect bites and stings feel? As they read about insect attacks, students should look for the following:
Prompts for engaging prior knowledge
• The main idea, or the most important point about a topic. • Supporting details, or information that tells more about the main idea. Continue following the Teaching Routine (page 8) and use the following lesson-specific tips for each remaining step.
2. Model Model for students how to find the main idea and supporting details in “Buzz and Bite.” • To find the main idea, I’ll look for the most important point about the topic. The topic is insect attacks. The main idea of this reading is about why mosquitoes bite. I’ll circle the second sentence as the main idea. • To find the supporting details, I’ll look for pieces of information that tell more about the main idea. One detail is that a female mosquito bites to get blood so she can make more mosquitos. I’ll underline that because it is a supporting detail. Then I’ll find more supporting details.
Language for modeling the skill
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n Reading 2: “That Stings!” • page 16 n Reading 3: “Bad Bug Bites” • page 17
Prompts for practicing the skill
3. Practice Guide students to mark the main idea and details in “That Stings!” by asking the following questions. PARAGRAPh 1:
• What is the main idea about insect attacks in this paragraph? • What is supporting information about a honeybee’s sting? • How are wasp stings different? PARAGRAPh 2:
• What is the main idea about insect attacks in this paragraph? • What is supporting information about a bee or wasp sting? • Why do some people get hives and become dizzy?
4. Apply have students complete Reading 3 independently and then share their answers with partners or the group. Conclude by asking: Which kind of insect would you least want to attack you? Why?
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Definitions for introducing the skill
Materials n Reading 1: “Buzz and Bite” • page 15
Tips for applying the skill and concluding the lesson
6
Name ______________________________________________________
Date ______________________________
Main Idea & Details • Insect Attacks • 1
Reading 1 introduces the topic for the lesson and provides a passage for you to model the comprehension skill.
To find key information as you read, remember: l The main idea is the most important point about a topic.
Main Idea & Details Text Marks
Text marks for identifying the skill
Circle the main idea.
l Supporting details are information that tells more about the main idea.
Underline the supporting details.
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Passage to model the comprehension strategy
Reading 2 provides a longer text for you to use with students to practice the skill together. It elaborates on the lesson topic.
Buzz and Bite
Definitions for reinforcing the skill
Mark the Text
People all over the world are scratching their
Find the main idea and supporting details.
mosquito bites. Why do mosquitoes like to bite? A female mosquito needs blood to make more mosquitoes. The
Circle the main idea.
Underline the supporting details.
female’s mouth has a special part. She uses it to suck blood.
Directions for marking the text
She shoots some of her saliva into a person. It makes the blood easier to drink. The mosquito’s saliva is what makes a bite itch. Yuk!
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Name ______________________________________________________
Date ______________________________
Main Idea & Details • Insect Attacks • 2
Read “That Stings!” Find the main idea and supporting details. Then mark the text.
That Stings! 1
Don’t make a bee or wasp mad at you! Bees and
wasps fight back with their stingers when they are disturbed or angry. A honeybee can sting a person only once. Its
Mark the Text
stinger gets stuck inside the victim’s body. The honeybee dies
Passage to practice the comprehension strategy
1
after just one sting. Wasps, like hornets and yellow jackets,
Find the main idea and supporting details.
can pull their stingers out. So, they can sting their victims
C ircle the main idea.
over and over again.
Underline the supporting details.
2
A bee or wasp sting hurts when it happens, and 2
it keeps on hurting. After a sting, the skin becomes hot, turns red, and starts to itch. It’s always best to remove the stinger as soon as possible. Some people are very allergic to
Find the main idea and supporting details
C ircle the main idea.
Underline the supporting details.
insect stings. They might get hives, become dizzy, and have problems breathing. A little insect sting can cause big trouble.
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Reading 3 provides another text for students to use independently to apply the skill. It extends the lesson topic.
Name ______________________________________________________
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Directions for marking the text
Date ______________________________
Main Idea & Details • Insect Attacks • 3
Read “Bad Bug Bites.” Find the main idea and supporting details. Then mark the text.
Bad Bug Bites 1
Two spiders that live in the United States have
poisonous bites. They are the black widow and the brown
Passage to apply the comprehension strategy
with a red-orange or yellow mark on its stomach. The brown
1
recluse spider is brown with long, skinny legs. If these spiders
Underline the supporting details.
sick. Few people die from the spider bites. But if one of these 2
spider bites you, it’s important to see a doctor right away.
2
A deer tick is a tiny insect that can cause a bad
disease. The tick attaches its six legs to the skin of a victim
Find the main idea and supporting details. Circle the main idea.
bite you, the bite will swell, hurt, and make you feel really
Directions for marking the text
Mark the Text
recluse spiders. A black widow spider has a black, shiny body
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Read “Buzz and Bite.” Find the main idea and supporting details. Then mark the text.
Find the main idea and supporting details.
Circle the main idea.
Underline the supporting details.
and sucks its blood. Humans can get Lyme disease, a hardto-cure illness, from the bacteria in the tick’s bite. If you find a tick on your skin, pull it off with a tweezer. Then take the tick to your doctor to be checked.
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Teaching Routine
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Follow this routine for each lesson, using the specific instructional suggestions in the teaching plan and the three readings for the lesson.
1. Introduce
Engage Prior Knowledge Prompt students with questions to discuss what they know about the lesson topic. Teach the Skill Introduce the skill using the student-friendly definitions provided for each lesson. These definitions also appear on the Reading 1 page.
2. Model
Model the Skill Display Reading 1 on the whiteboard and provide students with a copy. Direct students’ attention to the board. Point out the text markings they will be using for the skill as you review the skill definitions. Read the Passage Ask students to follow along as you read aloud the first reading. Tell them to think about the skill and look for it in the text as they read. Mark the Text Use the modeling language in the teaching plan to demonstrate how to ask questions about the text and then apply the skill by marking the text on the board. Have students add these marks to their own copy for reference.
3. Practice
Practice the Skill Display Reading 2 on the whiteboard and provide students with a copy. Point out the instructions for text marking. Read the Passage Have students read the passage along with you. Ask them to think about the skill and look for its elements in the text as they read. Mark the Text Guide students to mark the skill in the text by asking the comprehension questions provided in the teaching plan. Review Text Markings Help student volunteers mark the text on the whiteboard.
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Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
4. Apply
Apply the Skill Display Reading 3 on the whiteboard and provide students with a copy. Have them briefly review the text markings before reading. Read the Passage Direct students to read the passage independently. If you think students would benefit, have them read with a partner. Mark the Text Ask students to follow the text-marking instructions and monitor their progress as they work independently or with a partner. Review Text Markings Have several students volunteer to mark the text on the whiteboard. Encourage students to use the academic language of the skill to explain how they marked the text. Conclude the Lesson Wrap up instruction with a prompt that challenges students to apply the topic to their own lives.
Assessment See the Answer Key on pages 58–63 for annotated versions of each exercise. You may want to be flexible in your assessment of student answers, as the text marks and responses in the annotated exercises do not always represent the only possible answers. Encourage students to self-assess and correct their answers as you review the text markings on the whiteboard. Provide additional support to students who need further instruction in the skill by using a fresh copy of the readings.
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Lesson 1 Teaching Plan
Read for Details • State Names
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
1. Introduce Ask students what they know about state names. Prompt a discussion with these questions: How did our state get its name? What are some unusual state names? As they read about state names, students should look for the following: • The topic, or what the text is mostly about. • The details, or important information that tells more about the topic. • The answers to questions such as who, what, where, when, why, and how. Continue following the Teaching Routine (pages 8–9) and use the lesson-specific tips for each remaining step.
2. Model Model for students how to find the topic and supporting details in “Fifty Nifty Names.” • To find the topic, I’ll ask myself what the reading is mostly about. The first sentence says state names come from many places, just like the American people. The rest of the text tells how the states were named. I’ll box “State names come from many places” as the topic. • To find important details, I’ll look for pieces of information that tell more about the topic. One detail is “27 state names come from Native American words.” I’ll underline that.
Materials n Reading 1: “Fifty Nifty Names” • page 11 n Reading 2: “Native Names” • page 12 n Reading 3: “Kings and Colors” • page 13
3. Practice Guide students to mark the topic and important details in “Native Names” by asking the following questions. Paragraph 1:
• What is this reading mostly about? • What states are named after rivers? Paragraph 2:
•W hat did two Indian tribes call the Mississippi River? • Who gave the state of Indiana its name?
4. Apply Have students complete Reading 3 independently and then share their answers with partners or the group. Conclude by asking: What questions could you ask to find out important details about your state’s name?
• To find details, I’ll also look for the answers to questions like who, what, where, when, why, and how.
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Name ______________________________________________________
Date ______________________________
Read for Details • State Names • 1
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
When you read for details, remember: l A topic is what a text is mostly about.
Read for Details Text Marks
l A detail is important information that tells more about the topic
l Details answer questions such as who, what, where, when, why, and how.
Box the topic.
Underline important details.
Read “Fifty Nifty Names.” Find the topic and important details. Then mark the text.
Fifty Nifty Names State names come from many places, just like the American people. The Native Americans named many places in North America. That’s why 27 state names come from Native American words. What about the other states? Some
Mark the Text Find the topic and important details.
Box the topic. Underline how many states are named after Native American words.
have the names of kings and queens in Europe. Some have names from other languages. Only one state has the name of an American president. Can you guess which one?
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Name ______________________________________________________
Date ______________________________
Read for Details • State Names • 2
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Read “Native Names.” Find the topic and important details. Then mark the text. Missouri
Native Names 1
Over half our states have Native American names.
Mark the Text
Iowa and Missouri are both named after their rivers. How were the rivers named? The Iowa River takes its name
1 Find the topic and
from the Ayuwha or Iowa tribe. The Missouri River is named
Box the topic.
Underline what states are named after rivers.
for the Missouri people. Their name means “people with the
important details.
dugout canoes.”
2
Connecticut is named after a Mohegan Indian word.
It means “beside the long tidal river.” Mississippi’s name
2 Find important
details.
Underline what two Indian tribes called the Mississippi River.
Underline who named the state of Indiana.
comes from several sources. The Algonquin Indians called the river “messipi.” The Chippewa called it “mici zibi.” All the languages agree on one thing. It is a great river. European settlers made up the name for Indiana. It means “Land of the Indians.”
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Name ______________________________________________________
Date ______________________________
Read for Details • State Names • 3
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Read “Kings and Colors.” Find the topic and important details. Then mark the text. Louisiana
Kings and Colors 1
Explorers and settlers from Europe named about half
Mark the Text
the states. Several states have royal names. English settlers named Georgia after King George II. A French explorer
1 Find the topic and
important details.
Box the topic.
named Louisiana after King Louis XIV of France. Four states
start with “New.” New Hampshire, New Jersey, and New York have English names. New Mexico takes its name from its
2 Underline the
important details.
neighbor, Mexico.
2
Who named a state after a reddish color?
What state is named after a President?
Several states have colorful names. Colorado means
“reddish color” in Spanish. Spanish explorers named it for its reddish rocks. French explorers named Vermont. They loved
Underline which states have royal names.
its tree-covered “green mountains.” What state is named after an American president? That’s right—Washington!
13
Lesson 2 Teaching TeachingPlan Plan
Main Idea & Details • Insect Attacks
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
1. Introduce the Skill Ask students what they know about insect attacks. Prompt a discussion with these questions: What insects bite and sting humans? How do insect bites and stings feel? As they read about insect attacks, students should look for the following: • The main idea, or the most important point about a topic. • Supporting details, or information that tells more about the main idea. Continue following the Teaching Routine (pages 8–9) and use the lesson-specific tips for each remaining step.
2. Model Model for students how to find the main idea and supporting details in “Buzz and Bite.” • To find the main idea, I’ll look for the most important point about the topic. The topic is insect attacks. The main idea of this reading is about why mosquitoes bite. I’ll circle the second sentence as the main idea. • To find the supporting details, I’ll look for pieces of information that tell more about the main idea. One detail is that a female mosquito bites to get blood so she can make more mosquitoes. I’ll underline that because it is a supporting detail. Then I’ll find more supporting details.
Materials n Reading 1: “Buzz and Bite” • page 15 n Reading 2: “That Stings!” • page 16 n Reading 3: “Bad Bug Bites” • page 17
3. Practice Guide students to mark the main idea and details in “That Stings!” by asking the following questions. Paragraph 1:
•W hat is the main idea about insect attacks in this paragraph? •W hat is supporting information about a honeybee’s sting? • How are wasp stings different? Paragraph 2:
•W hat is the main idea about insect attacks in this paragraph? •W hat is supporting information about a bee or wasp sting? •W hy do some people get hives and become dizzy?
4. Apply Have students complete Reading 3 independently and then share their answers with partners or the group. Conclude by asking: Which kind of insect would you least want to attack you? Why?
