B e n c h m a r k e d u c a t i o n c o m p a n y Theme: Chemistry • Chemistry in the Kitchen • Chemistry in Medicine • Forensics: Chemistry and Crime Science Forensics: Chemistry and Crime Level U/50 Skills & Strategies Anchor Comprehension Strategies • Make Inferences • Analyze Text Structure and Organization Comprehension • Stop/think/write • Use text features to locate information Vocabulary/Word Study Strategy • Context clues to determine word meaning Science Big Idea • Science can be used to evaluate crime scenes and catch criminals. TEACHER’S GUIDE
Transcript
B e n c h m a r k e d u c a t i o n c o m p a n y
Theme: Chemistry• Chemistry in the Kitchen• Chemistry in Medicine• Forensics: Chemistry and Crime
Science
Forensics: Chemistry and CrimeLevel U/50
Skills & Strategies
Anchor Comprehension Strategies
• Make Inferences• Analyze Text Structure and
Organization
Comprehension • Stop/think/write
• Usetextfeaturestolocateinformation
Vocabulary/Word Study Strategy • Contextcluestodeterminewordmeaning
Science Big Idea • Sciencecanbeusedtoevaluatecrime
scenesandcatchcriminals.
TeACher’S Guide
Page 11: Synthesize Information • Administer Ongoing Comprehension Assessment
• Complete KWHL Chart
D a y
1
2
3
4
5
A c t i v i t i e s
Using Navigators Chapter Books
Explicit Strategy InstructionUse the complete guide to model, guide, and support students as they apply comprehension and word study strategies. Use portions of the guide to scaffold reading instruction for students who do not need modeled instruction.
Small-Group DiscussionsIntroduce the book and model strategies. Have the group set a purpose for reading based on the introduction. Students read the book, or parts of the book, independently. Then have them use the Small-Group Discussion Guide as they discuss the book together.
Independent ReadingHave students select titles at their independent reading levels. After reading, have students respond to the text in reader response journals or notebooks.
• Comprehension Strategy: Analyze Text Structure and Organization
• Use Graphic Features to Locate Information: Photographs
This five-day lesson plan shows one way to use the chapter book for explicit strategy instruction.
Build Content Background • Tell students that they are going to read a book about
forensic science. Explain that forensic science is the scientific study of clues to solve crimes. It is also called crime-scene investigation.
• Display a KWHL chart as shown.
Ask: What do you know about the ways detectives find clues and investigate a crime?
Brainstorm with students and write their ideas in the first column of the chart.
• Ask: What do you want to know about forensic science? How are you going to find out what you want to know?
Write students’ ideas in the second and third columns of the chart.
• Explain that some of the information in the book may be a review. Other information will help students find out what they would want to know.
• Save the chart for students to complete after they read the book.
Introduce the Book • Give students a copy of the book.
• Have them read the title and table of contents.
Ask: How is this book organized? (introduction, five chapters, conclusion)
Ask: What is the first chapter about? The third chapter? (fingerprints; bones)
• Ask students to turn to page 32 and skim the index. Have each student select a topic that interests him or her. Suggest that students watch for that topic as they read the book.
• To introduce Key Words and Text/Graphic Features found in this book, use the book’s inside front cover.
Informal Assessment Tips
1. Assess students’ ability to preview the table of contents and index.
2. Document informal observations in a folder or notebook.
3. Keep the folder or notebook at the small-group reading table for handy reference.
For students who struggle with previewing the table of contents and index, model by locating the title and beginning page number of Chapter 1 in the table of contents. Then model looking up footprints in the index, asking students to read the page numbers listed there.
Write the term trace evidence on the board. Explain that trace evidence refers to the tiniest pieces of fabric, skin, blood, or any other materials collected from the environment or the people at the scene of a crime.
Have students press a fingertip on an ink pad and then on a piece of paper. Tell them that fingerprints are one very important tool of forensic scientists. Using student samples, point out the whorls, arches, and loops that make fingerprints unique and therefore a reliable way of identifying people.
