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DURING READING
Reader Response
Open for Discussion Personal Response
Think Aloud MODEL I'd go see the volcanoes. I think they're amazing. I would love to see one—from far away, of course!
Comprehension Check Critical Response
  1. To show how tall something is in comparison to something familiar. Author's Purpose
  2. The Nile River is longer, but the Amazon River carries more
    water.    Target Skill Compare and Contrast
  3. Students' questions will vary. They should understand that their questions help them because rereading to find answers helps them better understand the selection.
    Target Skill Ask Questions
  4. Possible responses: fastest, spiciest, most challenging,
    ugliest     Target Skill Vocabulary
TEST PRACTICE Look Back and Write For test practice, assign
a 10–15 minute time
limit. For assessment,
see the Scoring Rubric at the right.
Retell
Have students retell Hottest, Coldest, Highest, Deepest.
SUCCESS PREDICTOR
Monitor Progress
then… use the Retelling Cards and the Scoring Rubric for Retelling on p. 55 to assist fluent retelling.
If… students
have difficulty
retelling the
selection,
Check Retelling Rubric
ELL
Check Retelling Have students use illustrations and other text features to guide their retellings. Let students listen to other retellings before attempting their own. See the ELL and Transition Handbook.
Write Now
Look at the Prompt Have students identify and discuss key words and phrases in the prompt. (interesting or unusual place, description, vivid words)
Strategies to Develop Word Choice
Have students
  • read examples of descriptive writing and look for exact nouns, strong verbs, and vivid adjectives.
  • make a web to list details about their place that appeal to each sense.
  • look for places in their descriptions where they can add or substitute more precise or vivid words or images.
NO: stars shining in the sky
YES: tiny points of bright light
glittering in the black sky
For additional suggestions and rubric, see pp. 59g–59h.
Hints for Better Writing
  • Carefully read the prompt.
  • Use a graphic organizer to plan your writing.
  • Support your ideas with information and details.
  • Use words that help readers understand.
  • Proofread and edit your work. Check for correct pronoun usage.
Retelling: SUCCESS PREDICTOR
TEST PRACTICE
Look Back and Write Mount Everest is the highest mountain, but Mauna Kea is the tallest mountain. Look back at page 45. Write the reason that the tallest and the highest are not the same. Use details from the selection to explain your answer.
Meet author and illustrator Steve Jenkins on page 417.
Why did the author show a man and the Empire State Building on
some of the pages? Think Like an Author
1.
Compare and contrast the Nile River and the Amazon River.
Compare and Contrast
2.
This selection is full of facts. Did you have trouble reading any
parts? What questions did you ask? How did that help you as
you read? Ask Questions
3.
The words in the title are called superlatives. This means they
stand for the "most" in that category—hot, cold, high, and deep.
 Which superlative would you use to talk about cars? chili? a
computer game? a toad? Vocabulary
4.
Open for Discussion Now, after reading Hottest, Coldest,
Highest, Deepest, if you could visit any spot on Earth, where
would you go? Why?
Reader Response
Write Now: Describe a Setting
Hottest, Coldest, Highest, Deepest describes interesting places around the world.
Think about an interesting or unusual place you know.
Now write a description of that place, using vivid words.
Prompt
Writing Trait
Vivid word choice
helps readers picture
a place or setting. Use
words that appeal to
readers’ senses.
Word choice
appeals to
readers’ senses
of sight, hearing, smell, touch,
and taste.
Details are
organized
in time order.
First sentence identifies the
place that will
be described.
Student Model
Use the model to help you write a
description of a setting.
 
   
Close  
Scoring Rubric
Look Back and Write
Top-Score Response A top-score response uses the information on
p. 45 of the selection to explain how Mount Everest can be the highest mountain when Mauna Kea is the tallest mountain.
Example of a Top-Score Response At 29,028 feet above sea level, Mount Everest is the highest mountain. Only part of Mauna Kea is above sea level. The rest is underwater. From its base to its top above water, Mauna Kea is 33,476 feet tall. This makes it the tallest mountain.
For additional rubrics, see p. WA10.
Scoring Rubric    Expository Retelling
Rubric 4 3 2 1
Connections
Makes connections and generalizes beyond the text
Makes connections
to other events, texts, or experiences
Makes a limited connection to
another event, text, or experience
Makes no
connection to
another event, text,
or experience
Author's Purpose
Elaborates on author's purpose
Tells author's purpose with some clarity
Makes some connection to author's purpose
Makes no
connection to
author's purpose
Topic
Describes the main topic
Identifies the main topic with some details early in retelling
Identifies the main topic
Retelling has no sense of topic
Important Ideas
Gives accurate information about events, steps, and ideas using details and key vocabulary
Gives accurate information about events, steps, and ideas with some detail and key vocabulary
Gives limited or inaccurate information about events, steps, and ideas
Gives no
information about events, steps, and ideas
Conclusions
Draws conclusions and makes inferences to generalize beyond the text
Draws conclusions about the text
Is able to draw few conclusions about the text
Is unable to draw conclusions or
make inferences about the text
Retelling Plan
  • Week 1 Assess Strategic Intervention students.
  • This week assess Advanced students.
  • Week 3 Assess Strategic Intervention students.
  • Week 4 Assess On-Level students.
  • Week 5 Assess any students you have not yet checked during this unit.
Use the Retelling Chart on
p. TR17 to record retelling.
Selection Test To assess with Hottest, Coldest, Highest, Deepest, use Selection Tests, pp. 65–68.
Fresh Reads for Differentiated Test Practice For weekly leveled practice, use pp. 97–102.