Scott Foresman Reading Street

Volcanoes
Group Time

for Fluency

Use Decodable Reader 15.

Word Study/Phonics

LESSON VOCABULARY Use p. 382b to review the meanings of beneath, buried, chimney, earthquakes, fireworks, force, trembles, and volcanoes. Students can blend all of the words. Have individuals practice reading the words from word cards.

DECODING MULTISYLLABIC WORDS Write gritty and model how to decode when there are meaningful word parts, such as a base word and suffix. This is a two-syllable word formed from the base word grit and the suffix -y. The consonant t is doubled when the suffix is added. First I cover the suffix and read the base word: grit. Then I blend the base word and the suffix to read the whole word: grit y, gritty. The suffix -y can mean "having," so gritty means "having grit."

Use the Multisyllabic Word routine on p. DI•1 to help students read these other words from Volcanoes: quivers, fiery, geysers, scalding, avalanches, crevices, mantle, tremors, and collide. Be sure students understand the meanings of words such as scalding and crevices.

Volcanoes, pp. 384–389

BEFORE READING Yesterday we read that animals might be able to
sense when an earthquake or volcanic eruption is about to happen.
Today we will read about what actually causes a volcano to erupt.

Using the Picture Walk routine on p. DI•1, guide students through the
text, asking questions such as those listed below. Then read the
question on p. 385. Together, set a purpose for reading.

p. 386 This is a photo of a volcano erupting. What is coming out of it?
(It looks like smoke.) The volcano is so hot inside that it sends up
hot steam and ashes as well as red-hot melted rock called lava.

p. 387 Does this volcano look like the one on p. 386? (No. It has
red-hot lava flowing out.) As we read, notice how a volcano can erupt.

DURING READING Follow the Guiding Comprehension routine on
pp. 386–389. Stop every two pages to ask what students have learned
so far. Prompt as necessary.

What was page 387 about?
What did you learn about the structure of the Earth?

AFTER READING What have you learned so far? What do you think you will learn in the next part? Reread passages as needed.

Extend Vocabulary

DICTIONARY Choose and read a sentence containing a difficult word not clearly defined in context, such as this sentence on p. 12 of the Leveled Reader Earth Movement: “While scientists are working on top of a volcano, they are exposed to many dangers. . . ." Suppose you’re not sure of the meaning of exposed. Where could you look to find the meaning? (in the dictionary) Ask a student to look up the word and to explain the steps for finding the word. (first go to the E section, then use guide words at the top to locate the page, then use the second letter, third letter, and so on) Will you find the word exposed? (No, I’ll find the base word expose.) Have the volunteer read the definitions and ask students to decide which meaning—“to leave out in the open unprotected” or “to uncover or give information on”—fits the sentence. (to leave out in the open unprotected) Remind students to use a dictionary to find out the meanings of unfamiliar
words as they read Volcanoes: Nature’s Incredible Fireworks.

Volcanoes, pp. 384–389

BEFORE READING In Earth Movement you read how scientists use special instruments and tools to predict when a volcano will erupt. Today you will read a selection that explains why volcanoes erupt. As you read, think about why predicting eruptions is important to people.

Have students write their predictions in their Strategy Response Logs
(p. 384). As they read, have them confirm or revise their predictions and make new ones.

CRITICAL THINKING/CREATIVE THINKING Have students read
pp. 384–389 independently. Encourage them to think critically and creatively. For example, ask:

Which do you think is more dangerous to the people around a volcano—an explosion or lava flows? Why?
How many different words can you think of to describe an erupting volcano?

AFTER READING Have students meet to discuss the selection and share their Strategy Response Log entries. Then have students imagine that they are directors of a disaster movie about a volcanic eruption. Have them write a description for the special effects team explaining how they want the volcano to appear in their movie.