14
Name ______________________________________________________
Date ______________________________
Main Idea & Details • Insect Attacks • 1
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
To find key information as you read, remember: l The main idea is the most important point about a topic. l Supporting details are information that tells more about the main idea.
Main Idea & Details Text Marks Circle the main idea. Underline the supporting details.
Read “Buzz and Bite.” Find the main idea and supporting details. Then mark the text.
Buzz and Bite People all over the world are scratching their mosquito bites. Why do mosquitoes like to bite? A female mosquito needs blood to make more mosquitoes. The
Mark the Text Find the main idea and supporting details.
Circle the main idea.
Underline the supporting details.
female’s mouth has a special part. She uses it to suck blood. She shoots some of her saliva into a person. It makes the blood easier to drink. The mosquito’s saliva is what makes a bite itch. Yuk!
15
Name ______________________________________________________
Date ______________________________
Main Idea & Details • Insect Attacks • 2
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Read “That Stings!” Find the main idea and supporting details. Then mark the text.
That Stings! 1
Don’t make a bee or wasp mad at you! Bees and
wasps fight back with their stingers when they are disturbed or angry. A honeybee can sting a person only once. Its stinger gets stuck inside the victim’s body. The honeybee dies
Mark the Text 1 Find the main idea
and supporting details.
after just one sting. Wasps, like hornets and yellow jackets, can pull their stingers out. So, they can sting their victims
Circle the main idea.
over and over again.
Underline the supporting details.
2
A bee or wasp sting hurts when it happens, and
it keeps on hurting. After a sting, the skin becomes hot, turns red, and starts to itch. It’s always best to remove the stinger as soon as possible. Some people are very allergic to insect stings. They might get hives, become dizzy, and have
2 Find the main idea
and supporting details
Circle the main idea.
Underline the supporting details.
problems breathing. A little insect sting can cause big trouble.
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Name ______________________________________________________
Date ______________________________
Main Idea & Details • Insect Attacks • 3
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Read “Bad Bug Bites.” Find the main idea and supporting details. Then mark the text.
Bad Bug Bites 1
Two spiders that live in the United States have
poisonous bites. They are the black widow and the brown
Mark the Text
recluse spiders. A black widow spider has a black, shiny body with a red-orange or yellow mark on its stomach. The brown
1 Find the main idea
and supporting details.
recluse spider is brown with long, skinny legs. If these spiders bite you, the bite will swell, hurt, and make you feel really
Circle the main idea.
Underline the supporting details.
sick. Few people die from the spider bites. But if one of these spiders bite you, it’s important to see a doctor right away.
2
A deer tick is a tiny insect that can cause a bad
disease. The tick attaches its six legs to the skin of a victim
2 Find the main idea
and supporting details.
Circle the main idea.
Underline the supporting details.
and sucks its blood. Humans can get Lyme disease, a hardto-cure illness, from the bacteria in the tick’s bite. If you find a tick on your skin, pull it off with a tweezer. Then take the tick to your doctor to be checked.
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Lesson 3 Teaching Plan
Sequence of Events • Extreme Survivors
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
1. Introduce the Skill Ask students what they know about extreme survivors. Prompt a discussion with these questions: What extreme situations can put people’s lives in danger? How can people survive dangerous situations? As they read about extreme survivors, students should look for the following: • The events, or important things that happen in the text. • The sequence, or the order in which things happen. • Signal words that help explain the order in which things happen, such as first, next, last, yesterday, tomorrow, and finally, plus times and dates. Continue following the Teaching Routine (pages 8–9) and use the lesson-specific tips for each remaining step.
2. Model Model for students how to find a sequence of events in “Tsunami Survivor.” • First, I’ll look for signal words that help me understand the order of events. One is the date “December 26, 2004.” I’ll put a box around that and box the other signal words. • To identify the events, I’ll look for important things that happened, like when Ari was swept out to sea. I’ll underline the events. • To find the sequence, I’ll ask myself what happened first, next, and last. I’ll number the events in the order they happened. The first event is that an earthquake caused a tsunami, which created a 30-foot high wave
Materials n Reading 1: “Tsunami Survivor” • page 19 n Reading 2: “Air Crash Survivor” • page 20 n Reading 3: “Earthquake Survivor” • page 21
that crashed over Ari. The last event is that he was finally rescued by a passing ship.
3. Practice Guide students to mark the sequence of events in “Air Crash Survivor” by asking the following questions. • What signal words tell when events happened? • What important events happened to Juliane Koepcke? • What happened first? What happened next? What happened last?
4. Apply Have students complete Reading 3 independently and then share their answers with partners or the group. Conclude by asking: Which one of these extreme situations would you be more likely to survive?
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Name ______________________________________________________
Date ______________________________
Sequence of Events • Extreme Survivors • 1
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
To determine the sequence of events as you read, remember: l Events are important things that happen. l The sequence is the order in which things happen. l Signal words help explain the order in which things happen. Examples are first, next, last, yesterday, tomorrow, and finally, plus times and dates.
Sequence of Events Text Marks
Box the signal words.
Underline the important events. Number the events in the sequence they happened.
Read “Tsunami Survivor.” Find the sequence of events. Then mark the text.
Tsunami Survivor Mark the Text On December 26, 2004, an earthquake under the Indian Ocean caused a terrifying tsunami. Ari Afrizal was
Find the sequence of events.
building a house when a 30-foot high wall of water crashed over him. Soon after, he was swept out to sea. For an hour, he managed to stay afloat. Then he grabbed hold of a wooden plank. The next day, he climbed aboard a leaky
ox the times, B dates, and signal words.
Underline the important events.
Number the events in the sequence they happened.
fishing boat. On the boat, Ari ate coconuts that floated by and watched shark fins circle around him. Finally, Ari was rescued by a passing ship. He had survived for an amazing 15 days.
19
Name ______________________________________________________
Date ______________________________
Sequence of Events • Extreme Survivors • 2
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Read “Air Crash Survivor.” Find the sequence of events. Then mark the text.
Air Crash Survivor In December, 1971, Juliane Koepcke boarded a plane. She was headed for the Amazon rainforest to visit her father. An hour later, a bolt of lightning hit the plane. Then it exploded into pieces in midair. Next, Juliane found herself spinning through the air. She fell more than two miles before
Mark the Text Find the sequence of events.
Underline the important events.
Number the events in the sequence they happened.
landing in the thick jungle. For the next ten days, Juliane walked through the
ox the times, B dates, and signal words.
dangerous rainforest. She followed creeks and rivers. She waded through water filled with crocodiles. At last, she found a hut and was rescued. Later, Juliane learned that she was the only survivor of the crash.
20
Name ______________________________________________________
Date ______________________________
Sequence of Events • Extreme Survivors • 3
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Read “Earthquake Survivor.” Find the sequence of events. Then mark the text.
Earthquake Survivor Mark the Text
On January 12, 2010, a strong earthquake shook the city of Port-au-Prince, Haiti. Teenager Darlene Etienne was
Find the sequence of events.
inside a house that collapsed into rubble. At first, Darlene
tried to move. However, she was buried under tons of
Underline the important events.
Number the events in the sequence they happened.
concrete and steel. Next she screamed for help. No one could hear her voice over all the noises in the city. For 15 days,
ox the times, B dates, and signal words.
Darlene stayed alive. She continued to call for help. Then a neighbor heard her voice. He alerted rescuers. Finally, a French rescue team pulled her out of the rubble. Darlene looked like a ghost. She was barely alive, but she never gave up. She was a true survivor.
21
Lesson 4 Teaching Plan
Summarize • Amazon Rain Forest
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
1. Introduce the Skill Ask students what they know about the Amazon rain forest. Prompt a discussion with these questions: What would it be like to hike in a rain forest? What plants and animals would you see? As they read about the Amazon, students should think about the following: • The topic, or what the reading is mostly about.
Materials n Reading 1: “The Amazing Amazon” • page 23 n Reading 2: “Amazon Journey” • page 24 n Reading 3: “A Rain Forest in Trouble” • page 25
• The important details that tell more about the topic.
3. Practice
• A summary, or short statement of the topic and important details of a reading.
Guide students to summarize “Amazon Journey” by asking the following questions.
Continue following the Teaching Routine (pages 8–9) and use the lesson-specific tips for each remaining step.
2. Model Model for students how to summarize “The Amazing Amazon.” • First, I’ll find the topic, or what the reading is mostly about. I’ll circle “The Amazon is the largest tropical rain forest in the world.” • Next, I’ll check important details that tell about the topic. One important detail is that the Amazon covers about 40 percent of South America.
• Who is this reading about? • What did Ed Stafford accomplish? • Why did Stafford make his journey through the Amazon? • How can you use your own words to summarize the reading?
4. Apply Have students complete Reading 3 independently and then share their answers with partners or the group. Conclude by asking: Would you hike in the Amazon? Why or why not?
• To summarize, I’ll put together a short statement about the topic and important details in my own words. I’ll write, “The Amazon, in South America, is the world’s largest rain forest. It is warm, rainy, and full of many different plants and animals.”
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Name ______________________________________________________
Date ______________________________
Summarize • Amazon Rain Forest • 1
To summarize a passage you have read, remember:
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
l The topic is what the reading is mostly about. l The important details tell more about the topic. l A summary is a short statement of the topic and important details of a reading.
Summarize Text Marks Circle the topic.
Check important details.
0
Write a summary in your own words.
Read “The Amazing Amazon.” Find the topic and important details. Then mark the text and write a summary.
The Amazing Amazon The Amazon is the largest tropical rain forest in the world. It covers about 40 percent of South America. Rain forests are in very warm parts of the earth. They also get a rainfall of at least 100 inches each year. Rain forests are home
Mark the Text Summarize the text.
Circle the topic.
C heck important details.
a summary in 0 Write your own words on the lines.
to a huge variety of living things. The Amazon has the most species of plants and animals of any place in the world.
________________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
23
Name ______________________________________________________
Date ______________________________
Summarize • Amazon Rain Forest • 2
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Read “Amazon Journey.” Find the topic and important details. Then mark the text and write a summary.
Amazon Journey Many people want to protect the Amazon rain forest. But few care as much as Ed Stafford. Stafford is the first person to ever hike the entire length of the Amazon River. Stafford started at the river’s source in Peru. He ended where the river flows into the ocean in Brazil. The journey stretched for 4,200 miles through the rain forest.
Mark the Text Summarize the text.
Circle the topic.
C heck important details.
a summary in 0 Write your own words on the lines.
Along the way, Stafford waded through dangerous waters. They were full of hungry piranha fish and crocodiles. On land, he met snakes, jaguars, and millions of mosquitoes. Almost two and a half years later, Stafford finished his hike. He did it to call the world’s attention to saving the Amazon.
________________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
24
Name ______________________________________________________
Date ______________________________
Summarize • Amazon Rain Forest • 3
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Read “A Rain Forest in Trouble.” Find the topic and important details. Then mark the text and write a summary.
A Rain Forest in Trouble Even though it is a huge place, the Amazon is in trouble. In just a few decades, the Amazon has lost almost 17 percent of its trees. Experts worry what will happen next. They predict that 55 percent of the Amazon might be destroyed by 2030.
Mark the Text Summarize the text.
Circle the topic.
Humans are destroying the Amazon for their own
C heck important details.
a summary in 0 Write your own words on the lines.
use. Farmers clear land to raise cattle and crops. Loggers cut down trees to make cheap timber. Roads, mines, and gas lines all add to the problem. Other people are working hard to save the Amazon. Rain forests are the source of many foods and medicines. Rain forests absorb carbon dioxide, release oxygen, and keep the planet healthy. Saving the Amazon means saving the planet.
________________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
25
Lesson 5 Teaching Plan
Cause & Effect • Volcanoes
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
1. Introduce the Skill
Materials
Ask students what they know about volcanoes. Prompt a discussion with these questions: What does an erupting volcano look like? What happens as a result of a volcanic eruption? As they read about volcanoes, students should look for the following:
n Reading 1: “Mount St. Helens Blows Up!” • page 27
• A cause, or a reason something happened.
n Reading 3: “Ash From Iceland” • page 29
n Reading 2: “When Volcanoes Explode” • page 28
• An effect, or what happened as a result. • Signal words that help identify the cause and effect. Examples are therefore, as a result, because, so, and for this reason. Continue following the Teaching Routine (pages 8–9) and use the lesson-specific tips for each remaining step.
2. Model Model for students how to find a cause and effect relationship in “Mount St. Helens Blows Up!” • To find the cause, I’ll ask, “Why did it happen?” The text says a violent eruption caused the mountain to explode and shoot out lava, rocks, ash, and gas. I’ll circle that sentence because it is the cause. • I see the signal words as a result. I’ll draw a box around the words because they tell me that an effect is next. • To find the effect, I’ll ask “What happened as a result?” It says that 57 people died and countless animals and plants were destroyed. I’ll underline that because it is the effect.
