Level R/40 After the Earthquake€¦ · The San Francisco Earthquake of 1906. Chelsea House, 2000. • Levine, Ellen. If You Lived at the Time of the Great San Francisco Earthquake

B e n c h m a r k e d u c a t i o n c o m p a n y

Social Studies

After the EarthquakeAfter the Earthquake

Skills & Strategies

Level R/40

Anchor Comprehension Strategies

• Identify cause and effect

Comprehension • Summarizeandsynthesize

• Summarizeinformation

• Usetextfeaturestolocateinformation

• Usegraphicfeaturestointerpretinformation

Word Study/Vocabulary • Usecontextcluestodetermine

wordmeaning

Social Studies Big Idea • Overtime,internalandexternalforces

havealteredEarth’sfeatures.

TeACher’S Guide

skiLLs and strateGies

Comprehension Strategy Posters (for Assessed Skills/Strategies)

• Identifying Cause and Effect

• Evaluating Author’s Purpose and Point of View

Thematic Poetry Connections (in Reading & Writing Poetic Forms)

• “The Hurricane” (Pales Matos)

Comprehension Strategy Assessment handbook (Grade 4)• Ongoing Assessments #11 and #12

notable Trade Books for Read Aloud• Chippendale, Lisa. The San

Francisco Earthquake of 1906. Chelsea House, 2000.

• Levine, Ellen. If You Lived at the Time of the Great San Francisco Earthquake. Scholastic, 1996.

• Downs, Sandra. When the Earth Moves. Twenty-First Century Books, 2000.

Web Site for Content Information• Earthquakes for Kids

http://www.uky.edu/KGS/ education/earthquakes.html

Students will find sites devoted to the latest news, earthquake hazards and preparedness, and the history of earthquakes.

OvERvIEW

reLated resources

nationaL content standards Social Studies People, Places, & Environments: a, b, c, h, i, j

Global Connections: b

This lesson teaches and/or reinforces the following skills and strategies:

• Identify Cause and Effect (pp. 3–9)

Evaluate Author’s Purpose and Point of View (pp. 3–4)

• Use Graphic Features to Interpret Information (p. 4)

• Use Context Clues to Determine Word Meaning (pp. 4, 6)

• Identify Sequence or Steps in a Process (p. 5)

• Use Text Features to Locate Information (p. 5)

• Use Knowledge of Word Structures to Determine Word Meaning (p. 5)

• Draw Conclusions (pp. 6–7)

• Summarize or Paraphrase Information (pp. 6–7)

theme connectionsEarth Science

Geology

Maps

Before Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Chapters 1 & 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Chapters 3 & 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Chapters 5 & 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Writing Workshop and Writing Model . . . . . . . . . . . . . . . . . 8, 9

Reproducible Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . . 10

Content-Area Extension Activities (BLMs). . . . . . . . . . . . . . . . 11

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

tabLe of contents

After the Earthquake

This skill/strategy is the focus of the Ongoing Assessments for

this title.

introduce the bookDraw students’ attention to the front cover of the book. Read the title together. Turn to the back of the book and read the blurb and author information. Examine the table of contents. Page through the book looking at the photographs and captions. While previewing, pose the following questions to encourage students to think about the text before reading.

• Based on your preview, what do you predict this book is about? What do you think the author will talk about?

• Do you think the book is fiction or nonfiction? Why?

• What kinds of features would you expect to find in a nonfiction book? Do you see any of those features here?

• Why are earthquakes so dangerous?

• What do you already know about earthquakes? What do you want to learn about how to protect yourself during an earthquake?

• What kinds of special vocabulary words do you think you’ll find in this book?

set a purpose for readinGThis text provides an excellent opportunity to focus on the strategies of identifying cause and effect and evaluating the author’s purpose and point of view. Tell students that the author is going to explain what causes earthquakes, as well as some of the devastating effects they can produce, such as landslides, avalanches, and tidal waves. He will also explain how people rebuild after a quake, and what scientists are doing to help people prepare for future earthquakes. Read page 7 from the text. Say: Listen carefully for an event, or action, that directly results or causes another event or action to occur. After reading, explain that certain words, such as because, as a result, so and therefore can act as signal words, alerting the reader that an author is about to present a cause-and-effect relationship. Point out that in some nonfiction writing, however, an author does not use signal words to state a cause and effect, but may infer the relationship within the text.

introduce the Graphic orGanizerProvide each student with a copy of the Identifying Causes and Effects graphic organizer. Explain that, as they read, students should be looking for cause-and-effect relationships to fill in this chart. You might suggest that students place sticky notes in the margins of pages where they identify explicit cause-and-effect relationships.

