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Monitor Progress
Word and
Selection Reading
If… students have difficulty reading multisyllabic words in the selection,
then… have them look for and read meaningful parts in the words or have them chunk words with no recognizable parts.
If… students have difficulty reading along with the group,
then… have them follow along as they listen to the AudioText.
Volcanoes: Nature's Incredible Fireworks
DAY 3
ROUTINE
Volcanoes
Group Time
Strategic Intervention
1
2
Reinforce Comprehension
Target Skill SKILL COMPARE AND CONTRAST Have students explain what it
means to compare and contrast (to tell how two or more things are alike and different) and list clue words that signal comparisons and contrasts (like, both, also; different, however, but). If necessary, review the meanings and provide a model. When you compare, you tell how two or more things are alike: Both volcanoes and earthquakes can be very dangerous. Both is a clue word for the comparison. When you contrast, you tell how things are different: Lava may flow from a volcano but not from an earthquake. But not is a clue phrase for the contrast.
Have students look at the two photographs on pp. 386 and 387. Ask them to write a sentence comparing the two volcanoes and a sentence contrasting them. Encourage them to use clue words to signal the comparison and the contrast.
Read Volcanoes, pp. 390–393
BEFORE READING Have students retell what they have learned from
the selection so far. Ask: What is the crust of Earth like? Reread
p. 389. Model how to monitor understanding to be sure you are not
missing important information. After the first paragraph, say: As
I read, I notice the text is packed with many details. So I’m going to
slow down my reading to make sure that I understand them all. After the second paragraph, say: I see clue words that tell me the
author is comparing and contrasting. He says the Earth’s crust is
not like a coconut shell; he says it is like a jigsaw puzzle. Remind
students to monitor their understanding and, if necessary, slow
down as they read the rest of Volcanoes: Nature’s Incredible
Fireworks. Target Skill STRATEGY MONITOR AND FIX UP
DURING READING Follow the Guiding Comprehension routine on
pp. 390–393. Have students read along with you while tracking the
print or do a choral reading. Stop every two pages to ask students
what they have learned so far. Prompt as necessary.
  • What did you learn about why volcanoes erupt?
  • What did you learn about how earthquakes happen?
AFTER READING How does this selection help explain why
people want to learn about volcanoes? Reread with students for
comprehension as needed. Tell them that tomorrow they will read
“Natural Disasters,” an article that explains how they can learn more
about volcanoes and other natural disasters.
ROUTINE
DAY 3
1
2
Advanced
Extend Comprehension
Target Skill SKILL COMPARE AND CONTRAST Have students review the text so far to find at least five comparisons or contrasts the author has made. Ask what clue words, if any, signaled each comparison/ contrast. Discuss with students the distinction between a literal comparison/contrast (the outer core is liquid, but the inner core is solid) and a figurative comparison (volcanoes look like fireworks). For each figurative comparison students identify, ask them to create another comparison. For example, ask: With what other object might you contrast the Earth’s crust if not a coconut?
Target Skill STRATEGY MONITOR AND FIX UP Ask students what they do when they are reading text with lots of scientific details and facts. Do you speed up, slow down, or continue reading at the same pace? (slow down) How did slowing your reading help you identify comparisons and contrasts in the selection? (It helped me spot clue words.)
Read Volcanoes, pp. 390–393
BEFORE READING Have students recall what they have learned from the selection so far. Remind them to look for comparisons and contrasts and to monitor their understanding as they read the remainder of Volcanoes: Nature’s Incredible Fireworks.
CRITICAL THINKING/PROBLEM SOLVING Have students
read pp. 390–393 independently. Encourage them to think critically and in terms of problems and solutions. For example, ask:
  • How are volcanoes and earthquakes alike? How are they different?
  • What should people who live along the Ring of Fire do?
AFTER READING Have students complete the Strategy Response Log activity (p. 392). Meet with them to discuss the selection and their log entries. Then have students use a Venn diagram to compare and contrast volcanoes and earthquakes. Students might mention similarities such as location and differences such as the kind of destruction each causes.