3. Practice Guide students to mark the cause-and-effect relationships in “When Volcanoes Explode” by asking the following questions. Paragraph 1:
• What happens when a volcano explodes? •W hat signal word tells you there is a causeand-effect relationship? • What happens as a result of the fiery lava? Paragraph 2:
• What do the clouds of ash do? •W hat signal word tells you there is a causeand-effect relationship? •W hat are two effects that are a result of the exploding ash?
4. Apply Have students complete Reading 3 independently and then share their answers with partners or the group. Conclude by asking: If you heard that a volcano was about to explode nearby, what effect would it have on you?
26
Name ______________________________________________________
Date ______________________________
Cause & Effect • Volcanoes • 1
To identify cause and effect as you read, remember:
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
l A cause is the reason something happened. l An effect is what happened as a result. l Signal words help identify the cause and effect. Examples are therefore, as a result, because, so, and for this reason.
Cause & Effect Text Marks
Circle the cause.
Box the signal word.
Underline the effect.
Read “Mount St. Helens Blows Up!” Find a cause-and-effect relationship. Then mark the text.
Mount St. Helens Blows Up! Mount St. Helens is a volcano in the state of Washington. For many years, it was inactive. Then, in 1980, it started to show signs of life. On May 18, the volcano blew up. A violent eruption caused the mountain to explode
Mark the Text Find a cause-and- effect relationship. Circle the cause.
Box the signal word. Underline the effect.
and shoot out lava, rocks, ash, and gas. As a result of the eruption, 57 people died and countless animals and plants were destroyed. It was the deadliest eruption ever in the United States.
27
Name ______________________________________________________
Date ______________________________
Cause & Effect • Volcanoes • 2
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Read “When Volcanoes Explode” Find the cause-and-effect relationships. Then mark the text.
When Volcanoes Explode 1
When a volcano explodes, it destroys everything
around it. Lava—red hot, melted rock—spurts out of the top. Because the lava is so hot and thick, it burns everything in its path. That includes trees, houses, and even cars. The lava turns into hard rock when it cools.
2
An erupting volcano also shoots out huge clouds
of ash mixed with poisonous gases. Sometimes, the clouds of ash are so thick and high that they block out the sun. As a result, the climate of the area can grow cooler. Thick ash
Mark the Text 1 Find a cause-and-
effect relationship.
Circle the cause.
Box the signal word.
Underline the effect.
2 Find a cause-and-
effect relationship.
Circle the cause.
ox the signal B words.
Underline two effects.
clouds are also a danger to jet planes. The ash can make a plane crash by clogging up its engines. If you are ever near an erupting volcano, don’t waste time. Run for your life!
28
Name ______________________________________________________
Date ______________________________
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Cause & Effect • Volcanoes • 3
Read “Ash From Iceland.” Find the cause-and-effect relationships. Mark the text.
Ash From Iceland 1
Mark the Text
In the spring of 2010, a volcano in Iceland made
world headlines. The volcano’s name is Eyjafjallajökull. It sits under a large ice cap near the Arctic Circle. The volcano began to erupt in late March. Its fiery heat melted
1 Find a cause-and-
effect relationship.
Circle the cause.
Box the signal word.
the ice above it, causing rivers to flood and forcing residents to evacuate.
2
Things really started to heat up on April 14. The
2 Find a cause-and-
effect relationship.
Circle the cause.
Box the signal words.
volcano shot up clouds containing millions of fine pieces of glassy ash. The ash drifted high into the air over Europe. As
Underline two effects.
Underline two effects.
a result, governments would not allow planes to take off or land. Millions of travelers were stranded in airports. Almost a week passed before the airports opened again. A small volcano showed the world the power of nature.
29
Lesson 6 Teaching Plan
Draw Conclusions • Sports Stars
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
1. Introduce the Skill Ask students what they know about famous sports stars. Prompt a discussion with these questions: Who do you think is a top sports star of all time? What characteristics do you think these sports stars share? As they read about sports stars, students should do the following: • Look for facts that tell them information about the topic. • Think about the facts and combine them to come to a new understanding. • Draw a conclusion about the topic. Continue following the Teaching Routine (pages 8–9) and use the lesson-specific tips for each remaining step.
2. Model Model for students how to draw a conclusion about “Wilma Rudolph.” • To draw a conclusion about Wilma Rudolph’s character, I’ll look for facts about her. I’ll underline that she had polio as a child. I’ll also underline that she was able to walk again by age 12 and that she won three Olympic medals eight years later. • I’ll combine all these facts and think about what they tell me about Wilma Rudolph. • I’ll draw the conclusion that Wilma Rudolph must have been a very determined, hardworking person. I’ll write that on the lines under the text.
Materials n Reading 1: “Wilma Rudolph” • page 31 n Reading 2: “Bruce Lee” • page 32 n Reading 3: “Pele” • page 33
3. Practice Guide students to draw a conclusion about “Bruce Lee” by asking the following questions. Paragraph 1:
•W hat facts did you learn about how Bruce Lee became a marital arts expert? •W hat new understanding do you have about Bruce Lee when you put these facts together? •D raw a conclusion about how he became an expert so quickly. Paragraph 2:
•W hat different kinds of skills did Bruce Lee have? • What does this tell you about him? •D raw a conclusion about Bruce Lee’s character.
4. Apply Have students complete Reading 3 independently and then share their answers with partners or the group. Conclude by asking: What do these three sports stars have in common?
30
Name ______________________________________________________
Date ______________________________
Draw Conclusions • Sports Stars • 1
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
To draw conclusions based on what you read, remember: l A conclusion is a new understanding about a topic. l Text facts tell you information about the topic. l Think about the facts and combine them to draw a conclusion.
Draw Conclusions Text Marks Underline text facts.
-
Think about and combine
the facts.
0
Write a conclusion on the lines.
Read “Wilma Rudolph.” Mark the text and draw a conclusion.
Wilma Rudolph People called her “the fastest woman in history.” In 1960, Wilma Rudolph won three gold medals at a single Olympics. It was a great achievement for any athlete. For Rudolph, it was amazing. She had polio as a child. The disease left her left leg paralyzed. With the help of doctors,
Mark the Text Draw a conclusion: What sort of person was Wilma Rudolph?
Underline text facts.
Think about and combine the facts.
a conclusion 0 Write on the lines.
Rudolph walked again by age 12. Only eight years later, she went to the Olympics and ran off with the gold.
________________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
31
Name ______________________________________________________
Date ______________________________
Draw Conclusions • Sports Stars • 2
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Read “Bruce Lee.” Mark the text and draw conclusions.
Bruce Lee 1
Bruce Lee was weak and sickly as a child. As a
teenager, he had to protect himself in his tough neighborhood. So, he took up martial arts. Lee studied every kind of physical fighting. He worked out constantly. He did sit-ups while
Mark the Text 1 Draw a conclusion:
How did Bruce Lee learn martial arts so quickly?
watching TV. He practiced kicks while walking down the street. He quickly became a master of the martial arts.
__________________________________________________ __________________________________________________ 2
Bruce Lee made martial arts popular in the United
Underline text facts.
Use logic to think about the facts.
a conclusion 0 Write on the lines. 2 Draw a conclusion:
What do all Bruce Lee’s accomplishments tell you about him?
States. He amazed audiences with his karate and kung fu skills. He wrote and directed martial arts movies and starred in them himself. He became the highest paid actor in the world, as well as an amazing athlete. Because of Bruce Lee, millions of U.S. kids became fans of the martial arts.
Underline text facts.
Use logic to think about the facts.
a conclusion 0 Write on the lines.
__________________________________________________ __________________________________________________
32
Name ______________________________________________________
Date ______________________________
Draw Conclusions • Sports Stars • 3
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Read “Pele.” Mark the text and draw conclusions.
Pele 1
Who is the most famous soccer star of all time?
Most people will answer with just one name—Pele. Pele
Mark the Text
grew up in Brazil. He kicked a grapefruit around as his first soccer ball. Next he practiced with an old sock stuffed with
1 Draw a conclusion:
What kind of childhood did Pele have?
newspapers. Then he started to play with a real soccer ball in school. People knew right away that he was a star.
_________________________________________________ _________________________________________________
Underline text facts.
Use logic to think about the facts.
a conclusion 0 Write on the lines. 2 Draw a conclusion:
2
How popular was Pele in Brazil?
At 17, Pele’s amazing talent put him on Brazil’s
World Cup team. He scored the only goals in Brazil’s World Cup victory. One goal was his famous “bicycle” kick backwards. Years later, Brazilians watched as Pele kicked
Underline text facts.
Use logic to think about the facts.
a conclusion 0 Write on the lines.
his one thousandth goal. The crowd cheered their hero for 11 minutes!
__________________________________________________ __________________________________________________
33
Lesson 7 Teaching Plan
Problem & Solution • Rescue Teams
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
1. Introduce the Skill Ask students what they know about rescue teams. Prompt a discussion with these questions: What kind of emergencies require special rescue teams? How do rescue teams operate? As they read about rescue teams, students should look for the following: • A problem, or a difficult situation that needs to be fixed. • A solution, or way of dealing with a problem or difficulty. • Signal words that describe the problem and solution, such as problem, challenge, solve, fix, and solution. Continue following the Teaching Routine (pages 8–9) and use the lesson-specific tips for each remaining step.
2. Model Model for students how to find a problem and solution in “Buried Alive!” • First, I’ll look for signal words that give me clues about the problem and solution. I’ll box challenge and solve the problem. • To find the problem, I’ll look for the difficult situation that has to be fixed. The text says that it’s a huge challenge to rescue people buried under the rubble. I’ll circle that sentence. • To find the solution, I’ll look for how the problem was solved. I read three ways that the rescuers solve the problem. I’ll underline all three parts of the solution.
Materials n Reading 1: “Buried Alive!” • page 35 n Reading 2: “Air Lifts” • page 36 n Reading 3: “Animal Emergencies” • page 37
3. Practice Guide students to mark the problem and solution in “Air Lifts” by asking the following questions. Paragraph 1:
•W hat signal words give you clues about the problem and solution? • What problem can an avalanche cause? • What is the solution? Paragraph 2:
•W hat signal words give you clues about the problem and solution? • What problem can flash floods cause? • How can the problem be solved?
4. Apply Have students complete Reading 3 independently and then share their answers with partners or the group. Conclude by asking: What news stories have you heard that describe human and animal rescues?
34
Name ______________________________________________________
Date ______________________________
Problem & Solution • Rescue Teams • 1
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
To help you identify a problem or solution as you read, remember: l A problem is a difficult situation that needs to be fixed. l A solution is a way of dealing with a problem or difficulty. l Signal words such as problem, challenge, solve, fix, and solution help describe the problem and solution.
Problem & Solution Text Marks
Box the signal word.
Circle the problem.
Underline the solution.
Read “Buried Alive!” Find a problem and solution. Then mark the text.
Buried Alive! An earthquake sends shock waves through the ground. Buildings fall down into piles of rubble. Rescuing people buried under the rubble is a huge challenge. Rescue teams have special ways to solve the problem. They use microphones to hear the victims. They use dogs to locate
Mark the Text Find the problem and the solution.
Box the signal words.
Circle the problem.
Underline the solution.
them. Then they tunnel through the rubble to pull out the survivors.
35
Name ______________________________________________________
Date ______________________________
Problem & Solution • Rescue Teams • 2
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Read “Air Lifts.” Find the problems and solutions. Then mark the text.
Air Lifts 1
Mark the Text
In an avalanche, snow comes crashing down a
mountain. People in the way face a terrible problem. They
1 Find the problem
and the solution.
are buried under a ton of snow. How do they survive?
Box the signal words.
Mountain rescue teams solve the problem. They fly
Circle the problem.
helicopters into the area. They find survivors by radio signals
Underline the solution.
or rescue dogs. Then they dig out the victims. Sometimes,
2 Find the problem
and the solution.
there are just minutes to spare.
2
Box the signal words.
Circle the problem.
Underline the solution.
Heavy rains cause flash floods. With little warning,
people are trapped in their houses by floodwaters. There is no way to walk, drive, or swim away. Helicopters solve the problem by flying into flood areas. Rescuers lift people off their roofs and carry them to safety.
36
Name ______________________________________________________
Date ______________________________
Problem & Solution • Rescue Teams • 3
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Read “Animal Emergencies.” Find the problems and solutions. Then mark the text.
Animal Emergencies 1
Even animals need special rescues. Every year, a
number of whales lose their way in the ocean. They become
Mark the Text 1 Find the problem
and the solution.
stranded on beaches. It’s a big problem to get them back into
Box the signal words.
Circle the problem.
