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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.
Natural Disasters
DAY 4
ROUTINE
Volcanoes
Group Time
 
Strategic Intervention
1
2
Practice Retelling
REVIEW MAIN IDEAS Help students identify the main ideas in
Volcanoes. List the ideas students mention. Then ask questions to help students differentiate between essential and nonessential information.
Retelling CardsRETELL Using the Retelling Cards, have students work with partners to retell the important ideas. Show partners how to summarize in as few words as possible. Monitor retelling and prompt students as needed. For example, ask:
  • What was this selection mostly about?
  • What did you learn from reading this selection?
If students struggle, model a fluent retelling.
Read “Natural Disasters”
BEFORE READING Read the genre information on p. 396. Explain that a keyword is the topic you are researching. The more specific you can be with your keyword, the better your chances of finding the information you want without having to look at a lot of information you can’t use.
Read the rest of the panel on p. 396. Have students identify the
search engine window on p. 397 and the links that appear below it.
Be sure students understand that pictured on pp. 398–399 are the
actual Web pages where they would find information about natural
disasters.
DURING READING Have students read along with you while tracking the print or do a choral reading of the selection. Stop to discuss difficult vocabulary such as bibliography, and proper nouns such as Krakatoa.
AFTER READING Have students share their reactions to the selection. Then guide them through the Reading Across Texts and Writing Across Texts activities, prompting if necessary.
  • What kinds of facts did Volcanoes mostly include—facts about how a volcano erupts or facts about the destruction it can cause?
  • What kinds of facts did the Web site include?
ROUTINE
DAY 4
1
2
Advanced
Read “Natural Disasters”
CRITICAL THINKING Have students read pp. 396–399
 independently. Encourage them to think critically. For example, ask:
  • Do you think people could have done anything to protect themselves from the effects of the Krakatoa earthquake? Explain.
AFTER READING Have students meet with you to discuss “Natural Disasters” and Reading Across Texts. Have students do Writing Across Texts independently.
Extend Genre Study
RESEARCH Have students locate information about different volcanoes using a search engine to find Web sites. Have them list the Web sites they find and note whether each contains the kind of information they were looking for.
WRITE Have students use Volcanoes: Nature’s Incredible Fireworks and the Leveled Reader Earth Movement to map out information for a Web site that provides general information about volcanoes. Encourage them to include illustrations and photographs.