Display pictures of hair and fabric that have been magnified, such as those on page 13. Tell students that one way forensic scientists test clues is by magnifying them. That way, they can determine what the tiniest samples are, what they are made of, and often where they came from.
This five-day lesson plan shows one way to use the chapter book for explicit strategy instruction.
Prepare to Readnglish anguage earnersE L L
original
K W H LWhat I know about finding clues and inves-tigating crimes
What I want to know about forensic science
How I will learn about forensic science
What I learned about forensic science
Before ReadingMonitor-Reading Strategy: Stop/Think/Write
• Say: Good readers think while they read and stop to write details or main ideas about the text they’re reading. Doing this helps them remember more information from the text.
• Use a real-life example of stopping to think and write.
Say: I recently read a book about how DNA was discovered. It was a difficult book, but it contained some details I wanted to remember. As I read the book, I stopped to write down details about DNA and the scientists who discovered it mentioned in the text. By stopping to think and write, I knew I would better remember the information.
• Read pages 2–3 aloud while students follow along. Anticipate words and ideas in the text that might cause students to stop and think. Stop and think as you read, and share your thought process aloud. Write your ideas on self-stick notes and place them in the book as students observe.
Say: One thing the Introduction tells me is the many kinds of clues forensic scientists study to solve a crime—shoe prints, fingerprints, blood, hair, bones, tool marks, DNA. I want to remember these details, so I will stop and write them on a self-stick note. I’ll place this note on the page where I found the last of this information.
During Reading Set a Purpose for Reading
• Ask students to read pages 4–11 silently. Have them practice stopping to think and write as they read. Tell them to write any details they want to remember or main points from the reading in their reading journal or on self-stick notes.
What? Good readers stop and think about what they are reading as they are reading. Then they write down their thoughts. Because this strategy is so simple, many readers forget to use it. Remind students that stopping, thinking, and writing is the beginning step to using all other monitor-reading strategies.
Why? When readers stop and think, they are able to make connections, ask questions, visualize, make inferences, determine what is important and what is not, and synthesize information. When readers write down their thoughts or write about their thoughts and how those thoughts apply to them, they clarify their thinking and keep track of their thoughts.
When? Good readers stop, think, and write about what they are reading during and after reading.
How? Good readers stop and think about the text. They keep track of their thoughts in a journal or on self-stick notes. After reading, they reflect on their thoughts and synthesize information.
Model Strategies: Introduction–Chapter 1
After Reading Discuss the Reading
• Have students share the notes they took while reading. Ask them to give examples of details or main points from Chapter 1 that they wrote down during their reading.
• Discuss with students how the practice of stopping to think and write can help them remember information from the text.
• Ask students to recall the facts they learned about fingerprints and fingerprint evidence.
Ask: Why are fingerprints so useful to forensic scientists? (Fingerprints are usually left somewhere at the scene of a crime, and every person’s fingerprints are unique.)
What is the difference between a patent and a latent fingerprint? (A patent fingerprint can be seen without special tools. A latent fingerprint can be seen only with special tools.)
• For text-dependent comprehension practice, ask the questions for the Introduction and Chapter 1 found on the Comprehension Through Deductive Reasoning Card for this chapter book.
Comprehension Strategy: Analyze Text Structure and Organization• Explain that authors organize their writing using different text
structures, and that in Chapter 1 the author uses causes and effects to show how ideas are related and descriptions to create pictures in readers’ minds. Have students point out one or more cause-and-effect relationships, such as how a fingerprint is caused by touching a smooth surface (page 6).
• Distribute the graphic organizer “Analyze Text Structure and Organization” (blackline master, page 14). You may want to make a chart-size copy of the graphic organizer or use a transparency.
• Explain that as students read, they will complete the first four rows together. They will complete the last three rows independently or in pairs.
