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: Rocks and Minerals • Diamonds • Gold • Iron Science Gold Level T/44 Skills & Strategies Anchor Comprehension Strategies • Draw conclusions Comprehension • Make connections • Use graphic features to interpret information Word Study/Vocabulary • Use knowledge of word structures to determine word meaning Science Big Idea • Earth’s elements are used by humans in a variety of important ways. 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: Rocks and Minerals• Diamonds• Gold• Iron
Science
GoldLevel T/44
Skills & Strategies
Anchor Comprehension Strategies
• Draw conclusions
Comprehension • Makeconnections
• Usegraphicfeaturestointerpretinformation
Word Study/Vocabulary • Useknowledgeofwordstructuresto
determinewordmeaning
Science Big Idea • Earth’selementsareusedbyhumansina
varietyofimportantways.
TeACher’S Guide
Page 11: Synthesize Information • Administer Ongoing Comprehension Assessment
• Complete KWHL Chart
D ay
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.
Pages 4–6: Model Strategies: Introduction–Chapters 1–2• Monitor-Reading Strategy: Make Connections
• Comprehension Strategy: Draw Conclusions
• Use Graphic Features to Interpret Information: Diagrams
Page 3: Prepare to Read• Build Content Background
• Introduce the Book
Pages 7–8: Guide Strategies: Chapters 3–4• Monitor-Reading Strategy: Make Connections
• Comprehension Strategy: Draw Conclusions
• Use Knowledge of Word Structures: Etymologies
Pages 9–10: Apply Strategies: Chapter 5–Conclusion• Monitor-Reading Strategy: Make Connections
• Comprehension Strategy: Draw Conclusions
• Use Knowledge of Word Structures: Etymologies
This five-day lesson plan shows one way to use the chapter book for explicit strategy instruction.
Build Content Background • Write the word gold on the board. Tell students they are
going to read about gold. If necessary, use the photographs on pages 2–3 of the book as visual prompts.
• Display a KWHL chart as shown below.
Ask: What do you know about gold?
• Brainstorm with students, and write their ideas in the first column of the chart.
• Ask: What do you want to know about gold? 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 information in the book may be familiar to them. However, other information will help students learn what they would like 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 table of contents.
Ask: How is the book organized? (introduction, five chapters, conclusion)
Using the chapter titles, what do you think each chapter is about? (1st: what gold is; 2nd: where gold is found; 3rd: how gold is mined; 4th: gold’s history; 5th: ways in which gold is used)
• Pair students and have each pair select a chapter to skim. Tell partners to focus on important (boldfaced) words and pic-tures to describe to the group.
• 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 skim a chapter.
2. Record 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 skimming a chapter, model skimming by going through the first chapter and pointing out the chapter title, head-ings, pictures, captions, and boldfaced words that give clues or information about the chapter topic.
Write the word mineral on the board. Tell students that gold is a mineral and write gold under min-eral. Ask them to name other minerals, such as diamonds, silver, copper, iron, and quartz. Add their suggestions to the list. Then ask them to share what they know about gold and the other minerals, including the minerals’ names in their native languages.
Ask students to identify five class-room items that are made of metal. If possible, have them identify the metal. Encourage them to describe each metal in their own words. If necessary, prompt them by asking what color it is, whether it is light or heavy, shiny or dull, and whether it will bend or break.
Prepare to Readnglish anguage earnersE L L
K W H L
What I know about gold
What I want to know about gold
How I will learn about gold
What I learned about gold
Before ReadingMonitor-Reading Strategy: Make Connections• Say: Good readers make connections as they read. They often
make connections between what they read and their own lives and experiences. This type of connection is called a text-to-self connec-tion. Text-to-self connections help readers become more involved with the text and better understand what they read.
• Use a real-life example of making connections.
Say: I recently read an article about an upcoming exhibit of ancient Egyptian jewelry. It said that much of the jewelry is made of gold. That reminded me of the gold jewelry in a store at the mall. I made a connection between the information in the article and what I knew from personal experience: People today like gold jewelry just as the ancient Egyptians did. That will help me remem-ber what I read.
Say: Yesterday we previewed the book Gold. Today we will make text-to-self connections as we learn about this precious metal.
• Read pages 2–3 aloud while students follow along.