Underline the solution.
the water. Rescue teams fix the problem with a crane. They lift up the whale in a big canvas sling. Then they drop it back into the ocean.
2
2 Find the problem
and the solution.
Oil slicks are a deadly problem for coastal birds.
When oil coats the birds’ feathers, they can’t fly or clean
Box the signal words.
themselves. Rescuers solve the problem by cleaning the
Circle the problem.
Underline the solution.
feathers with a special chemical. Then they return the birds to their homes in nature.
37
Lesson 8 Teaching Plan
Compare & Contrast • Predator Power
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
1. Introduce the Skill Ask students what they know about vampire bats and great white sharks. Prompt a discussion with these questions: How are vampire bats different from other bats? How are great white sharks like other sharks? How are they different? As they read about powerful predators, students should do the following: • Compare, or tell how two or more things are alike. • Contrast, or tell how two or more things are different. • Look for signal words such as both, too, like, alike, different, in addition, but, rather, than, and however. Continue following the Teaching Routine (pages 8–9) and use the lesson-specific tips for each remaining step.
2. Model Model for students how to find comparisons and contrasts in “Komodo Dragons.”
Materials n Reading 1: “Komodo Dragons” • page 39 n Reading 2: “Vampire Bats” • page 40 n Reading 3: “Great White Sharks” • page 41
Komodo dragons are bigger and eat more than other lizards. I’ll box the signal words however and different.
3. Practice Guide students to mark the comparisons and contrasts in “Vampire Bats” by asking the following questions. Paragraph 1:
• How are vampire bats like other bats? •W hat signal words help describe the comparisons? Paragraph 2:
• To compare, I’ll ask myself how two things are the same. I’ll look for signal words such as both, too, alike, and in addition. I’ll circle the sentences that tell how the Komodo dragon and other lizards have scaly skin and lay eggs to have their young. I’ll box the signal words like and also.
4. Apply
• To contrast, I’ll ask myself how two things are different. I’ll look for signal words such as but, rather, than, however, and different. I’ll underline the sentences that tell how
Have students complete Reading 3 independently and then share their answers with partners or the group. Conclude by asking: Which of the powerful predators do you find most frightening?
•H ow are vampire bats different from other bats? •W hat signal words help describe the contrasts?
38
Name ______________________________________________________
Date ______________________________
Compare & Contrast • Predator Power • 1
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
To help you compare and contrast information as you read, remember: l To compare means to tell how two or more things are the same. l To contrast means to tell how two or more things are different. l Signal words help describe a comparisons or a contrast. Examples are both, too, like, alike, different, also, in addition, but, rather than, and however.
Compare & Contrast Text Marks
T o compare, circle ways that things are the same.
To contrast, underline ways that things are different
Box the signal words.
Read “Komodo Dragons.” Compare and contrast Komodo dragons with other lizards. Then mark the text.
Komodo Dragons The world of lizards is full of strange, scaly animals, but one lizard stands out from the rest. It is called the Komodo dragon. Like other lizards, Komodo dragons have scaly skin. They also lays eggs to have their young like other lizards. However, Komodo dragons are much bigger than
Mark the Text Compare and contrast Komodo dragons with other lizards.
Circle two ways they are the same.
Underline two ways they are different.
Box the signal words.
other lizards. They can weigh up to three hundred pounds. The amount they eat is different, as well. They can finish off several wild pigs for lunch.
39
Name ______________________________________________________
Date ______________________________
Compare & Contrast • Predator Power • 2
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Read “Vampire Bats.” Compare and contrast vampire bats with other bats. Then mark the text.
Vampire Bats 1
Many people find bats a little creepy. One kind of
bat is really creepy. It is called a vampire bat. Like other bats, the vampire bat is a mammal. A mammal is covered by hair
Mark the Text
or fur and gives birth to live babies. Vampire bats are also like other bats in where they live. They hang out in dark places like caves, and they sleep during the day and fly at night.
2
However, there are big differences between vampire
bats and other bats. Most bats eat insects or small animals
1 Compare vampire
bats with other bats.
Box the signal words.
2 Contrast vampire
bats with other bats.
like mice. A vampire bat is different in what it eats. It feeds
entirely on blood! Vampire bats bite livestock like cows and lap up their blood for half an hour. How can you recognize a
Circle two ways they are the same.
Underline two ways they are different. Box the signal words.
vampire bat? Its teeth are different from those of other bats. They are longer and sharper. Creepy!
40
Name ______________________________________________________
Date ______________________________
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Compare & Contrast • Predator Power • 3
Read “Great White Sharks.” Compare and contrast great white sharks with other sharks. Then mark the text.
Great White Sharks 1
Do sharks deserve their bloodthirsty reputation?
One shark—the great white shark—deserves all the respect
Mark the Text 1 Compare great
white sharks with other sharks.
it gets. Like all sharks, great white sharks have no bones. Instead of bones, shark skeletons are made of cartilage,
which is like the end of a human nose. In addition, great
whites and other sharks both have many rows of teeth that fall out and grow back easily.
2
The great white shark is different from other sharks
Box the signal words.
2 Contrast great white
sharks with other sharks.
in its size. It is the largest predator in the sea. It can grow
up to 20 feet long and weigh up to 4,500 pounds. The great
Circle two ways they are the same.
Underline two ways they are different. Box the signal words.
white is also different from other sharks in its feeding habits. It is the most vicious hunter. It often attacks its prey from below, ripping it apart in its huge jaws. If you see the fin of a great white shark, it’s time to get out of the water!
41
Lesson 9 Teaching Plan
Make Inferences • Record Breakers
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
1. Introduce the Skill Ask students what they know about people who set world records. Prompt a discussion with these questions: What world records can you name? What kind of people are able to set a world record? As they read about record breakers, students should do the following: • Ask if there is an idea the author hints at, but doesn’t state directly. • Look for text clues that help them figure out the unstated idea. • Combine the text clues with their own knowledge and experience. • Make an inference about something that isn’t stated in the text. Continue following the Teaching Routine (pages 8–9) and use the lesson-specific tips for each remaining step.
2. Model Model for students how to make an inference about “Champion Skippers.” • First, I’ll ask a question about the text. The author talks about “Double-Dutch style skips,” but doesn’t state what they are. What does “Double Dutch” mean? • To find text clues, I’ll look for information that hints at the meaning of Double Dutch. It says that five Skippers competed and that three girls and two boys set a new record. I’ll underline that.
Materials n Reading 1: “Champion Skippers” • page 43 n Reading 2: “Youngest Climber” • page 44 n Reading 3: “Wheelchair Champ” • page 45
• To make a inference, I’ll combine the text clues with my experience. I’ll write, “Double Dutch means that a team of jumpers jump rope at the same time.”
3. Practice Guide students to make an inference about “Youngest Climber” by asking the following questions. • Why do some people think it was wrong for Jordan to climb Mt. Everest? • What text clues give you a hint? • What can you add from your own knowledge? • What inference can you make?
4. Apply Have students complete Reading 3 independently and then share their answers with partners or the group. Conclude by asking: If someone told you she wanted to set a world record for bicycling across the country, what inference would you make about her?
• To use my own knowledge and experience, I’ll think about seeing a team of girls jumping rope together. I think it was called Double Dutch.
42
Name ______________________________________________________
Date ______________________________
Make Inferences • Record Breakers • 1
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
To help you make inferences as you read, remember: l An inference is a combination of text clues and what you already know. l A text clue is a key word or detail that helps a reader figure out an unstated idea. l Background knowledge is what you already know about a topic.
Make Inferences Text Marks
Underline text clues.
-
Think about what you
already know.
0
Write an inference on the lines.
Read “Champion Skippers.” Find text clues and combine them with your own knowledge to make an inference. Then mark the text.
Champion Skippers The Summerville Skippers are a jump rope group from Boise, Idaho. They won the World Championship Title for Team USA. That title is equal to the Olympics of Jump Rope. In 2010, five Skippers competed in a Guinness World Records Day celebration. The three girls and two boys set
Mark the Text Make an inference: What is “Double Dutch” jump rope?
Underline text clues.
T hink about what you already know.
inference 0 Wonritetheyour lines.
a new record for Double-Dutch style skips. What was their record-breaking number? It was 371 skips in a row!
________________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
43
Name ______________________________________________________
Date ______________________________
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Make Inferences • Record Breakers • 2
Read “Youngest Climber.” Find text clues and combine them with your own knowledge to make an inference. Then mark the text.
Youngest Climber In May 2010, 13-year-old Jordan Romero set a world record. Even more amazing, he did it on top of the world! Jordan climbed to the summit of Mount Everest. It is the highest mountain in the world. He became the youngest person ever to climb Everest. Jordan made the climb with his father, his mother, and three Sherpas. Jordan hopes to climb the Seven Summits. Those are the highest points on all seven continents.
Mark the Text Make an inference: Why do some people think it was wrong for Jordan to climb Mt. Everest?
Underline text clues.
Think about what you already know.
your inference 0 Write on the lines.
Reactions to Jordan’s climb were mixed. Many people think he is a hero. Others think a 13-year-old shouldn’t be on Everest. Every year, climbers die on the mountain. One thing is for sure, Jordan is a top teen athlete.
________________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
44
Name ______________________________________________________
Date ______________________________
Make Inferences • Record Breakers • 3
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Read “Wheelchair Champ.” Find text clues and combine them with your own knowledge to make an inference. Then mark the text.
Wheelchair Champ Aaron Fotheringham is a true champ. He was born with spina bifida. The disease paralyzed him from the waist down. But getting around in a wheelchair hasn’t stopped Aaron. When he was just 8, he went to a skateboard park. Ten years later, he is a record-setter on his wheelchair skateboard.
Mark the Text Make an inference: Why do you think Aaron has become a champ?
Underline text clues.
Think about what you already know.
your inference 0 Write on the lines.
In 2008, Aaron landed a single back flip in his wheelchair. Right away, Aaron set a new goal for himself. He would try a double back flip. Aaron attempted the trick over and over again. Finally, in 2010, Aaron did it. He flew off a ramp, landed a double back flip, and went into the record books. What does a champ do next? Aaron is working with disabled children. He hopes to inspire them to reach their own dreams.
________________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
45
Lesson 10 Teaching Plan
Fact and Opinion • Up for Debate
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
1. Introduce the Skill Ask students what they know about debates. Prompt a discussion with these questions: Are you for or against girls playing on boys’ sports teams? Would you vote yes or no to allow cell phones in classrooms? As they read about debate issues, students should look for the following: • A fact, or a statement that can be proven true. • An opinion, or a statement of someone’s personal feeling or belief. • Signal words, such as believe, think, feel, and unfair, which can help them recognize an opinion. Continue following the Teaching Routine (pages 8–9) and use the lesson-specific tips for each remaining step.
2. Model Model for students how to identify facts and opinions in “Should Students Go to School Year-Round?” • To identify a fact, I’ll ask “Can this statement be proven true? Where or how would I check whether it’s true?” I’ll circle the statement, “In Germany and Japan, students go to school year-round.” That is a fact because I can prove that it’s true by checking in an encyclopedia or on the Internet. I’ll also circle the sentence that begins, “In the United States . . . .” • To identify an opinion, I’ll ask, “Is this someone’s belief, feeling, or judgment?” I’ll also look for signal words, such as think, believe, best, worst, fair, and unfair. I’ll underline the sentence that begins with
Materials n Reading 1: “Should Students Go to School Year-Round?” • page 47 n Reading 2: “Should Girls Play on Boys’ Sports Teams?” • page 48 n Reading 3: “Should Cell Phones Be Allowed in School?” • page 49
“Some experts believe . . .” because that is an opinion. It has the signal word believe and tells what someone thinks. I’ll box believe. I’ll also underline the sentence that begins “However, many parents think . . .” and box think.
3. Practice Guide students to mark the facts and opinions in “Should Girls Play on Boys’ Sports Teams?” by asking the following questions. • What are two statements that are facts? • How could you check to see that they are true? • What are two statements that are opinions? • What signal words tell you that they are opinions?
4. Apply Have students complete Reading 3 independently and then share their answers with partners or the group. Conclude by asking: What is an issue that you have a strong opinion about?
46
Name ______________________________________________________
Date ______________________________
Fact & Opinion • Up for Debate • 1
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
To tell fact from opinion as you read, remember: l A fact is a statement that can be proved to be true.
Facts & Opinion Text Marks
l An opinion is a statement of someone’s personal belief or feeling.
Circle a fact.
Underline an opinion.
Box the signal word.
l Signal words, such as believe, think, feel, and unfair help you recognize an opinion.
Read “Should Students Go to School Year-Round?” Identify facts and opinions. Then mark the text.
Should Students Go to School Year-Round? In Germany and Japan, students go to school yearround. In the United States, students have two or more month’s vacation. Should American students to be in class
Mark the Text Identify facts and opinions.