Informal Assessment Tips
1. Check to see that students are stopping to think and write notes as they read.
2. In a folder or notebook, jot down what you see each student doing.
3. Students should be writing key points and details from the text as they read. Document students who are and are not using this monitor-
For students who struggle with stopping to think and write, suggest that they pause at the end of each paragraph, scan the paragraph for what they think is the most important idea, and write that idea on a self-stick note or in their journal.
Rapid readers can organize their notes and rewrite them in outline format. Show them an outline and tell them that this is another way to record main ideas and important details in a text. Explain that an outline presents ideas in the same order as they appear in the text.
Comprehension Strategy: Analyze Text Structure and Organization (cont.)
• Have students return to Chapter 1 and follow along as you model how to analyze text structure and organization. Ask them to focus on the descriptions the author includes.
Say: Let’s reread the first paragraph on page 4. Here, the author uses the text structure of description to tell about fingerprints. The text says that the tiny ridges swirling up and down on each of your fingertips are your fingerprints.
Write these ideas on the graphic organizer.
• Use information from the graphic organizer on this page to continue the think-aloud. Record the cause-and-effect relationship from page 7 that explains why Bertillon’s method for identifying criminals failed.
• Say: The author uses causes and effects and descriptions to organize the ideas in this chapter. We will find other examples of causes and effects and description in the next chapters.
Use Context Clues to Determine Word Meaning: Descriptions
• Tell students that it is often possible to figure out what a word means from the words and sentences around it. This is called the word’s context. Have students find the word burglar on page 2. Point out that the author does not define this word but does describe it.
• Say: The sentences following the word burglar provide a description that tells me the meaning of the word. Details such as sneaks up to a darkened house, breaks a window, and slips inside help me define the word. I can tell from the descriptions that a burglar is a criminal who breaks into and enters someone else’s house.
• Read aloud page 8. Have students find the words patent and latent on this page. Ask them to identify the descriptions that help define these words. (Possible answers: patent: easy to see, a dirty hand leaves dark fingerprints; latent: invisible, a special light is needed to see them.)
• Tell students they will practice this strategy again later.
Reader Response
Think about the ways detectives collect fingerprint evidence. Why must they be very careful? How could this evidence be ruined? Write a response in your journal and share your thoughts with a group member.
Description Fingerprints: tiny ridges swirling up and down
Page Text Clue Words or Structure Phrases
Cause and Effect
Cause: Two criminals had the same measurements; Effect: Bertillon realized his system of using measurements to keep track of criminals wouldn’t work.
4
7
Before ReadingMonitor-Reading Strategy: Stop/Think/Write• Have student review the notes they made for Chapter 1 on
their self-stick notes or in their journals. Ask for a few examples of details they recorded from the first chapter.
• Tell students they will continue to practice the strategy of stopping to think and write as they read Chapters 2–3.
Say: When we stop to think and write during reading, we pause to record important details from the text. Think about what you want to remember about these chapters as you read, and stop to write on your self-stick notes or in your journal.
• Read pages 12–13 aloud as students follow along. Ask: What are these pages about?
(trace evidence: the tiny clues that criminals can leave behind) Say: Chapter 3 tells about other scientists who use forensics in
fields such as anthropology and art. Encourage students to write down the important facts about
trace evidence, forensic anthropologists, and forensic artists on self-stick notes or in their journals as they continue reading.
During Reading Set a Purpose for Reading • Tell students to read pages 14–19 silently. Remind them to
stop, think, and write as they read. Point out that section heads provide clues about the topics that are covered and can help them determine what are important details.
After Reading Discuss the Reading • Have students provide examples of the notes they took while
reading. Ask them to explain why they thought particular details were important to remember.
• Ask students to share notes they made on the different kinds of forensic science.