Say: I already know that beautiful jewelry is made of gold. I also know that some people save gold and gold coins because gold has always been and probably always will be valuable. I’ll write this information on a self-stick note and place it on the page where I made the connection.
During Reading Set a Purpose for Reading• Ask students to read pages 4–7 silently. Have them write any
connections they make between the text and their own expe-riences on self-stick notes and place them in their books. Explain that they will share their text-to-self connections after reading the chapter.
What? Readers make connections when they link what they are reading to something they already know. Readers make three types of connec-tions.
1. Text-to-self: a personal connection with the text
2. Text-to-text: a connection between the text being read and a previously read text
3. Text-to-world: a connection between the text and something in the world at large
Why? Making connections gets read-ers more involved with the text and helps them understand and remember what they read.
When? Good readers make con-nections before reading to set a pur-pose. They make connections during reading to monitor and clarify their understanding. They refer back to con-nections after reading to reflect on what they have read and to deepen and extend their understanding.
How? Good readers pause and won-der about the text. They ask them-selves questions that help make the three types of connections including:
1. Text-to-self: This reminds me of something I already know about. That is . . .
2. Text-to-text: This book has similar information to that in . . .
3. Text-to-world: What’s going on in this book is like what’s happening in the world right now in . . .
They note these connections in a jour-nal or on self-stick notes.
Model Strategies: Introduction–Chapters 1–2
After Reading Discuss the Reading• Ask students to share the connections they made with the
information in the text. Point out that because these are con-nections to personal experiences, students are writing about themselves, and their notes should contain the pronouns I, me, and my.
• Discuss with students how making connections with their own lives—their knowledge and their experiences—helps them better understand the text.
• Ask: What did you already know about gold and its properties? What information did the text add to what you know?
• Have students turn to page 3 and read the checkpoint. Remind them that making connections helps readers better understand text. Suggest that they keep their lists in their books to refer to as they continue reading.
• For text-dependent comprehension practice, ask the ques-tions for the Introduction and Chapter 1 found on the Comprehension Through Deductive Reasoning Card for this chapter book.
Comprehension Strategy: Draw Conclusions• Explain to students that good readers know how to “read
between the lines.” They use what they know and what they read to draw conclusions about the information in the text.
Say: In this book the author tells us many facts about gold. We can put these facts together and use them to draw conclusions. These conclusions are not stated directly in the text, but we can figure them out by using clues and facts that are stated in the text.
• Pass out the graphic organizer “Draw Conclusions” (blackline master, page 14). You may want to make a chart-sized 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 row in pairs or independently.
Informal Assessment Tips
1. Watch students as they write con-nections on self-stick notes or in their journals.
2. In a folder or notebook, jot down what you see each student doing.
3. Students should be making connec-tions with their own lives as they read. Document students who are and are not using this monitor- reading strategy.
For students who struggle with this activity, model the strategy again and remind them that making connections between the text and their own experi-ences will help them better understand what they are reading.
Rapid readers can expand on their notes and write in their journals in more detail about their connections to the text.
Comprehension Strategy: Draw Conclusions (continued)• Have students return to Chapter 1 and follow along as you
model how to draw a conclusion. Use the information on the graphic organizer on this page to conduct a think-aloud.
• Ask: What conclusion can I draw from what I read in Chapter 1 and what I know? One conclusion is that gold is solid. I’ll write this conclusion in the Conclusion box. How do I know this is a conclu-sion? The author provides several clues and facts that support this conclusion.
• Use the Clues/Facts column on the graphic organizer to explain your thinking.
Say: These clues and facts support my conclusion. I’ll write them in the Clues/Facts box.
• Say: I used the facts I read to draw a conclusion. This conclusion was not stated in the text, but it was based on the clues and facts I found in the text and on what I know.
• Use the information on the graphic organizer to model how to draw a conclusion from clues and facts in Chapter 2.
• Tell students that they will practice drawing conclusions as they read the rest of the book.
Use Graphic Features to Interpret Information: Diagrams• Have students look at the diagram on page 8. Explain that this
diagram shows the interior structure of Earth by cutting and removing a quarter section of its exterior. This kind of diagram, in which a cross section is removed, helps readers relate the outside and inside structures of an object. Point out that the color key next to the diagram shows what color represents each layer of Earth.