Circle two facts.
Underline two opinions.
Box the signal words.
12 months a year? Some experts believe that summer vacation hurts education. They say students forget what they have learned. However, many parents think that kids need a break from school. Who do you think is right?
47
Name ______________________________________________________
Date ______________________________
Fact & Opinion • Up for Debate • 2
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Read “Should Girls Play on Boys’ Sports Teams?” Identify facts and opinions. Then mark the text.
Should Girls Play On Boys’ Sports Teams? In 1972, Congress passed a law called Title IX. It states that girls and boys should have equal opportunities in
Mark the Text
school. The law changed school sports forever. The number
Identify facts and opinions.
of girls playing high school sports grew from 30,000 in l972
Circle two facts.
Underline two opinions.
to over 170,000 today. Many girls now want to play on boys’ sports teams.
Box the signal words.
Some people think that a girl playing on a boys’ team is wrong. They say girls are weaker and could get hurt. They argue that it’s not fair to the boys on the teams. Other people believe that girls have as much right to play as boys. If a girl is good enough to make a team, she should be able to play on it. There are strong opinions on both sides of the issue.
48
Name ______________________________________________________
Date ______________________________
Fact & Opinion • Up for Debate • 3
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Read “Should Cell Phones Be Allowed in School?” Identify facts and opinions. Then mark the text.
Should Cell Phones Be Allowed in School? A recent survey shows that 75 percent of teens between ages 12 and 17 have their own cell phones. They
Mark the Text Identify facts and opinions.
carry them everywhere, including to school. That has caused
Circle two facts.
a big debate. Kids use their cell phones to talk, to text, and to
Underline two opinions.
take pictures. However, problems come up when kids have cell phones in schools. Over two-thirds of high schools have
Box the signal words.
banned cell phones. Many teachers believe that cell phones interfere with learning. Kids might check their phones for text messages. A call can disrupt a class. Many parents feel their kids should carry cell phones. They like being able to get in touch with their kids. They think the phones keep their kids safe. What do you think? Should kids have cell phones in school?
49
Lesson 11 Teaching Plan
Context Clues • Good as Gold
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
1. Introduce the Skill Ask students what they know about gold. Prompt a discussion with these questions: Why is gold so valuable? How do people find gold and mine it? As they read about gold, students should look for the following: • An unfamiliar word, or a word they don’t know the meaning of. • The context, or words and sentences around the unfamiliar word. • Context clues, or specific clues in the sentences that can reveal the meaning of the unfamiliar word. Continue following the Teaching Routine (pages 8–9) and use the lesson-specific tips for each remaining step.
2. Model Model for students how to use context clues to find the meaning of an unfamiliar word in “A Precious Metal.”
Materials n Reading 1: “A Precious Metal” • page 51 n Reading 2: “Hidden Treasure” • page 52 n Reading 3: “Panning for Gold” • page 53
3. Practice Guide students to use context clues to find the meaning of unfamiliar words in “Hidden Treasure” by asking the following questions. Paragraph 1:
•W hat does the word seam mean in this reading? •W hat context clues can you find for the meaning of seam? •H ow would you describe the meaning of seam in this context? Paragraph 2:
• I’ll circle the word rare as an unfamiliar word to learn more about.
•W hat does the word transported mean in this reading?
• To find context clues, I’ll look in the sentences where the word appears, and in the sentences around it. I’ll underline the words “very little gold on Earth” and the sentence that compares the amount of gold to the amount of dirt.
•W hat context clues can you find for the meaning of transported?
• To identify the meaning of rare, I’ll put together the clues and write its meaning. Rare means something uncommon or unusual.
•H ow would you describe the meaning of transported in this context?
4. Apply Have students complete Reading 3 independently and then share their answers with partners or the group. Conclude by asking: What does the idiom “worth its weight in gold” mean? Where do you think it got its meaning?
50
Name ______________________________________________________
Date ______________________________
Context Clues • Good as Gold • 1
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
To understand the meaning of unfamiliar words as you read, remember: l An unfamiliar word is a word that you don’t know the meaning of. l Context refers to the words and sentences around the unfamiliar word.
Context Clues Text Marks Circle the unfamiliar word.
Underline context clues.
l Context clues are specific clues in the sentences that can help you identify the meaning of the unfamiliar word.
0
Write the meaning of the unfamiliar word on the lines.
Read “A Precious Metal.” Use context clues to figure out the meaning of an unfamiliar word and mark the text.
A Precious Metal Gold is one of Earth’s most valuable metals. Why is gold worth so much? First of all, it is one of the most rare metals. There is very little gold on Earth. On average, there are only 10 pounds of gold for every 2 billion pounds of dirt. Secondly, gold is very hard to find. Most gold lies hidden
Mark the Text Use context clues to figure
out the meaning of the word rare.
Circle the word rare.
Underline context clues.
is the meaning 0 Wofhat rare in this
passage?
deep under the Earth. Miners have to dig it out and process
_____________________
it. To get 1 ounce of gold, it takes 100,000 ounces of ore!
_____________________ _____________________
51
Name ______________________________________________________
Date ______________________________
Context Clues • Good as Gold • 2
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Read “Hidden Treasure.” Use context clues to figure out the meaning of unfamiliar words and mark the text.
Mark the Text
Hidden Treasure 1
How do miners get gold out of the ground? They
1 Use context clues
to figure out the meaning of the word seam.
begin by drilling a large shaft into the earth. They put an
Circle the word seam.
dig out tunnels from the shaft under each seam of gold. Then
Underline context clues.
they drill smaller tunnels up into the gold seams. Next, the
elevator into the shaft to carry miners up and down. Miners
is the meaning 0 Wofhat seam in this passage?
miners put dynamite in the seams, leave the area, and set off the dynamite. The gold ore falls into trucks set up on rails.
_____________________ _____________________
2
The ore is transported in the trucks through the
tunnels. Then it goes up the shaft to the surface of the mine.
_____________________ 2 Use context clues
to figure out the meaning of the word transported.
The ore is taken away to be processed. Finally, the gold is cast into bars. The bars are sent to special places where they are
Circle the word transported.
Underline context clues.
kept under lock and key!
is the meaning 0 Wofhat transported in
this passage?
_____________________ _____________________ _____________________
52
Name ______________________________________________________
Date ______________________________
Context Clues • Good as Gold • 3
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Read “Panning for Gold.” Use context clues to figure out the meaning of unfamiliar words and mark the text.
Mark the Text
Panning for Gold 1
1 Use context clues
to figure out the meaning of the word prospectors.
Not all gold is hidden under the earth. Gold also lies
above ground. When prospectors pan for gold, they search
ircle the word C prospectors.
at the bottom of riverbeds. They use a shovel to dig up dirt
Underline context clues.
from the bottom of the stream. They use a pan to separate gold from the rocks and dirt.
is the meaning 0 Wofhat prospectors in
2
_____________________
How can you pan for a nugget of gold? To find a
lump of the shiny metal, first, fill your pan with dirt from the river. Then, hold the pan just under the surface of the water. Shake it from side to side. Next, swirl the pan in
this passage?
_____________________ _____________________ 2 Use context clues
to figure out the meaning of the word nugget.
circles. Heavier things, like a nugget of gold, sink to the bottom. Lighter things come to the top. Tilt the pan in the
Circle the word nugget.
water and let the lighter material wash away. Then, check
Underline context clues.
the bottom of your pan. With luck, you’ll see a gold nugget
shining there.
is the meaning 0 What of nugget in this passage?
_____________________ _____________________ _____________________
53
Lesson 12 Teaching Plan
Author’s Purpose • Natural Wonders
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
1. Introduce the Skill Ask students what they know about natural wonders in the United States. Prompt a discussion with these questions: What do you know about the Grand Canyon? What might you see on a trip through the Everglades? As they read about natural wonders, students should identify: • The author’s purpose, or the reason why the author is writing something. • Text evidence that reveals the author’s purpose. • Whether the author’s purpose is to inform, to persuade, or to entertain. Continue following the Teaching Routine (pages 8–9) and use the lesson-specific tips for each remaining step.
2. Model Model for students how to find the author’s purpose in “The Grandest Canyon.” • To find the author’s purpose, I’ll ask questions about why the author wrote this text. Then I’ll look for text clues that can answer my questions. • Is the author trying to persuade me, or convince me of something? No, I don’t see language that is full of opinions or trying to persuade me. • Is the author trying to entertain me? No, the language is serious and formal. • Is the author trying to inform me about something? Yes, the text is full of facts about the Grand Canyon. I’ll check the box “to inform” and underline sentences that give information.
Materials n Reading 1: “The Grandest Canyon” • page 55 n Reading 2: “Wild Water Rafting”/“My Mule Pokey” • page 56 n Reading 3: “Grassy Waters”/“Everglades Adventure” • page 57
3. Practice Guide students to identify the author’s purpose in “Wild Water Rafting” and “My Mule Pokey” by asking the following questions. Paragraph 1:
• Is the author’s purpose in “Wild Water Rafting” to inform, to persuade, or to entertain? •W hat text evidence shows that the author’s purpose is to persuade? Paragraph 2:
•W hat is the author’s purpose in “My Mule Pokey”? •W hat text evidence shows that the author’s purpose is to entertain?
4. Apply Have students complete Reading 3 independently and then share their answers with partners or the group. Conclude by asking: If you could choose between a trip to the Grand Canyon or the Everglades, which would you choose? Explain why.
54
Name ______________________________________________________
Date ______________________________
Author’s Purpose • Natural Wonders • 1
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
To help you figure out the author’s purpose as you read, remember: l The author’s purpose is the reason why the author is writing something. l The author’s purpose can be to inform, to persuade, or to entertain. l Text clues are words or sentences that reveal the author’s purpose.
Author’s Purpose Text Marks Check the author’s purpose:
o to inform o to persuade o to entertain Underline text clues.
Read “The Grandest Canyon.” Identify the author’s purpose and mark the text.
The Grandest Canyon The Grand Canyon is a deep gorge that is 277 miles long and up to 18 miles wide. The Colorado River cut the canyon out of the surrounding rock. It took 3–6 million years to form. The Canyon is famous for the colored stripes of rock on its sides. Over 5 million people visit the Grand Canyon each year. They explore it on foot, on mules, and by raft on the Colorado River.
Mark the Text Identify the author’s purpose.
heck the author’s C purpose:
o o o
to inform to persuade to entertain
Underline three examples of text clues for the purpose.
55
Name ______________________________________________________
Date ______________________________
Author’s Purpose • Natural Wonders • 2
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Read “Wild Water Rafting” and “My Mule Pokey.” Identify the author’s purpose for each reading. Then mark the text.
Wild Water Rafting 1
Do you want the trip of a lifetime? The staff at
Canyon River Runners is ready to provide it. Our rafting trips
Mark the Text
through the Grand Canyon are wild and wonderful. Take a white-water raft ride on the Colorado River for three days.
1 Identify the author’s
purpose.
heck the author’s C purpose:
See the Grand Canyon from the bottom looking up. It’s a
wild ride that you’ll never forget!
o o o
My Mule Pokey
2
Our guide introduced me to the mule I’d ride on
down into the Grand Canyon. “This is Pokey,” he said. I
guide boost me up onto Pokey’s back. “Whoa!” I yelled as Pokey took off for the canyon rim. We stopped just short of the edge. I looked down for a mile into the bottom of the canyon.
to persuade to entertain
Underline two text clues for the purpose.
2 Identify the author’s
purpose.
groaned with embarrassment. My brother started to laugh at me. Pokey looked at me and blinked his eyes. I let the
to inform
heck the author’s C purpose:
o o o
to inform to persuade to entertain
Underline two text clues for the purpose.
“Take it a bit slower, Pokey,” I said, patting my mule.
56
Name ______________________________________________________
Date ______________________________
Author’s Purpose • Natural Wonders • 3
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Read “Grassy Waters” and “Everglades Adventure.” Identify the author’s purpose for each reading. Then mark the text.
Grassy Waters 1
The Everglades stretches across 1.5 million acres of
Mark the Text
grassy land. The land is often flooded by water. Ten thousand different islands make up the park. Many different types of
1 Identify the author’s
purpose.
to see most? Everyone hopes to see an alligator snapping
o o o
its big jaws.
Everglades Adventure 2
I paddled my kayak through the winding waterways
heck the author’s C purpose:
animals live in the Everglades. What animal do visitors want
watching and waiting? Suddenly, I heard a loud plop in the water beside me. I screamed. A big alligator’s head rose up beside my kayak. The gator opened its jaws and seemed to laugh at me. Then it sunk slowly back under the water.
to persuade to entertain
Underline two text clues for the purpose.
2 Identify the author’s
purpose.
of the Everglades. My dad was in front of me. No one was behind me, unless an alligator was there. What if it was
to inform
heck the author’s C purpose:
o o o
to inform to persuade to entertain
Underline two text clues for the purpose.