Ask: How can a forensic dentist help investigate a crime scene? (He or she can analyze teeth marks a criminal may leave
behind.)• For text-dependent comprehension practice, ask the
questions for Chapters 2–3 found on the Comprehension Through Deductive Reasoning Card for this chapter book.
Allow ELL students to copy main ideas directly out of the text rather than paraphrasing. Monitor them to see that they are able to determine the main ideas and key details in the text. If students are unsure of what to write, model the strategy for them again.
Meeting Individual Needs
For students who struggle with this strategy, model it again. Encourage them to write each section head as a guide. Then have them look for details related to the section head that they can stop and write as they read.
Rapid readers can take the notes they have written during reading and write a summary of the chapters in their own words.
Guide Strategies: Chapters 2–3
nglish anguage earnersE L L
Chapters 2–3 (continued)
Reader Response
How do forensic anthropologists and forensic artists work together to create images and reconstructions of prehistoric humans? Write a response in your journal and share your thoughts with a group member.
Comprehension Strategy: Analyze Text Structure and Organization• Review the “Analyze Text Structure and Organization” graphic
organizer and the description and cause and effect examples the author used in Chapter 1. Tell students that now they will look for one description and one cause-and-effect relationship from Chapters 2–3.
• Read page 12 aloud. Ask: What details provide the description of trace evidence?
(fibers of couch or carpet, dirt, parts of plants, hairs, fibers from clothes, found at crime scene)
Write the description on the graphic organizer.• Tell students to look for a cause-and-effect relationship on
page 17. Point out that a forensic scientist can determine the gender of a person from his or her bones (effect). Ask students why the scientist is able to do that (cause). Use the information on this page to complete the graphic organizer.
Use Context Clues to Determine Word Meaning: Descriptions• Remind students that they can use words and descriptions from
the text to figure out the meanings of unfamiliar words. Have students find the word fibers on page 12. Point out that the author does not define this word but does describe it.
• Say: The author says you pick up fibers walking across a carpet. The next sentence says, “These tiny pieces of fabric may stick to your clothes, shoes, or skin.” From this description, I know that fibers are tiny pieces of fabric.
• Have students find the term comparison microscope on page 15. Read aloud the second paragraph. Ask them to identify the descriptions that explain the term comparison microscope. (another important tool, made of two connected microscopes, look at two things side by side, compare to see if they match) Have students combine the information to write a definition of the term.
• For additional practice, have students complete the blackline master on page 16.
Description Trace evidence: fibers of couch or carpet, dirt, parts of plants, hairs, fibers from clothes, found at crime scene
Page Text Clue Words or Structure Phrases
Cause and Effect
Cause: Some of men’s and women’s bones are different; Effect: Scientists can determine the gender of the person the bones belonged to.
1. medical examiner Clues: studies wounds, body temperature, bacteria; this doctor
Definition: a doctor who examines dead bodies to help solve crimes
2. laboratory analyst Clues: scientist; examines samples of blood, hair, DNA Definition: a scientist who tests trace evidence3. forensic engineers Clues: examine site, collect clues from environment Definition: people who examine the scene of an
accident or crime4. crime scene examiner Clues: the examiner on the crime scene Definition: an on-site scientist who collects clues
Before ReadingMonitor-Reading Strategy: Stop/Think/Write
• Have students look at their self-stick notes or in their journals to review the notes they took yesterday. Remind them that stopping to think and write during reading is one way to remember important details from the text.
• Read pages 20–21 aloud as students follow along.
Say: Shoe prints are one mark that criminals may leave behind. Detectives can analyze these shoe prints. They photograph the shoe prints or make castings of them. I’ll write these details on a self-stick note so that I will remember them.
During ReadingSet a Purpose for Reading • Have students continue reading Chapters 4–5 and the
Conclusion silently. Tell them to place their self-stick notes in the text at the places where they decided to stop and write a detail they wanted to remember from the text.
• Encourage students to stop and think about the question posed at the end of the conclusion. Have them write notes about the question on their self-stick notes or in their journal.