BEFORE REAdInG

Most earthquakes last as little as fifteen seconds, but as author William McCay explains, they can have a devastating effect on both people and the environment. As McCay looks at what causes an earthquake, he explains how rescue workers go about their jobs in the aftermath of a severe quake. he also explains what scientists are doing to help develop buildings that can withstand the most violent tremor.

Book Summary

3

Cause Effect

Chapters 1–2

Chapters 3–4

Chapters 5–6

Identifying Causes and Effects

© 2011 Benchmark Education Company, LLC After the Earthquake

ChAPTERS 1 & 2

4

use Context CluesHave students look at the word shifted (page 2). The picture provides a visual clue to the meaning of the word, and the author provides additional clues in words that are found in the surrounding text. Create a visual word web like the one below and have students complete it.

Then tell students to apply this and other strategies to unfamiliar words they flagged. These might include: shatter, p. 2

mini, p. 6

ripples, p. 7

aerial, p. 8

TEACHING TIPSMeaningful Activities for Rapid Readers• In what ways are a landslide and an

avalanche similar? How are they different?

• What do you think would be the hardest part of a rescue worker’s job after an earthquake? Why?

Prompts to help Readers Monitor Comprehension• If you lose the meaning, go back

and reread the section where you lost concentration.

• Look for context clues to help you define unfamiliar words.

read the text pages 2–13Use the following prompt to set a purpose for the reading: As you read, think about the information the author is presenting. What does he want you to know? What is the author’s purpose for writing this book?

Ask students to read the chapters independently. Invite them to use sticky notes to flag sections of the text that support their ideas about the author’s purpose. Also ask them to flag examples of cause-and-ef-fect relationships and any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

focus on comprehensiondiscuss the Author’s Purpose Invite students to share their ideas about the author’s purpose. Have them point out examples from the text that helped them figure it out. If students have difficulty, use a think aloud to model how a good reader thinks through an author’s purpose. The title of this book, After the Earthquake, got me thinking that, in addition to revealing how and why earthquakes occur, the author was probably going to explain what happens after one of these natural disasters takes place. A quick glance at the chapter headings in the table of contents made me realize that I was correct. The chapter titles are clues that the author’s purpose is to inform the reader how people man-age to dig out and rebuild after a devastating earthquake.

Begin the Graphic Organizer: Identifying Cause and Effect Ask students to reread or skim and scan the text to locate information for the graphic organizer. Draw students’ attention to the second and third paragraphs on page 2, where the author describes what happens during an earthquake. As a result of a small earthquake, pictures hanging on the wall might move back and forth, and dishes might rattle inside the kitchen cabinet, etc. In this instance, the earthquake is the cause. Moving pictures and rattling dishes are effects. Ask: What natural disasters can earthquakes cause?

use Graphic Features to Interpret InformationPoint out the map on page 4. Ask: What information can you obtain from this graphic feature that is not in the text? Students should notice:

• The map shows and identifies by name the tectonic plates that form Earth’s surface.

• Examining the location of each plate on the map can help readers better understand where most earthquakes are likely to occur.

shifted

synonym moved

definitionto have moved or changed from one place to another

sentenceThe white lines show how far the ground shifted.

After the Earthquake © 2011 Benchmark Education Company, LLC

read the text pages 14–21Use the following prompt to set a purpose for the reading: As you read, think about the steps involved in a rescue operation that takes place after a severe earthquake. How does identifying steps in a process help you to understand how a rescue operation is conducted?

Ask students to read the chapters independently. Invite them to use sticky notes to flag sections of the text that describe steps in a process. Also ask them to flag examples of cause-and-effect relationships and any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

focus on comprehensiondiscuss Identifying Steps in a ProcessInvite students to identify an example in the text that explains how a process is accomplished, or carried out. Then have them explain how the steps helped them to better understand how something is made or done. If students have difficulty, use a think aloud to model how a good reader thinks through steps in a process. In Chapter 3, I read that, after a severe earthquake, searchers try to rescue people who may be trapped under buildings that have collapsed. After rescue workers have finished their jobs, bulldozers and cranes are called in to clear the rubble. I realized that these two steps must follow one another in any rescue operation process, for the rubble can’t be cleared before rescuers determine that everyone who may still be alive has been saved.