57
When you read for details, remember:
Answer Key l A detail is important information that tells more l A topic is what a text is mostly about.
Read for Detail Text Marks Name ______________________________________________________
Name ______________________________________________________ Date ______________________________
Date ______________
Circle the topic.
about the topic
l
Mark the Text
American people. The Native Americans named many places
11
the states. Several states have royal names. English settlers
were Underline the rivershow named? The Iowa River takes its name
named Georgia after King George II. A French explorer Underline what
names from other languages. Only one state has the name of
dugout canoes.”
an American president. Can you guess which one?
2
Connecticut is named after a Mohegan Indian word.
It means “beside the long tidal river.” Mississippi’s name comes from several sources. The Algonquin Indians called Name ______________________________________________________
the river “messipi.” The Chippewa called it “mici zibi.” All
Date ______________________________
the languages agree on one thing. It is a great river. European
Main Idea & Details • Insect Attacks • 1
settlers made up the name for Indiana. It means “Land of
11
the Indians.”
l The main idea is the most important point about a topic. l Supporting details are information that tells more about the main idea.
Main Idea & Details Text Marks Name ______________________________________________________
Underline the supporting
Buzz and Bite
details.
have Underline English what names. New Mexico takes its name from its two Indian tribes called
neighbor, Mexico. the Mississippi River.
2
Several Underline whostates have colorful names. Colorado means named the state of Indiana. “reddish color” in Spanish. Spanish explorers named it for its
Mark the Text
Mark the Text
Bad Bug Bites
spiders Find Two the main idea that live in the United States have and supporting poisonous details.bites. They are the black widow and the brown
female’s mouth has a special part. She uses it to suck blood.
stinger gets stuck inside the victim’s body. The honeybee dies
with Uanderline the or yellow mark on its stomach. The brown red-orange supporting details.
She shoots some of her saliva into a person. It makes the
after just one sting. Wasps, like hornets and yellow jackets,
blood easier to drink. The mosquito’s saliva is what makes a
can pull their stingers out. So, they can sting their victims
bite itch. Yuk!
over and over again.
Circle the main idea.
15
problems breathing. A little insect sting can cause big trouble.
16
1
Und supp
recluse spider is brown with long, skinny legs. If these spiders
2
Find the main idea and supporting bite you, the bite will swell, hurt, and make you feel really details 2
Und supp
spiders bite you, it’s important to see a doctor right away.
2
Underline the supporting details.
Find and deta
Circl
Few sick. C irclepeople the maindie from the spider bites. But if one of these idea.
Find and deta
Circl
Circle the main
recluse spiders. A black widow spider has a black, shiny body idea.
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
insect stings. They might get hives, become dizzy, and have
Mark
11
or angry. Underline the A honeybee can sting a person only once. Its supporting details.
stinger as soon as possible. Some people are very allergic to
W ha nam Pres
Date ______________
mosquito needs blood to make more mosquitoes. The
turns red, and starts to itch. It’s always best to remove the
Read “Bad Bug Bites.” Find the main idea and supporting details. Then mark2 thePAGE text. LESSON 17
wasps fight back with their stingers when they are disturbed
it keeps on hurting. After a sting, the skin becomes hot,
W ho afte colo
Main Idea & Details • Insect Attacks
That Stings!
A bee or wasp sting hurts when it happens, and
after an American president? That’s right—Washington!
mosquito bites. Why do mosquitoes like to bite? A female
2
Und impo
its tree-covered “green mountains.” What state is named
1 the main Don’t Find idea make and a bee or wasp mad at you! Bees and supporting details.
People all over the world are scratching their
2
reddish rocks. French explorers named Vermont. They loved
Idea & Details • Insect Attacks • 2
Read “That Stings!” Find the main idea and supporting details. Then mark 2 thePAGE text. LESSON 16
Read “Buzz and Bite.” Find the main idea and supporting details. Then mark2thePAGE text. LESSON 15
start withimportant “New.” New Hampshire, New Jersey, and New York 2 Find
Date ______________________________ Name ______________________________________________________
Circle the main idea.
12 details.Main
Box
states are named
for the Missouri people. Their name means “people with the
Find impo
Und state nam
after rivers. named Louisiana after King Louis XIV of France. Four states Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
have the names of kings and queens in Europe. Some have
1
Box the topic.
many states are named after Native from American the Ayuwha or Iowa tribe. The Missouri River is named words.
Native American words. What about the other states? Some
and settlers from Europe named about half Find Explorers the topic and important details.
Iowa Band Missouri ox the topic. are both named after their rivers. How
in North America. That’s why 27 state names come from
Mark
Mark the Text
Find andhalf our states have Native American names. 1 the topic Over important details.
State names come from many places, just like the
To find key information as you read, remember:
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Kings and Colors
Native Names
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Fifty Nifty Names
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Read “Kings and Colors.” Find the topic and important details. Then mark1 thePAGE text. LESSON 13
Read “Native Names.” Find the topic and important details. Then mark 1 thePAGE text. LESSON 12
Read “Fifty Nifty Names.” Find the topic and important details. Then mark1thePAGE text. LESSON 11
A deer tick is a tiny insect that can cause a bad
disease. The tick attaches its six legs to the skin of a victim and sucks its blood. Humans can get Lyme disease, a hardto-cure illness, from the bacteria in the tick’s bite. If you find a tick on your skin, pull it off with a tweezer. Then take the tick to your doctor to be checked.
58
To determine the sequence of events as you read, remember:
Sequence of Events Text Marks
l Events are important things that happen. Name ______________________________________________________ Date ______________________________
Name ______________________________________________________ Box the signal words.
l The sequence is the order in which things happen.
Date ______________
Underline the important
l Signal words help explain the order in which things
•3
Tsunami Survivor
Earthquake Survivor
Air Crash Survivor
Mark the Text
1 On December 26, 2004, an earthquake under the Indian Ocean caused a terrifying tsunami. Ari Afrizal was
Find the sequence of On January 12, 2010, a strong earthquake shook the events.
plane. Box She headed for the Amazon rainforest to visit her thewas times,
2
3
4 3 he managed to stay afloat. Then he grabbed hold of a 5 wooden plank. The next day, he climbed aboard a leaky
4
Underline the
5
dangerous rainforest. She followed creeks and rivers. She
6
waded through water filled with crocodiles. At last, she
7
Date ______________________________
found a hut and was rescued. Later, Juliane learned that she
To summarize a passage you have read, remember: l The topic is what the reading is mostly about.
was the only survivor of the crash.
19
Summarize Text Marks
l The important details tell more about the topic.
Name ______________________________________________________ Circle the topic.
l A summary is a short statement of the topic and important details of a reading.
Check important details.
020 Read “The Amazing Amazon.” Find the topic and important details. Then mark the text and write a summary.
French rescue team pulled her out of the rubble. Darlene looked like a ghost. She was barely alive, but she never gave up. She was a true survivor.
Name ______________________________________________________
Summarize • Amazon Rain Forest • 3
Read “A Rain Forest in Trouble.” Find the topic and important
A Rain Forest in Trouble Even though it is a huge place, the Amazon is in
Mark the Text
Circle the topic.
trouble. In just a few decades, the Amazon has lost almost
forest. But few care as much as Ed Stafford. Stafford is the
forests are in very warm parts of the earth. They also get a
details. to ever hike the entire length of the Amazon first person
17 percent its trees. Experts worry what will happen Circle the of topic.
rainfall of at least 100 inches each year. Rain forests are home
River.your Stafford started own words on at the river’s source in Peru. He ended
0 Write a summary in
Check important next. They predict that 55 percent of the Amazon might be
He did it to call the world’s attention to saving the Amazon.
Cir
destroyed by 2030. Write a summary in 0 your own words on the lines.
Ch de
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Almost two and a half years later, Stafford finished his hike.
Summariz
details.
the lines.
The Amazon, in South America, is the world’s Along the way, Stafford waded through dangerous ________________________________________________________________________________ largest rain forest. It is warm, rainy, and full waters. They were full of hungry piranha fish and crocodiles. ____________________________________________________________________________ of many different plants and animals. On land, he met snakes, jaguars, and millions of mosquitoes. ____________________________________________________________________________
Mark
Summarize the text.
Check important
stretched for 4,200 miles through the rain forest.
Date _____________
details. Then mark the25 text and write a summary. LESSON 4 PAGE
Summarize Many the text.people want to protect the Amazon rain
where the river flows into the ocean in Brazil. The journey
Num in th they
6
world. It covers about 40 percent of South America. Rain
species of plants and animals of any place in the world.
a neighbor heard her voice. He alerted rescuers. Finally, a
Amazon Journey
to a huge variety of living things. The Amazon has the most
Und impo
Darlene stayed alive. She continued to call for help. Then
5
Mark the Text
The Amazon is the largest tropical rain forest in the
0 Wr you
Humans are destroying the Amazon for their own
the
use. Farmers clear land to raise cattle and crops. Loggers cut down trees to make cheap timber. Roads, mines, and gas lines all add to the problem.
Other people are working hard to save the Amazon. Rain forests are the source of many foods and medicines.
23 person to hike the Ed Stafford is the first Rain forests absorb carbon dioxide, release oxygen, and ________________________________________________________________________________ entire Amazon River. He hiked 4,200 miles keep the planet healthy. Saving the Amazon means saving ____________________________________________________________________________ in 2 1/2 years. the planet. ____________________________________________________________________________
24
ox B date word
3
hear her voice over all the noises in the city. For 15 days,
4
Summarize • Amazon Rain Forest • 2
Write a summary in your own words
LESSON 4 PAGE 24
The Amazing Amazon
tried to move. However, she was buried under tons of
Date ______________________________
Read “Amazon Journey.” Find the topic and important details. Then mark the text and write a summary.
LESSON 4 PAGE 23
Underline the important events.
Number events andthe steel. Next she screamed for help. No one could concrete in the sequence they happened.
For the next ten days, Juliane walked through the
Summarize • Amazon Rain Forest • 1
2
dates, and signal
Number the events through the air. She fell more than two miles before spinning in the sequence they happened.
6
rescued by a passing ship. He had survived for an amazing 15 days.
landing in the thick jungle.
and watched shark fins circle around him. Finally, Ari was
city of Port-au-Prince, Haiti. Teenager Darlene Etienne was Box the times,
it exploded into pieces in midair. Next, Juliane found herself important events.
fishing boat. On the boat, Ari ate coconuts that floated by
Find the se events.
insidewords. a house that collapsed into rubble. At first, Darlene
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
2
Name ______________________________________________________
dates, and signal
words. father. An hour later, a bolt of lightning hit the plane. Then
over him. Soon after, he was swept out to sea. For an hour,
Mark
1
Find the sequence of In December, 1971, Juliane Koepcke boarded a events.
building a house when a 30-foot high wall of water crashed
Mark the Text
1
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Read “Earthquake Survivor.” Find the sequence of events. Then mark3 thePAGE text. LESSON 21
Read “Air Crash Survivor.” Find the sequence of events. Then mark 3 thePAGE text. LESSON 20
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Read “Tsunami Survivor.” Find the sequence of events. Then mark3thePAGE text. LESSON 19
Humans are destroying the Amazon by __________________________________________________________________ cutting down trees. Some people want ______________________________________________________________ to protect the Amazon and its resources. ______________________________________________________________ Saving the Amazon is saving the planet.
59
To identify cause and effect as you read, remember: l A cause is the reason something happened.
Answer Key
Cause and Effect Text Marks
Name ______________________________________________________ Date ______________________________
Name ______________________________________________________
l An effect is what happened as a result.
Date _____________
Circle the cause.
l
Read “Mount St. Helens Blows Up!” Find a cause-and-effect relationship. Then mark the text.
Mount St. Helens Blows Up!
Ash From Iceland
When Volcanoes Explode
Mark the Text
1
Find1a cause-andWheneffect a volcano explodes, it destroys everything relationship.
Mount St. Helens is a volcano in the state of Washington. For many years, it was inactive. Then, in l980,
turns into hard rock when it cools.
2 ice Find a cause-andthe above it, causing rivers to flood and forcing residents
2
were destroyed. It was the deadliest eruption ever in the
An erupting volcano also shoots out huge clouds
of ash mixed with poisonous gases. Sometimes, the clouds
United States.
of ash are so thick and high that they block out the sun. As a result, the climate of the area can grow cooler. Thick ash
Name ______________________________________________________
Date ______________________________
clouds are also a danger to jet planes. The ash can make a plane crash by clogging up its engines.
Draw Conclusions • Sports Stars • 1
If you are ever near27 an erupting volcano, don’t waste time. Run for your life!