After ReadingDiscuss the Reading
• Have students share their notes for each chapter with the group. Ask them to explain why they chose to record particular details.
• Discuss DNA with students.
Ask: How is DNA unique to each individual? (DNA contains a person’s genes; every person has different DNA.)
• Have students read the checkpoint on page 20. Explain that talking about a topic is one way to better understand it. After students complete the prompt, have them discuss similarities and differences.
• Have students read the checkpoint on page 29. Point out that thinking about the topic is another way to better understand it. Have students discuss their answers with a partner.
• For text-dependent comprehension practice, ask the questions for Chapters 4–5 found on the Comprehension Through Deductive Reasoning Card for this chapter book.
Teaching Tips
After discussing the reading, have students remove the self-stick notes from their books and place the notes in their journals on a page titled “Stop/Think/Write.” Use this page to review the practice of stopping to think and write throughout the year.
Comprehension Strategy: Analyze Text Structure and Organization
• Review the graphic organizer that students have been completing. Explain that they should look for a cause-and-effect relationship on page 21 and descriptions on pages 22 and 26 and finish the graphic organizer in pairs or independently.
• Ask students if they have any questions before they begin. Monitor their work and intervene if they are having difficulty. Discuss students’ responses together.
• For more practice with analyzing text structure and organization, have students complete the blackline master “Analyze Text Structure and Organization” on page 15.
Use Graphic Features to Locate Information: Photographs
• Have students turn to pages 22–23 and look at the photographs. Explain that these are photographs of clues used by forensic scientists who study ballistics.
• Ask: Why do you think these different photographs are shown here? (Possible answer: The text describes what clues can be gathered from weapons. The photographs show some of the clues that are described in the text, such as the grooves in a bullet.)
• Explain to students that photographs are often used to support or add to the information in the text.
• Ask: What do the photographs show you that the text does not? (Possible answer: The photos show how detectives study the actual weapons as well as computer images to analyze all the clues.)
1. Watch students as they analyze text structure and organization. Ask yourself: How have students progressed with this strategy? What problems are they still having?
2. Watch students as they complete the graphic organizer. Ask yourself: Who is still struggling with this strategy? How can I help them?
3. Jot down your thoughts in your folder or notebook. For students who struggle with analyzing text structure and organization, review the strategy.
Reader Response
Are you surprised that forensic scientists can find clues from a scrape mark that a tool left behind? Why or why not? How do these details help them solve crimes? Write a response in your journal and share your thoughts with a group
original
1DNA fingerprints were discovered.
The way in which forensic scientists help investigate crimes changed.
Lab managers run the day-to-day operations of the labs.
Scientists can focus on analyzing samples.
DNA was discovered. The Supreme Court passed new guidelines for U.S. criminal courts.
2
3
DNA testing is used. Some prisoners who were wrongly convicted are now free.
4
Paragraph Cause Effect
Cause and Effect
Cause: People walk and wear away their shoes differently; Effect: Their shoe prints will be different even if they wear the same kind of shoes.
Page Text Clue Words or Structure Phrases
21
Description Ballistics: careful study of weapons and bul-lets to find clues
22
Description DNA evidence: blood and skin have DNA; so do saliva left on glass and root of a hair.
26
Administer Ongoing Comprehension Assessment• Have students take Ongoing Assessment #5 on pages 40–41 in
the Comprehension Strategy Assessment Handbook (Grade 5).
Complete KWHL Chart• Refer to the KWHL chart students prepared before reading the
book.
• Remind students that the chart shows the facts they knew before they read the book. It then shows some questions they wanted the text to answer and some ideas they had about how to locate the answers to those questions. Now they must determine what they actually learned by reading the book.
• Encourage students to think about forensic science and crime-scene investigation and to suggest information they learned from the book that complemented or extended what they already knew. As they recall information, work with students to record the information in the last column.