Continue the Graphic Organizer: Identifying Causes and Effects

Ask students to reread or skim and scan the text to locate information for the graphic organizer. Were students able to recognize any cause-and-effect relationships in the description of rebuilding operations in Chapter 4?

use Text Features: Bold Text Point out the word rubble on page 14. Ask students why this word is printed in boldfaced text. They should notice that boldfaced words:

• make a reader pay more attention to a specific word.

• stand out, making these words look more important.

• identify words that are in the glossary.

Tell students to apply this method to other compound words they flagged. These might include: earthquake, p. 2

landslides, p. 8mountainside, p. 9

firefighters, pp. 10

homeless, p. 20

Analyze Compound WordsChallenge students to find examples of compound words in the text. Discuss how paying attention to the words within a compound word can help readers decipher meaning and spelling patterns. Use the web below as an example.

ChAPTERS 3 & 4

after shocks

synonym following sudden, violent shakes

definitionshaking of the ground that comes after the

main part of an earthquake

TEACHING TIPSMeaningful Activities for Rapid Readers• Answer the question in the ques-

tion box on page 17. Discuss your answer with other students.

• Use the maps on pages 4 and 13 to determine which tectonic plates were involved in the earth-quake that hit western India in 2001.




aftershocks

word parts

5© 2011 Benchmark Education Company, LLC After the Earthquake

ChAPTERS 5 & 6

focus on comprehensiondiscuss drawing ConclusionsInvite students to share the conclusions they drew about seismologists and the work they do to learn more about the causes of earthquakes. Encourage them to skim and scan the previous chapters to remind themselves of important information that will help them draw their conclusions. Possible conclusion statements include:

• Seismologists have very important jobs because their work helps to save lives, homes, towns, and cities.

Complete the Graphic Organizer: Identifying Cause and Effect

Ask students to reread or skim and scan the text to locate information to complete the graphic organizer. Remind students that an effect may also be a cause if it results in a new action or event.

Summarize InformationExplain to students that a summary is a short statement that describes the most important ideas in a text. Point out that stopping every few paragraphs and summarizing the main point can help them make sure they understand what they are reading. Have students use the following tips to summarize what they’ve read:• Figure out the topic of what you are reading.

• Think about the most important points the author has made about the topic.

• Restate the most important ideas in your own words. Include only the main ideas, not the supporting details.

• Keep the summary brief.

use Context CluesHave students look at the word seismologists (page 28). Explain that the author defines this word in context by describing what seismolo-gists do. Challenge students to find this definition in context. Point out that an author may also use synonyms and antonyms, or photographs to help define new words or concepts.

Encourage students to apply this strategy to other unfamiliar words they flagged. These might include:

earthquake table, p. 23

damaged, p. 24

pagodas, p. 25

elevation, p. 26

predict, p. 28

read the text pages 22–30Use the following prompt to set a purpose for the reading: As you get to the end of the book, draw conclusions about the importance of seismologists and their work to learn more about what causes earth-quakes and how to predict them.

Ask students to read the chapters independently. Invite them to use sticky notes to flag sections of the text that support their conclusions. Also ask them to flag examples of cause-and-effect relationships and any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

TEACHING TIPSMeaningful Activities for Rapid Readers• Look at the list of earthquake

safety precautions on page 30. Think of another safety precaution you could add to the list. Discuss it with other stu-dents in the class.




6 After the Earthquake © 2011 Benchmark Education Company, LLC

Cause Effect

Chapters 1–2

Chapters 3–4

Chapters 5–6

AFTER REAdInG

7

sYnthesize and assessRetell and Summarize As a class, generate an oral or written retelling of the book. Select the key points to create a summary.

Respond Ask students to discuss what they found most interesting about the book. What they did not like and why. What questions they still have. What additional information they might have included if they had been the author.

Identify Cause and Effect Challenge students to use their completed graphic organizers to identify some of the devastating effects earthquakes can have on the natural and human environment.

draw Conclusions Ask students to formulate conclusion statements based on their reading and the information they charted. Record these ideas.

The completed graphic organizer can serve as a model for assessing students’ ability to identify causes and effects.


1) Tectonic plates move.

2) Aftershocks.

3) 7.9 magnitude earthquake hits western India.

1) People lose their homes in a severe quake.

2) 1964 quake sucks part of Valdez, Alaska, into the ocean.

