Scott Foresman Reading Street

Hottest, Coldest, Highest, Deepest
Group Time

Reinforce Comprehension

SKILL COMPARE AND CONTRAST Have students tell what it
means to compare and contrast two things (to tell how they are alike and
different) and list clue words that often signal comparisons and contrasts
(like, both, different, however). If necessary, review the meaning and provide a model. When we compare and contrast, we look at how things are alike and how they are different. Mount Rainier and Mount Washington are both located in the United States. This is a statement that compares how the mountains are alike. The word both helps me identify it as a comparison.

Ask students to compare and contrast a river and an ocean. For example, ask: How are a river and an ocean alike? (They both have water.) How are a river and an ocean different? (Oceans have tides, but rivers have currents; oceans are saltwater, but rivers are freshwater.)

Hottest, Coldest, Highest, Deepest, pp. 48–53

BEFORE READING Have students retell what they have learned from the selection so far. Then have them write two or three questions they have about the text. Questions should be about things the students do not understand. Reread p. 46 and model how to ask questions. As I read this page, I realize that I do not know where Libya is located. I can ask the question Where is Libya located? Then I can use an encyclopedia or atlas to answer my question. This helps me better understand what I am reading. Remind students to ask questions as they read the rest of Hottest, Coldest, Highest, Deepest.

STRATEGY Ask Questions

DURING READING Follow the Guiding Comprehension routine on
pp. 48–53. Have students read along with you while tracking print or
do a choral reading of the selection. Stop every two pages to ask what
they’ve learned so far. Prompt as necessary.

What is the windiest spot on Earth?
Where is the world’s most active volcano?

AFTER READING Which record did you find most fascinating? Why? Reread with students for comprehension as needed. Tell them that tomorrow they will read “Great and Small,” which compares the world’s tallest animal, the giraffe, to other animals.

Extend Comprehension

SKILL COMPARE AND CONTRAST Have students reread the
selection to find one comparison or contrast they can make. Then have
students complete a Venn diagram using information from the selection
and information they can find online or in reference sources.

STRATEGY ASK QUESTIONS Remind students that they can ask
questions to better understand the selection. Have a volunteer reread
pp. 46–47. Then have students write two or three questions about the
text. Questions can be about things students do not understand or about
things they would like to learn more about. Have students find answers
to their questions and share them with the class.

Hottest, Coldest, Highest, Deepest, pp. 48–53

BEFORE READING Have students recall what they have learned so far. Remind them to look for comparisons and contrasts and to ask questions as they read the remainder of the story.

CREATIVE THINKING Have students reread p. 51 independently. Then have them write a question about information that is not given in the selection and look to outside sources for answers. Students may look online or in textbooks. Once they have their answer, students should write a short paragraph combining what they have learned in their research with what they have learned in the selection.

AFTER READING Have students complete the Strategy Response Log activity (p. 52). Then have them identify a natural phenomenon and describe it. Have them list ten fascinating things about the phenomenon. Students can draw diagrams with labels explaining the phenomenon and why it is fascinating. Have them share their drawings with the class.