• When the chart is complete, have students check to see what questions in the W column were answered by information in the L column. Circle the unanswered questions, and write three more questions at the bottom of the chart. Have students choose one question and locate information to answer it. (They can look back at the H column for suggestions about where the information might be found.) Provide class time for students to share their research findings.
1. Score assessments and determine if more instruction is needed for this strategy.
2. Keep group assessments in a small-group reading folder.
3. Look closely at students’ responses. Ask yourself: Why might this student have answered the question in this manner? For in-depth analysis, discuss responses with individual students.
4. If needed, reteach this strategy and administer the second Ongoing Assessment #6 on pages 42–43 in the Comprehension Strategy Assessment Handbook (Grade 5).
5. Use ongoing assessments to document growth over time, for parent/teacher conferences, or for your own records.
Scaffold the graphic organizer activity by discussing one row of the chart at a time. Ask students to read aloud the information in each column for that row. Help them find the sections of the chapter book that answer each question (if it is answered in the text), and invite them to reread that section aloud. Students can discuss with a partner how they would research questions not answered in the text and report their ideas to the larger group.
Synthesize Information
nglish anguage earnersE L L
original
K W H LWhat I know about finding clues and inves-tigating crimes
What I want to know about forensic science
How I will learn about forensic science
What I learned about forensic science
Write a Personal ResponseInvite students to respond to the book in a way that is meaningful to them. The prompts below provide a variety of alternatives.
• What do you find most fascinating about the work of forensic scientists? (personal response)
• How can technology help forensic scientists investigating crimes in different countries? (text-to-world)
• Compare this book about forensic science to books about other kinds of science you have read. (text-to-text)
• What did you learn about forensic anthropologists and forensic artists from this book? (synthesize information)
• Would you recommend this book about forensic science to a friend? Why or why not? (evaluate)
• What parts of this book confused you? (self-monitor)
• What did you think about while you read this book? (make connections)
• If you could bring one tool of forensic scientists to a detective in the past, which tool would you choose? Why? (text-to-self)
Write to a Text PromptUse the prompts below as a timed writing activity. Students have a maximum of one hour to draft, revise, and edit a response. Use the rubric provided in the sidebar to score students’ writing.
Write to a Picture PromptUse the following picture prompt to develop students’ visual writing abilities.
Reading/Writing Connections
Teaching Tips
Transfer personal response prompts to a piece of large chart paper and hang it in the room. Students can refer to the list throughout the year.
The prompt is well developed. There is strong evidence of focus, organization, voice, and correct conventions.
The prompt is developed. There is adequate evidence of focus, organization, voice, and correct conventions.
The prompt is somewhat developed. There is minimal evidence of focus, organization, voice, and correct conventions.
The prompt is weakly developed. There is little evidence of focus, organization, voice, and correct conventions.
Scoring Rubric
4
3
2
1
Edmond Locard said, “Every contact leaves a trace.” Think about your typical day. What traces do you leave and where? Use information from the book to support your answer.
Look at the picture of the scientist on page 12. What can you conclude about the process of collecting trace evidence? Write a response in your journal and share your thoughts with a group member. Use details from the picture to support your answer.
Directions: Use this sheet to talk about the book.
Word Study: Write words you did not know. Discuss the meanings with your group. Use the text to clarify the meanings.
Questions:Write two or three questions you had while reading this book. Discuss the questions and answers.
Make Connections:Write three connections you made with the text. Discuss them with your group.
Adapted from Literature Circles: Voice and Choice in the Student-Centered Classroom, Harvey Daniels (Portland, ME: Stenhouse Publishers, 1994).
Rules for a Good Discussion:
1. Be prepared.
2. Pay attention to the person who is talking and do not interrupt him or her.
3. Think about what others are saying so you can respond.
4. Use inside voices.
5. Let everyone in the group have a turn to speak.
6. Be respectful of everyone’s ideas.
Adapted from Guiding Readers and Writers (Grades 3–6) Teaching Comprehension, Genre, and Content Literacy, Irene C. Fountas and Gay Su Pinnell (Portsmouth, NH: Heinemann Publishing Co., 2001).