To draw conclusions based on what you read, remember:
Draw Conclusions Text Marks
l A conclusion is a new understanding about a topic. l Text facts tell you information about the topic. l Think about the facts and combine them to draw a conclusion.
-
Read “Wilma Rudolph.” Mark the text and draw a conclusion.
Circ
Box the signal Things really started to heat up on April 14. The words.
Underline two volcano shot up clouds containing millions of fine pieces of effects.
a result, governments would not allow planes to take off or land. Millions of travelers were stranded in airports. Almost a week passed before the airports opened again. A small volcano showed the world the power of nature.
Date ________________
Draw Conclusions • Sports Stars • 3
Pele 1
Who is the most famous soccer star of all time?
Most people will answer with just one name—Pele. Pele
Underline text facts.
Rudolph, it was amazing. She had polio as a child. The
fighting. He worked out constantly. He did sit-ups while
disease left her left leg paralyzed. With the help of doctors,
W rite a conclusion on theTV. lines. watching He practiced kicks while walking down the street.
0
Draw a conclusion: soccerHow ball. didNext Brucehe Leepracticed with an old sock stuffed with learn martial arts so quickly? Then he started to play with a real soccer ball in newspapers.
Rudolph walked again by age 12. Only eight years later, she
He quickly became a master of the martial arts.
school. People knew right away that he was a star.
skills. He wrote and directed martial arts movies and starred
31
in them himself. He became the highest paid actor in the world, as well as an amazing athlete. Because of Bruce Lee, millions of U.S. kids became fans of the martial arts.
He had a lot of talents and had the __________________________________________________ confidence and drive to succeed. __________________________________________________ 32
1
Use logic to think about the facts.
Pele must have been poor as a child because _________________________________________________
Write a conclusion 0 on the lines. he didn’t have a soccer ball to play with. _________________________________________________ Draw a conclusion: What do all AtLee’s seventeen, Pele’s amazing talent put him on Bruce accomplishments tellWorld you about him? Brazil’s Cup team. He scored the only goals in Brazil’s 2
2
Underline text facts.
Use log about t
0 Wonritethea 2
Draw a How po Pele in
Underl
Use log about t
World Cup victory. One goal was his famous “bicycle” kick Use logic to think about the facts. backwards. Years later, Brazilians watched as Pele kicked
Draw a What k childho have??
Underl
Underline text facts.
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
States. He amazed audiences with his karate and kung fu
1
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
2 Bruce Lee made martial arts popular in the United ____________________________________________________________________________
Mark th
Mark the Text
grew up in Brazil. He kicked a grapefruit around as his first
Think about and combine the facts.
spent all his time practicing martial arts. Wilma Rudolph must have been a very ________________________________________________________________________________ __________________________________________________ determined, hard-working person. ____________________________________________________________________________
Box wor
Und effe
glassy ash. The ash drifted high into the air over Europe. As
Bruce Lee
He became an expert quickly because he __________________________________________________
Find effe
Read “Pele.” Mark the text and draw conclusions.
So, he took up martial arts. Lee studied every kind of physical
went to the Olympics and ran off with the gold.
2
LESSON 6 PAGE 33
Draw Whatwas weak and sickly as a child. As a 1 a conclusion: Bruce Lee sort of person was Wilma Rudolph? teenager, he had to protect himself in his tough neighborhood.
Olympics. It was a great achievement for any athlete. For
2
Draw Conclusions • Sports Stars • 2
Mark the Text
People called her “the fastest woman in history.”
the lines.
Wilma Rudolph
In 1960, Wilma Rudolph won three gold medals at a single
effect relationship.
Name ______________________________________________________ Date ______________________________
Read “Bruce Lee.” Mark the text and draw conclusions. LESSON 6 PAGE 32
LESSON 6 PAGE 31 Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Underline text facts. Name ______________________________________________________ Think about and combine the facts.
28 Write a conclusion on
0
Und effe
Underline volcano beganthe toeffect. erupt in late March. Its fiery heat melted
to evacuate. Circle the cause.
Box
its path. That includes trees, houses, and even cars. The lava Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
eruption, 57 people died and countless animals and plants
Find effe
Circ
Circle the cause.
It sitsBox under a large ice cap near the Arctic Circle. The the signal word.
Underline the effect.
and shoot out lava, rocks, ash, and gas. As a result of the
1
world headlines. The volcano’s name is Eyjafjallajökull.
thesignal lava word. is so hot and thick, it burns everything in Because Box the
up. A violent eruption caused the mountain to explode
In the spring of 2010, a volcano in Iceland made
Find a cause-andeffect relationship.
1
around it.the Lava—red hot, melted rock—spurts out of the top. Circle cause.
it started to show signs of life. On May 18, the volcano blew
Mark
Mark the Text
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
LESSON 5 PAGE 27
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Read “Ash from Iceland.” Find the cause-and-effect relationships. Then mark5thePAGE text. 29 LESSON
Read “When Volcanoes Explode!” Find the cause-and-effect relationships. Then mark5thePAGE text. 28 LESSON
0 Wonritethea
W rite a conclusion his one on thousandth the lines undergoal. The crowd cheered their hero for the text.
0
eleven minutes!
Fans in Brazil must have loved Pele __________________________________________________________________
for winning the World Cup and for his _________________________________________________________________ amazing soccer talent.
60
To help you identify a problem or solution as you read, remember:
Problem and Solution Text Marks Name ______________________________________________________
l A problem is a difficult situation that needs to be fixed.
Date ______________________________ Name ______________________________________________________
Date _____________
Box the signal word.
l A solution is a way of dealing with a problem or difficulty.
•3 Read “Air Lifts.” Find the problems and solutions. Then mark the text.
LESSON 7 PAGE 36
Buried Alive!
LESSON 7 PAGE 37
Air Lifts
Mark the Text
Animal Emergencies
1 the problem In an avalanche, snow comes crashing down a Find and the solution.
An earthquake sends shock waves through the
1 animals need special rescues. Every year, a Mark Even the Text
ground. Buildings fall down into piles of rubble. Rescuing
mountain. People in the way face a terrible problem. They
people buried under the rubble is a huge challenge. Rescue
are buried under a ton of snow. How do they survive?
teams have special ways to solve the problem. They use
Mountain rescue teams solve the problem. They fly Underline the
microphones to hear the victims. They use dogs to locate
helicopters into the area. They find survivors by radio signals
them. Then they tunnel through the rubble to pull out
or rescue dogs. Then they dig out the victims. Sometimes,
the survivors.
there are just minutes to spare.
the signal Box words.
and the solution.
Date ______________________________
problem by flying into flood areas. Rescuers lift people off
Compare & Contrast • Predator Power • 1
their roofs and carry them to safety.
35
Compare and Contrast Text Marks
l To compare means to tell how two or more things are the same.
Name ______________________________________________________ To compare, circle ways that things are the same.
l To contrast means to tell how two or more things are different. l Signal words help describe a comparisons or a contrast. Examples are both, too, like, alike, different, also, in addition, but, rather than, and however.
36
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Heavy rains cause flash floods. With little warning,
no way to walk, drive, or swim away. Helicopters solve the
To help you compare and contrast information as you read, remember:
To contrast, underline ways that things are different
Mark the Text
into the ocean. 2
2
other lizards. They can weigh up to three hundred pounds.
like caves, and they sleep during the day and fly at night.
words.
2
However, there are big differences between vampire
bats and other bats. Most bats eat insects or small animals like mice. A vampire bat is different in what it eats. It feeds entirely on blood! Vampire bats bite livestock like cows and lap up their blood for half an hour. How can you recognize a
39
vampire bat? Its teeth are different from those of other bats. They are longer and sharper. Creepy!
40
Box the signal
Circle the problem.
Find and
Box wor
Whenwords. oil coats the birds’ feathers, they can’t fly or clean themselves. Rescuers solve the problem by cleaning the
Circ
Underline the solution. feathers with a special chemical. Then they return the birds
Und solu
1
Date ______________
Do sharks deserve their bloodthirsty reputation?
Mark the Text
Mark
One shark—the great white shark—deserves all the respect 1 Compare vampire
1
bats with other bats.
it gets. Like all sharks, great white sharks have no bones. C ircle two ways they are the same.
Instead of bones, shark skeletons are made of cartilage,
Box the signal words. which is like the end of a human nose. In addition, great Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
otherBox bats where they live. They hang out in dark places theinsignal
lizards. However, Komodo dragons are much bigger than
several wild pigs for lunch.
2
Great White Sharks
or fur Uand nderline twobirth ways to live babies. Vampire bats are also like gives they are different.
The amount they eat is different, as well. They can finish off
Circ
Und solu
Oil slicks are a deadly problem for coastal birds.
Vampire Bats
the vampire bat is a mammal. A mammal is covered by hair are the same.
scaly skin. They also lays eggs to have their young like other
Read “Great White Sharks.” Compare and contrast great white sharks with other sharks. Then mark8 thePAGE text. LESSON 41
Circle two ways they
Komodo dragon. Like other lizards, Komodo dragons have
Find the problem and the solution
to their homes in nature.
1 Many people find bats a little creepy. One kind of Compare and contrast Komodo dragons with other bat islizards. really creepy. It is called a vampire bat. Like other bats,
but one lizard stands out from the rest. It is called the
Underline the solution.
Compare & Contrast • Predator Power • 2 Compare & Contrast • Predator Power • 3
Box the signal words.
Komodo Dragons The world of lizards is full of strange, scaly animals,
lift up the whale in a big canvas sling. Then they drop it back
Date ______________________________ Name ______________________________________________________
Read “Vampire Bats.” Compare and contrast vampire bats with other bats. Then mark 8 thePAGE text. LESSON 40
Read “Komodo Dragons.” Compare and contrast Komodo dragons with other lizards. LESSON 8 PAGE 39 Then mark the text.
Circle the problem.
Find and
Box wor
the water. Rescue teams fix the problem with a crane. They
people are trapped in their houses by floodwaters. There is Name ______________________________________________________
the signal Box words.
solution.
2
1
stranded on beaches. It’s a big problem to get them back into
Circle the problem.
Mark
number 1 Findof thewhales problemlose their way in the ocean. They become
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Read “Animal Emergencies.” Find the problems and solutions. Then mark the text.
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Read “Buried Alive!” Find a problem and solution. LESSON 7 the PAGE Then mark text. 35
bats with other bats.
fall out and grow back easily.
2
Underline two ways they are different.
The great white shark is different from other sharks
the signal Box words.
in its size. It is the largest predator in the sea. It can grow
C ircl are
Box word
whites and other sharks both have many rows of teeth that 2 Contrast vampire
2
up to 20 feet long and weigh up to 4,500 pounds. The great white is also different from other sharks in its feeding habits. It is the most vicious hunter. It often attacks its prey from below, ripping it apart in its huge jaws. If you see the fin of a great white shark, it’s time to get out of the water!
61
Com whit othe
Con shar shar
Und they
Box word
To help you make inferences as you read, remember: l An inference is a combination of text clues and what you already know.
Answer Key
Make Inferences Text Marks Name ______________________________________________________ Underline text clues.
l A text clue is a key word or detail that helps a reader
Date ______________________________ Name ______________________________________________________
Date ________________
•3
In MayWhat 2010, 13-year-old Jordan Romero set a world Make an inference:
The Summerville Skippers are a jump rope group
Aaron Fotheringham is a true champ. He was born
is “Double Dutch” jump rope? record. Even more amazing, he did it on top of the world!
Mark the Text
youmountain already know. highest in the world. He became the youngest Write your inference 0 person to climb Everest. on ever the lines
Ten years later, he is a record-setter on his wheelchair
Underline text clues.
Jordan climbed to the summit of Mount Everest. It is the Think about what
Rope. In 2010, five Skippers competed in a Guinness World
Aaron. When he was just 8, he went to a skateboard park.
a new record for Double-Dutch style skips. What was their
Jordan made the climb with his father, his mother,
record-breaking number? It was 371 skips in a row!
and three Sherpas. Jordan hopes to climb the Seven Summits.
Double Dutch means that a team of Those are the highest points on all seven continents. ________________________________________________________________________________ jumpers jump rope at the same time. Reactions to Jordan’s climb were mixed. Many people think ____________________________________________________________________________ he is a hero. Others think a 13-year-old shouldn’t be on
____________________________________________________________________________ Date ______________________________
Everest. Every year, climbers die on the mountain. One thing is for sure, Jordan is a top teen athlete.
43
Fact & Opinion • Up for Debate • 1
l A fact is a statement that can be proved to be true.
Underline text clues. Think about what you already know.
skateboard.
inference 0 Wonritetheyour lines.