3) Water mains are shat-tered during the 1906 San Francisco earthquake.

1) On July 9, 1958, an 8.3 earthquake hits Alaska.

2) A series of earthquakes strike Minnesota in 1811–1812.

1) Ground shakes.

2) Damaged buildings collapse.

3) Red Cross sends food; doc-tors come from Norway and Finland; U.S. sends jet with water purifying equipment; Britain, Switzerland, and Germany send rescue teams.

1) People must live in tents temporarily.

2) Valdez is rebuilt, but in a safer area nearby.

3) Firemen did not have enough water to fight fires, which burn for three days.

1) An avalanche creates the largest known tsunami in history.

2) Church bells ring in Boston; a forest is turned into a lake; the Mississippi River changes its course.


WRITInG WORkShOP

mini-Lesson Writing Focus: describing Cause-and-Effect RelationshipsRemind students that throughout the book After the Earthquake, the author uses a cause-and-effect text structure to explain what causes earthquakes, and the devastating effects they can have.

Ask students to review their Identifying Causes and Effects graphic organizer to look for past earthquakes that might be interesting to research and write about.

On chart paper or the board, create a cause-and-effect chart like the one below that shows what happened as a result of the earthquake that struck western India in 2001.

Use the reproducible Writing Model to demonstrate how information from the chart can be used to write a paragraph that describes cause-and-effect relationships. Remind students that certain signal words can help them present cause-and-effect relationships in their writing.

TEACHING TIPSProcess WrItINg Steps

1. Have students each complete a cause-and-effect chart, like the one shown, for an earthquake described in the text.

2. Have students independently write a first draft describing the earthquake they chose.

3. After students complete their paragraphs, they should revise and edit them.

4. Conference with each student following the first revision and editing.

5. Have students make any addi-tional changes and create a final copy of their paragraphs.

6. Finally, invite students to share their paragraphs with a group of other students.

Write a paragraph using cause-and-ef-fect text structure to describe one of the earthquakes you read about.

WrITING ASSigNmeNt

CAuSE

1) 7.9 magnitude earthquake hits western India

2) Earthquake destroys bridges, roads, and airports

EFFECT

1) Red Cross sends food; doctors come from Norway and Finland; U.S. sends jet with water purifying equipment; Britain, Switzerland, and Germany send rescue teams.

2) Rescue workers can't get through; planes must land miles away; helicopters are used.

8 After the Earthquake © 2011 Benchmark Education Company, LLC

Earthquake in India

On January 26, 2001, a devastating earthquake

struck western India. As a result, many buildings in

the city of Ahmadabad were destroyed within

seconds. In many places, bridges, roads, and airports

were destroyed, so rescue workers were unable to

get through right away. Planes had to land many

miles from the nearest landing strip. Because India

needed help to both dig out and aid the many

survivors, many nations came to the country’s

assistance. Doctors came from Norway, Finland, and

France. Denmark sent a whole portable hospital.

The U.S. sent equipment to purify drinking water.

Germany, Britain, and Switzerland sent rescue teams.

Writing Model: describing Causes and Effects

WrITING TIP

Using signal words such as because, as a result, and so

can help to identify cause-and-effect relationships.


signal words for identifying

cause-and-effect relationships

Cause Effect

Chapters 1–2

Chapters 3–4

Chapters 5–6

Name: ________________________________________ Date: _________________



Name: ________________________________________ Date: _________________

The Tectonic Plates

Use your knowledge of Earth’s geography to correctly label the tectonic plates in the world map below.


Name: ________________________________________ Date: ___________________

Make an Earthquake Safety ChartEarthquakes can create landslides, avalanches, and tsunamis. Research the natural disasters listed in the chart, and describe the dangers each one presents to people. Then describe safety precautions people can take in each disaster.

disaster danger Safety Precautions

Tsunami

Landslide

Avalanche


Name: ________________________________________ Date: _________________

Write a newspaper StoryYou’re a reporter living in San Francisco in 1906, when suddenly the biggest story of the year starts shaking beneath your feet. Use the Internet or library resources to research some facts about the famous San Francisco earthquake. Then write a newspaper story about the disaster that might have appeared at the time. Don’t forget to write a headline for your story, and to answer the 5 W’s: who, what, where, when, and why.

The San Francisco News_________________________________________________

By _______________________________________________


Illustrate a news StoryEarly in the twentieth century, before photographs were widely used in newspapers and magazines, illustrators often drew pictures of important news stories. Based on the research you did for your news story, draw an illustration of a scene from the San Francisco earthquake to go with your news article.