• Ask: What color represents Earth’s inner core? How do you know? (Yellow; the phrase inner core is next to the yellow block in the color key.)
Is the mantle inside or outside the outer core? How do you know? (Above; the mantle is represented by dark orange; the outer core is represented by bright orange. In the diagram the dark orange layer is outside the bright orange layer.)
What is the name of Earth’s thinnest layer? Explain how you figured this out.
(Look at the diagram. Note that the narrowest band of color is the green band. Look at the color key. Find that green repre-sents the crust. The crust is Earth’s thinnest layer.)
Reader Response
Reread page 11. Use the information on that page to explain this quote: “To search for gold is to look for the moon at the bottom of the sea.” Write a response in your journal and share your thoughts with a group member.
Gold is solid. Page 4: is a mineral; minerals are solid materials. Page 5: can be beaten or pressed into different shapes; often used to make jewelry.Page 6: does not dissolve or corrode.
Chapter Conclusion Clues/Facts
1
Gold will melt at 1,600°.
Page 8: gold found in Earth’s crust; mantle below crust is between 1,600° and 6,700°; mantle made of magma; part of magma is liquid gold.
2
Before ReadingMonitor-Reading Strategy: Make Connections• Have students look at their self-stick notes or in their jour-
nals to review the connections they made yesterday. Ask them how making text-to-self connections helped them understand the text. Discuss their responses.
• Say: Today we are going to make text-to-text connections between information about gold mining and what we have read in books, magazines, or articles about mining for gold or other natu-ral resources.
• Read pages 12–13 aloud while students follow along.
Say: As I read about mining for gold, I can connect that informa-tion to what I have read about other kinds of mining. An article I read about coal mining told how coal is mined in underground tun-nels or large open pits. Although coal is not a mineral, it is mined in the same ways that gold is.
• Ask students to tell about any text-to-text connections they can make between the information in Chapters 3–4 and what they have read about gold or other minerals, different kinds of mining, or the history of precious metals and gems.
During Reading Set a Purpose for Reading • Have students finish reading Chapters 3–4. Remind them to
jot down connections they make on self-stick notes and place them in the appropriate places in their book. For example, students may connect the information about the search for gold to what they have read about gold rushes in their social studies textbook.
After Reading Discuss the Reading • Have students share their text-to-text connections and talk
about how the connections helped them better understand the text.
• Ask: What have you learned about how gold is mined and how it has been valued for thousands of years?
• For text-dependent comprehension practice, ask the ques-tions for Chapters 3–4 found on the Comprehension Through Deductive Reasoning Card for this chapter book.
Monitor ELL students as they read Chapters 3–4 to see whether they are jotting down connections. If they are not, it may be because they do not understand the strategy. Model it again, using information from Chapter 3 or 4. If students are writing connections, make sure they can explain how the connections link to the text.
Meeting Individual Needs
For students who struggle with the strategy, model it again. Then assign them one section in Chapter 3 or 4 and ask them to think of one connec-tion between the text in their section and something they have read. Review how the two things are connected.
Rapid readers can review their con-nections and put them into groups. For example, they might group them according to whether the connections are related to how gold is mined or how gold is valued.
Guide Strategies: Chapters 3–4
nglish anguage earnersE L L
Chapters 3–4 (continued)
Reader Response
Reread pages 16–17. Which method of gold mining would you prefer? Why? Write a response in your journal and share your thoughts with a group member.
Comprehension Strategy: Draw Conclusions• Review the first two rows of the “Draw Conclusions” graphic
organizer. Remind students that when they draw conclusions, they use what they know and what they read to figure out ideas that are not directly stated in the text.
• Have students reread Chapter 3. When they have finished, ask: What conclusion can we draw about mining gold and separat-ing gold from its ore? (Possible answer: Both activities are difficult, complicated, and dangerous.)
What clues and facts can we find that support this conclusion? What do we know that supports this conclusion?
Use the information on the graphic organizer on this page.• Have students reread Chapter 4, draw a conclusion about the
history of gold, and identify the clues and facts that support the conclusion.
• If students offer other possible conclusions from either chapter, write them on the board. Ask students what facts from the text and what prior knowledge they used to draw these conclusions.