Make an infer do you think A become a cha
Underli
Think a you alre
0 Wonritetheyo
In 2008, Aaron landed a single back flip in his
wheelchair. Right away, Aaron set a new goal for himself. He would try a double back flip. Aaron attempted the trick over and over again. Finally, in 2010, Aaron did it. He flew off a ramp, landed a double back flip, and went into the record books. What does a champ do next? Aaron is working with
Climbing Everest is so dangerous that disabled children. He hopes to inspire them to reach their ________________________________________________________________________________ people die trying each year. A teenager like own dreams. ____________________________________________________________________________ Jordan is too young to risk his life. Aaron is a champ because he keeps trying Facts and Opinion ____________________________________________________________________________ Name ______________________________________________________
Text Marks
l An opinion is a statement of someone’s personal belief or feeling. l Signal words, such as believe, think, feel, and unfair help you recognize an opinion.
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Records Day celebration. The three girls and two boys set
Mark th
with spina bifida. The disease paralyzed him from the waist Make an inference: Why do some people think it was down. But getting around in a wheelchair hasn’t stopped wrong for Jordan to climb Mt. Everest?
for Team USA. That title is equal to the Olympics of Jump
To tell fact from opinion as you read, remember:
_____________________________________________________________________ Name ______________________________________________________ Date ______________ Date ______________________________
Circle a fact.
Fact & Opinion • Up for Debate • 2
Underline an opinion.
44 Box the signal word.
LESSON 10 PAGE 48
paralyzed legs stop him.
_________________________________________________________________ Fact & Opinion • Up for Debate • 3
LESSON 10 PAGE 49
Should Cell Phones Be Allowed in School?
Should Girls Play On Boys’ Sports Teams?
Should Students Go to School Year-Round?
to excel at his sport. He doesn’t let his _________________________________________________________________
Read “Should Cell Phones Be Allowed in School?” Identify facts and opinions. Then mark the text.
Read “Should Girls Play on Boys’ Sports Teams?” Identify facts and opinions. Then mark the text.
Read “Should Students Go to School Year-Round?” LESSON 10and PAGE 47Then mark the text. Identify facts opinions.
Mark the Text
Mark the Text
Identify facts and opinions.
Identify facts and opinions.
Mark
Identify fac
Circle facts. Intwo l972, Congress passed a law called Title IX. It
recent CircleAtwo facts.survey shows that 75 percent of teens
Circl
round. In the United States, students have two or more
Underline two states opinions. that girls and boys should have equal opportunities in
Underline two between ages 12 and 17 have their own cell phones. They opinions.
Und opin
month’s vacation. Should American students to be in class
the law signalchanged school sports forever. The number school. Box The
the everywhere, signal them including to school. That has caused carry Box words.
12 months a year?
of girls playing high school sports grew from 30,000 in l972
a big debate. Kids use their cell phones to talk, to text, and to
In Germany and Japan, students go to school year-
words.
to over 170,000 today. Many girls now want to play on boys’
Some experts believe that summer vacation hurts
sports teams.
education. They say students forget what they have learned.
Some people think that a girl playing on a boys’
However, many parents think that kids need a break from
team is wrong. They say girls are weaker and could get hurt.
school. Who do you think is right?
They argue that it’s not fair to the boys on the teams. Other people believe that girls have as much right to play as boys. If a girl is good enough to make a team, she should be able to play on it. There are strong opinions on both sides of 47 the issue.
48
Box word
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Wheelchair Champ
Mark the Text
from Boise, Idaho. They won the World Championship Title
Name ______________________________________________________
Read “Wheelchair Champ.” Find text clues and combine them with your own knowledge to make an inference. Then mark the text.
LESSON 9 PAGE 45
Youngest Climber
Champion Skippers
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Read “Youngest Climber.” Find text clues and combine them with your own knowledge to make an inference. Then mark the text.
LESSON 9 PAGE 44
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Read “Champion Skippers.” Find text clues and combine them with your own knowledge to make an inference. mark the text. LESSON 9 Then PAGE 43
take pictures. However, problems come up when kids have cell phones in schools. Over two-thirds of high schools have banned cell phones.
Many teachers believe that cell phones interfere with learning. Kids might check their phones for text messages. A call can disrupt a class. Many parents feel their kids should carry cell phones. They like being able to get in touch with their kids. They think the phones keep their kids safe.
What do you think? Should kids have cell phones in school?
62
l An unfamiliar word is a word that you don’t know the meaning of.
Context Clues Text Marks
l Context refers to the words and sentences around the unfamiliar word.
Circle the______________________________________________________ unfamiliar word. Name
l Context clues are specific clues in the sentences that
Read “A Precious Metal.” Use context clues to figure out the meaning of an unfamiliar word and mark the text.
Panning for Gold
1
1
1 How do miners get gold out of the ground? They Use context clues to figure
gold worth so much? First of all, it is one of the most rare
out the meaning of the begin by drilling a large shaft into the earth. They put an word rare.
metals. There is very little gold on Earth. On average, there
elevator Circleinto the word rare. to carry miners up and down. Miners the shaft
are only 10 pounds of gold for every 2 billion pounds of dirt.
Underline context
dig out tunnels from the shaft under each seam of gold. Then clues.
it. To get 1 ounce of gold, it takes 100,000 ounces of ore!
2 The ore is transported in the trucks through the _____________________
Rare means uncommon or unusual.
tunnels. Then it goes up the shaft to the surface of the mine.
Name ______________________________________________________
Date ______________________________
The ore is taken away to be processed. Finally, the gold is cast into bars. The bars are sent to special places where they are
Author’s Purpose • Natural Wonders • 1
kept under lock and key!
51
1. Seam means a layer of something
like gold. Author’s Purpose Text Marks
l The author’s purpose is the reason why the author is writing something. l The author’s purpose can be to inform, to persuade, or to entertain. l Text clues are words or sentences that reveal the author’s purpose.
52
irc C pros
Underline context
Und clue
_________
lump of the shiny metal, first, fill your pan with dirt from _____________________
_________
the river. Then, hold the pan just under the surface of the _____________________
_________
water. Shake it from 2 Use context clues side to side. Next, swirl the pan in to figure out the transported.
bottom. Lighter things come to the top. Tilt the pan in the C ircle the word transported.
Underline context
0 What is the meaning
of transported in shining there. this passage?
Underline text clues.
_____________________
Grassy Waters 1
The Everglades stretches across 1.5 million acres of
Mark the Text
long and up to 18 miles wide. The Colorado River cut the
grassy land. The land is often flooded by water. Ten thousand
canyon out of the surrounding rock. It took 3–6 million
through the Grand Canyon are wild and wonderful. Take a
different islands make up the park. Many different types of
Check the author’s purpose
1
o to inform raft ride on the Colorado River for three days. white-water o to persuade to entertain Canyon from the bottom looking up. It’s a See the o Grand
My Mule Pokey
o to inform
2
Our guide introduced me to the mule I’d ride on
down into the Grand Canyon. “This is Pokey,” he said. I groaned with embarrassment. My brother started to laugh at me. Pokey looked at me and blinked his eyes. I let the
55
guide boost me up onto Pokey’s back. “Whoa!” I yelled as Pokey took off for the canyon rim. We stopped just short of the edge. I looked down for a mile into the bottom of the canyon. “Take it a bit slower, Pokey,” I said, patting my mule.
56
o to entertain
1
Check the author’s
Iden purp
Che purp
purpose animals live in the Everglades. What animal do visitors want
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
o to persuade
Mark
Identify the author’s purpose.
o to inform to see most? Everyone hopes to see an alligator snapping o to persuade to entertain its bigojaws.
o o o
two to inform o Utextnderline clues for the purpose.
22
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Underline 3 wild examples ride thatofyou’ll text never forget! clues for the purpose.
raft on the Colorado River.
pas
Read “Grassy Waters” and “Everglades Adventure.” Identify the author’s purpose for each reading. Then mark the text.
Canyon River Runners is ready to provide it. Our rafting trips
Canyon each year. They explore it on foot, on mules, and by
0 Wofhan
LESSON 12 PAGE 57
1 the Do you want the trip of a lifetime? The staff at Identify author’s purpose.
of rock on its sides. Over 5 million people visit the Grand
Und clue
clues. the bottom of your pan. With luck, you’ll see a gold nugget
Use to fi mea nug
Circ nug
water and let the lighter material wash away. Then, check
Wild Water Rafting
years to form. The Canyon is famous for the colored stripes
2
circles. Heavier things, meaning of the word like a nugget of gold, sink to the
Mark the Text
The Grand Canyon is a deep gorge that is 277 miles
this
2 How can you pan for a nugget of gold? To find a _____________________
1. A prospector is a person who explores _________ 2. Transported means moved or carried. an______________________________________________________ area for gold. Name Date ______________________________ Name Date ______________ Check the______________________________________________________ author’s purpose _____________________ _________ 2. A nugget is a solid lump of o to inform _____________________ _________ precious metal. o to persuade Author’s Purpose • Natural Wonders • 2 Author’s Purpose • Natural Wonders • 3 o to entertain
LESSON 12 PAGE 56
The Grandest Canyon
0 Wofhap
0
Read “Wild Water Rafting” and “My Mule Pokey.” Identify the author’s purpose for each reading. Then mark the text.
Read “The Grandest Canyon.” Identify the author’s purpose and mark the text. LESSON 12 PAGE 55
gold from What isthe therocks meaning and dirt. of seam in this passage? Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
miners put dynamite in the seams, leave the area, and set off
Use to fi mea pros
Circle the word
from clues. the bottom of the stream. They use a pan to separate
passage?
_____________________ the dynamite. The gold ore falls into trucks set up on rails. _____________________
Use context clues to figure Notout all the gold is hidden under the earth. Gold also lies meaning of the word seam.
at theseam. bottom of riverbeds. They use a shovel to dig up dirt
What is the meaning they drill smaller tunnels up into the gold seams. Next, the 0 of rare in this
deep under the Earth. Miners have to dig it out and process
1
above ground. When prospectors pan for gold, they search
Secondly, gold is very hard to find. Most gold lies hidden
Mark
Mark the Text
Hidden Treasure
Mark the Text
Gold is one of Earth’s most valuable metals. Why is
To help you figure out the author’s purpose as you read, remember:
LESSON 11 ofPAGE 53 words and mark the text. the meaning unfamiliar
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
Text-Marking Lessons for Active Nonfiction Reading Grades 4–8 © 2012 by Judith Bauer Stamper, Scholastic Teaching Resources
LESSON 11 ofPAGE 52 words and mark the text. the meaning unfamiliar
A Precious Metal
Date _____________
Read “Panning for Gold.” Use context clues to figure out
Read “Hidden Treasure.” Use context clues to figure out
LESSON 11 PAGE 51
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Name ______________________________________________________ Date ______________________________
Identify the author’s I paddled my kayak through the winding waterways purpose.
2
of theCheck Everglades. My dad was in front of me. No one was the author’s purpose
behind me, unless an alligator was there. What if it was
o to inform persuade waiting? Suddenly, I heard a loud plop in the watching o toand to entertain water obeside me. I screamed. A big alligator’s head rose up
Underline two
Iden purp
Che purp
o o o
text clues for theThe gator opened its jaws and seemed to beside my kayak. purpose.
Und clue purp
Everglades Adventure
laugh at me. Then it sunk slowly back under the water.
o to entertain
63
Und clue purp
Lesson-by-Lesson Connections to the Common Core State Standards
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Lesson
reading Standards for informational text
1
RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly. RI.5.1: Quote accurately from a text when explaining what the text says explicitly. RI.6.1: Cite textual evidence to support analysis of what the text says explicitly. RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly. RI.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly.
2
RI.4.2: Determine the main idea of a text and explain how it is supported by key details. RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details. RI.6.2: Determine a central idea of a text and how it is conveyed through particular details. RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text. RI.8.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas.
3
RI.4.5: Describe the overall structure (e.g., chronology) of events, ideas, concepts, or information in a text or part of a text. RI.5.3: E xplain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RI.5.5: Compare and contrast the overall structure (e.g., chronology) of events, ideas, concepts, or information in two or more texts. RI.6.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. RI.7.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. RI.8.5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
4
RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. RI.8.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
5
RI.4.3: E xplain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.5.3: E xplain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RI.5.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. RI.6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). RI.6.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. RI.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). RI.7.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI.8.5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. 64
Text-Marking Lessons for Active Nonfiction Reading: Grades 4-8 © Judith Bauer Stamper, Scholastic Teaching Resources
Lesson
reading Standards for informational text
6&9
RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
7&8
RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.5.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. RI.6.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. RI.7.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI.8.5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
10
RI.4.8: E xplain how an author uses reasons and evidence to support particular points in a text. RI.5.8: E xplain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. RI.7.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. RI.8.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
11
RI.4.4: D etermine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. RI.5.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. RI.6.4, RI.7.4, and RI 8.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
12
RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. RI.5.6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. RI.6.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. RI.7.4 and RI.8.4: Analyze the impact of a specific word choice on meaning and tone. RI.8.6: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
65
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