Name: ____________________________________________ Date: _____________


Students’ answers will vary. Check to be sure that they illustrate the damaging physical effects of an earthquake and that the setting looks like the early twentieth century.

The Tectonic Plates Make an Earthquake Safety Chart

Write a newspaper Story Illustrate a news Story

disaster danger Safety Precautions

Tsunami

Landslide

Avalanche

Giant waves as high as sixty feet can overturn boats, damage property along shorelines, and injure or kill people.

Falling dirt and rocks can damage buildings and injure or kill people.

Falling ice and snow can damage buildings and injure or kill people.

Travel inland where the tidal waves cannot reach you.

Take shelter under a heavy table or bed inside a building.

Take shelter under a heavy table or bed inside a building.

The San Francisco News_________________________________________________

By ______________________________________________

Students’ answers will vary. Use the following questions as a guideline for assessing students’ work.

• Did student research additional facts about the Great San Francisco Earthquake?

• Was information on who, what, where, how, and why included? .

• Was a creative headline used?

• Were appropriate writing conventions and complete sentences used?


North American Plate

Cocos Plate

Nazca Plate

Pacific Plate

Antarctic PlateAntarctic Plate

African PlateSouthAmericanPlate

Eurasian Plate

ArabianPlate

Indo-Australian Plate

Ocean Plate

A n S W E R k E y

After the Earthquake

Introduce the Book Set a Purpose for Reading√ Introduce the

Graphic Organizer

Read the Text: Ch. 1 & 2Focus on Comprehension:√ Discuss the Author’s

Purpose√ Begin the Graphic

Organizer

Read the Text: Ch. 3 & 4Focus on Comprehension:√ Continue the Graphic

Organizer

Read the Text: Ch. 5 & 6:Focus on Comprehension:√ Complete the

Graphic Organizer

Synthesize and Assess

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

Introduce the Book

Read the Text: Ch. 1 & 2 Select or create mini-lessons by using the comprehension pre-assessments to deter-mine student needs.*

Read the Text: Ch. 3 & 4

Select or create mini-lessons.*

Read the Text: Ch. 5 & 6 Select or create mini-lessons.*

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

BEFORE REAdInG (p. 3) Introduce the Book Set a Purpose for Reading√ Introduce the Graphic Organizer:

Identifying Causes and Effects*

duRInG REAdInG (pp. 4–6)Read the Text: Chapters 1 & 2Focus on Comprehension Mini-Lessons:√ Discuss the Author’s Purpose*√ Begin the Graphic Organizer* Use Graphic Features to Interpret Information Use Context Clues*

Read the Text: Chapters 3 & 4Focus on Comprehension Mini-Lessons: Discuss Identifying Steps in a Process*√ Continue the Graphic Organizer* Use Text Features: Bold Text Analyze Compound Words*

Read the Text: Chapters 5 & 6Focus on Comprehension Mini-Lessons: Discuss Drawing Conclusions*√ Complete the Graphic Organizer* Summarize Information* Use Context Clues*

AFTER REAdInG (p. 7) Synthesize and Assess Activities: Retell and Summarize* Respond√ Identify Cause and Effect* Draw Conclusions*

WRITInG WORkShOP (pp. 8–9)Mini-Lesson √ Assignment: describing Cause-and-Effect

Relationships

COnTEnT-AREA ExTEnSIOn ACTIvITIES on Blackline Masters (pp. 11–14) The Tectonic Plates Make an Earthquake Safety Chart Write a newspaper Story Illustrate a news Story

Lesson-at-a-GLance

Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…

√ Checkmarked skills may be assessed by using the tests provided in the Comprehension Strategy Assessment Handbook.

* Preassessments are available in the Comprehension Strategy Assessment Handbook.

1

2

3

4

5

sampLe Lesson pLanninG Guides

Accelerated 3-day Lesson

5-day Flexible Lesson

5-day Lesson for Assessed Skills & Strategies

Introduce the Book



Read the Text: Ch. 5 & 6 Synthesize and Assess

day

Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of this guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.ISBN: 978-1-59000-508-8

Documents

Level R/40 After the Earthquake€¦ · The San Francisco Earthquake of 1906. Chelsea House, 2000. • Levine, Ellen. If You Lived at the Time of the Great San Francisco Earthquake