Use Knowledge of Word Structure: Etymologies• Have students find the word geologist on page 12. Point out
that geologists are people who have studied geology. Say: The word geology has two Greek roots. Knowing the mean-
ings of these words can help us figure out the meaning of the word. Geo- comes from a Greek word that means “earth.” If you knew that -logy means “the study of,” what would you guess geology means? (the study of the earth)
• Draw this word bench on the board.
• Say: A word’s etymology is the history of that word. Knowing the history of a word can help you understand the word’s meaning. If you don’t recognize the word parts from words you already know, you can look in a dictionary to learn about the word’s etymology.
• Ask students to locate the word extract on page 13. Have them use dictionaries to find the word’s etymology. Discuss their findings and say: Yes, the Latin prefix ex- means “out.” If you knew that tract comes from the Latin verb trahere, which means “to draw or pull,” what would you guess extract means? (to draw or pull out) So in this context, extract means “to draw or pull out gold from ore.”
• Encourage students to look for word parts and to use these to figure out the meanings of unfamiliar words as they read.
geologydefinition:
study of the earthgeo-
Greek for “earth”
-logy Greek for
“the study of”
Mining gold and extracting gold from ore are difficult, complicated, and dangerous.
Page 13: must dig underground tunnels or large pits; must use explosives; must haul rock pieces to the surface Page 14: use the chemical cyanide for extraction; not always safe; can harm the environment
Chapter Conclusion Clues/Facts
3
Placer gold is easier to acquire than lode gold.
Page 16: lode gold found in rock veins; has to be mined; placer gold washed away Page 17: can find placer gold by panning in a river
Before ReadingMonitor-Reading Strategy: Make Connections• Have students look at their self-stick notes or in their journals
to review the text-to-text connections they made yesterday. Discuss how the connections helped them understand the text.
• Say: Today we are going to make connections between information about ways gold is used in our world today.
• Read pages 20–21 aloud while students follow along.
Say: The text says that electronic machines such as computers, game consoles, and cell phones likely have gold in them. People all over the world have these kinds of machines. How does that make gold even more valuable? What does that mean for countries that have gold mines?
• Ask students to tell about any connections they can make between the information in Chapter 5 and the Conclusion and the importance of gold in the modern world.
During ReadingSet a Purpose for Reading • Have students read the rest of the book silently. Ask them to
write down connections as they read. Encourage them to write at least two connections on self-stick notes and place them in their books. Remind students to think about ways they can connect the information in the text to information about the world today.
After ReadingDiscuss the Reading• Have students share their connections with the group. Discuss
how the connections helped them better understand the text.
• Ask: What connections did you make between the ways gold was used in the past and the ways gold is used today?
• Have students turn to page 27 and read the checkpoint. Explain that rereading is another way to better understand text. Have students discuss the prompt with partners.
• For text-dependent comprehension practice, ask the questions for Chapter 5 and the Conclusion found on the Comprehension Through Deductive Reasoning Card for this chapter book.
Teaching Tips
After discussing the reading, have stu-dents remove the self-stick notes from their books and place the notes in their journals on a page titled “Make Connections.” Use this page to review making connections throughout the year.
Comprehension Strategy: Draw Conclusions• Review the graphic organizer that students have been complet-
ing. Explain that they will fill in the last row in pairs or indepen-dently. They are to draw a conclusion from Chapter 5 and write both the conclusion and the clues and facts that support it.
• Ask if students have any questions before they begin. Monitor their work and intervene if they are having difficulty. Discuss students’ responses together.
• For more practice with drawing conclusions, have students complete the blackline master “Draw Conclusions” on page 15.
Use Knowledge of Word Structure: Etymologies• Remind students that understanding a word’s history, or ety-
mology, can help them figure out the meaning of the word.
• Have students find the word corrode on page 23.
Say: The word corrode has two Latin roots. Cor- means the same thing as com-, con-, or col-: “with or together.” If you knew that rode in corrode comes from the Latin word rodere, which means “to gnaw,” what would you guess corrode means? (to gnaw with) The word rodent also comes from rodere. What do a rodent and corroding have in common? (They gnaw on or wear away things.)
• For additional practice, have students complete the blackline master on page 16.
1. Watch students as they draw conclu-sions. 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 strug-gle with drawing conclusions, review the strategy using the Comprehension Strategy Poster: Draw Conclusions.
Reader Response
Pretend you are a computer engineer. Think of a machine with a computer that you would design. What would the machine do? Write a response in your journal and share your thoughts with a group member.