Ways to Make Connections
Text-to-Self: This reminds me of a time when I . . .
Text-to-World: What’s going on in this book is like what’s happening right now in . . .
Text-to-Text: This book reminds me of another book I read called . . . . It was about . . .
Analyze Text Structure and OrganizationDirections: Read the passage. Identify cause-and-effect relationships in the text. Fill in the chart with each cause and effect.
The Science of DNADNA analysis is one of the most advanced tools of forensic science.
DNA fingerprints have been in use for about twenty years to help identify criminals. Their discovery has changed the way forensic scientists help investigate crimes.
Forensic scientists must meet very high standards. Lab managers oversee the day-to-day operations of forensic laboratories so scientists can focus on analyzing samples.
The impact of DNA extends beyond a crime scene. After the discovery of DNA, the Supreme Court had to pass new guidelines for U.S. criminal courts.
DNA evidence has also had an effect on prisoners. Because of DNA testing, many prisoners who were wrongly convicted are now free.
Use Context Clues to Determine Word Meaning: Descriptions
Directions: Read the passage. Write the clues that tell you what each boldfaced word means. Then write a definition for each word. Use a dictionary if necessary.
Crime Scene InvestigationsForensics is a popular topic on many television dramas, but these shows
don’t always tell the real story. They may show one person doing all the
investigating. In reality, forensic professionals work together as a team.
The medical examiner uses body temperature, bacteria, and the food in
a person’s stomach to find out when the person died. This doctor studies
wounds and other marks to find out if a struggle or fight took place.
The laboratory analyst examines trace evidence. This scientist works
with samples and runs tests on blood, hair, and DNA in the laboratory.
Forensic engineers examine the site of an accident, fire, or death. They
collect clues and evidence from the environment rather than from people.
They study these clues to figure out how events occurred.
A crime scene examiner is the featured role on most television dramas.
The examiner works at the crime site. But without the help of the other
team members, the examiner could not solve the crime.
Explain • Create an overhead transparency of the graphic organizer “Forensics: Chemistry and Crime” or draw it on the board. Say: An author can’t tell us every piece of information about a topic. We have to figure out some ideas on our own. We can use the text and graphic features as our clues. Using one or two clues to figure out an idea that the author does not state directly is called making an inference.
Model say: • I will make an inference about Forensics: Chemistry and Crime using clues I find in the text. On page 4, I read that our fingertips have tiny ridges and these ridges help us grip things. I can use these clues to make an inference about our fingertips. In the first Clues box on the graphic organizer, write Our fingertips have tiny ridges on them. These ridges help us grip things with our hands. Then say: Now I will use the clues to make an inference. I can infer that if we had smooth fingertips, we wouldn’t be able to grip things as well. In the first Inference box, write If our fingertips were smooth, we would have difficulty gripping things with our hands.
Guide say: • Let’s look at page 8 and make an inference about patent and latent prints. What do you learn about these two kinds of prints from the text? Which kind do you see in the photograph? How are these prints different? (Allow time for students to respond, assisting if needed.) Yes, patent fingerprints are easy to see. Latent fingerprints are invisible. Write these two clues in the second Clues box on the graphic organizer. Then ask: What idea can we figure out from these clues? (Again allow time for students to respond.) Yes, one inference we can make is that the words patent and latent are opposites. Write this inference in the second Inference box.
apply • Ask pairs of students to work together to make inferences using the text and graphic features in the rest of the book. Remind them that they are looking for clues they can use to figure out ideas that the author does not state directly. After each pair shares its clues and inferences, record the information on the graphic organizer. Finally, ask volunteers to read the completed graphic organizer aloud.
name _______________________________________________________ Date __________________