Pure gold is easy to stretch, flatten, and shape
Page 20: can form a 50-mile wire with 1 troy ouncePage 22: can fill teeth or hold false teeth in placePage 25: can coat a space helmet visorPage 26: can be beaten into gold leaf thinner than a human hair
Chapter Conclusion Clues/Facts
Possible conclusions:
1. The chances of finding any more gold in these deposits are small.
2. Extracting gold using plants would benefit the environment because chemicals such as cyanide are harmful to the environment.
3. People will look for new sources of silver or for silver substitutes. They may develop ways to reclaim used silver. The price of silver will increase.
4. The best places to look would be 150 kilometers below Earth’s surface where kimberlite rock is found.
1. to uncover, to find for the first time
2. a touching together; condition of touching together
3. to change or move from one to another
4. disease or inflammation of the joints of the body
5. star sailor; person who travels into space
6. air that surrounds Earth; layers of gases around Earth
5
Administer Ongoing Comprehension Assessment• Have students take Ongoing Assessment #9 on pages 48–49 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 answered by the text and some ideas they had about how to locate the answers. Now they must determine what they actually learned by reading the book.
• Encourage students to think about gold, what it is, where it is found, how it is mined, its place in history, and how it is used. Their thoughts should suggest information they learned from the book that complement or extend what they already knew. As they recall information, work with students to record the infor-mation in the last column.
• When the chart is complete, have students check to see what questions in the W column are answered by information in the L column. Ask them to circle the unanswered questions and write three more questions at the bottom of the chart. Encourage students to choose one question and locate informa-tion to answer it. (They can look back at the H column for sug-gestions 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, dis-cuss responses with individual stu-dents.
4. If needed, reteach this strategy and administer Ongoing Assessment #10 on pages 50–51 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 activi-ty 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
K W H L
What I know about gold
What I want to know about gold
How I will learn about gold
What I learned about gold
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.
• Think about the physical and chemical properties of gold described in this book. Which property did you find most surprising or unusual? (text-to-self)
• Compare this book about gold to other books you have read about minerals, metals, or elements. (text-to-text/compare)
• In your opinion, what use of gold is most beneficial to the people of the word? Why? (text-to-world)
• Which chapter of the book did you find most challenging? (self-monitor)
• What other minerals, metals, ores, or mining methods did you think about while reading this book? (make connections)
• What main ideas did you find in this book? (synthesize information)
• What did you like about the book? What did you dislike about it? (evaluate)
• Describe how you felt as you read this book. Explain why you felt that way. (personal response)
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 devel-oped. 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
What do you think people should know about how gold is mined and how the gold is extracted from its ore? Why? Use information from the book to support your answer.
Look at the picture on page 9. Imagine you are digging in your backyard and you find this rock. What happens next? Use details from the picture to support your answer.
2. Pay attention to the person who is talking and do not inter-rupt 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 ConnectionsText-to-Self: This reminds me of a time when I . . .
Text-to-World: What’s going on in this book is like what’s hap-pening right now in . . .
Text-to-Text: This book reminds me of another book I read called . . . . It was about . . .
Draw ConclusionsDirections: Read each passage. Answer the question at the end by drawing a conclusion from what you read and what you know.
1. In the United States, placer deposits of gold were first worked by Chinese laborers, who arrived after the 1849 Gold Rush. During the Great Depression in the 1930s, these same locations were reworked by people who needed money. What can you conclude about placer deposits of gold in the United States?
2. Most plants extract the nutrients they need from soil. If there is gold in the soil, they extract the gold and store it in their roots, stems, and leaves. Researchers will be able to extract the gold from the plants without using harsh chemicals such as cyanide. What can you conclude about the impact of this gold-extraction method on the environment?
3. Like gold, silver is an excellent electrical conductor. It is used in digital cameras and laptop computers, among other things. Unlike gold, silver utilized for industrial purposes is used up and burned away, not recycled or reclaimed. If the demand for silver continues to increase, what can you conclude will happen?
4. Diamonds form more than 150 kilometers below Earth’s crust. Magma carries the diamonds to Earth’s surface during small, violent eruptions. Below each eruption is a “pipe” filled with kimberlite rock and embedded diamonds. What can you conclude about the best places to look for diamonds?
