Theme - Education Place® · THEME 1: Nature’s Fury Selections 1 Earthquake Terror 2 Eye of the Storm 3 Volcanoes Nature’s Fury ... Vocabulary camping, unhitch, camping trailer

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THEME 1: Nature’s Fury

Selections

1 Earthquake Terror

2 Eye of the Storm

3 Volcanoes

Nature’s Fury

E N G L I S H L A N G U A G E D E V E L O P M E N T L E S S O N S F O RE N G L I S H L A N G U A G E D E V E L O P M E N T L E S S O N S F O R

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Describing EarthquakesThis week we are going to read a story

called “Earthquake Terror.” To get ready to

read it, let’s talk about earthquakes. Have

any of you been in an earthquake? What

did you see? hear? feel?

Have students describe or demon-

strate what happens in an earth-

quake. Elicit responses about the sights,

sounds, and sensations of an earthquake and

record them in a chart like the one shown.

Now let’s read a poem about an earthquake. Listen and watch as

I read. Display the poem “Shake, Rattle, and Roll” and read it aloud, pan-

tomiming the motions. Then have students read along with you, using the same

motions. Once they are familiar with the poem, ask students a few questions.

To demonstrate the movement of an earthquake, place several

objects, such as a pencil, a plastic bottle of water, and paper

clips, on a piece of poster board. Push in the sides of the poster board and make

it roll to simulate an earthquake. Then have students describe what they see and

hear. Add their responses to the chart.

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THEME 1/SELECTION 1

Earthquake Terror


Vocabularyshake, rattle, roll, earthquake

Materials• chart paper• markers• plastic bottle of water• paper clips• poster board

Show how a build-ing shakes in an earth-quake. Show how theground rolls.

Where is a good place to be if anearthquake happenswhen you are atschool? Why?

Which is moredangerous: an earth-quake in a city or anearthquake in the for-est? Why?

Shake, Rattle, and RollShake, shake, rattle, and rollRattle and roll and shake.Could it be? Oh yes! Oh no!Look up! Look out! Earthquake!

Shake, shake, rattle, and rollRattle and roll and shake.Plates are moving far below—Look up! Look out! Earthquake!

Grade 5 Theme 1: Nature’s Fury Language Development ELL 1–1

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Master ELL 1–1 Earthquake Terror

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Get Set for Reading CD-ROMEarthquake Terror

Education Placewww.eduplace.comEarthquake Terror

Audio CDEarthquake TerrorAudio CD for Nature’s Fury

LANGUAGE DEVELOPMENT 20–25 MINUTES

SEE HEAR FEEL

books glass ground fall breaks shakes

Check It Out

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Get Set to ReadBuildup to a Shakeup, pages 26–27

Have students open their Anthology to pages 26–27. Let’s read the title

together. What do we do when we shake? Demonstrate for students. What

happens when the earth shakes? Look at the illustration on page 26. When the

earth shakes, it moves, and a big piece of land can be broken into smaller

pieces, as we see in the photography on page 27. When the earth shakes it is

called an earthquake.

Have students look at the map on page 27. Explain that it is a map of part of

California. Ask different students to read the names of the cities indicated on the

map. Explain that the story they will be reading takes place in California.

Earthquake TerrorSegment 1, pages 28–35

Lead students on a picture walk, using these prompts.

Pages 28–31: Show whom the story is about. How do you think the children

feel? How can you tell? What do you see on page 31? Why do you think they

are following their dog?

Pages 32–35: What do you think the boy in the illustration on page 33 is

doing? What is happening on page 34? How can you tell?

Base WordsWrite unhitching on the board. Underline the prefix un- and the suffix -ing.

Hitch is the base word. Base words are those that can stand alone. Hitch

is a verb that means “to connect” or “to attach.”

Explain that the prefix un- changes the meaning of the base word hitch to “not

connect” or to “not attach.” The suffix -ing changes the verb tense of the base

word. It usually means that the action of the verb is in the present. Write several

additional words from the selection such as faster and suddenly on the board.

Have students identify the base words.

SELECTION 1: Earthquake Terror DAY 10

Skill ObjectiveStudents read words thathave base words and suffixes.

Academic Language• base word• prefix• suffix

LITERATURE FOCUS 10–20 MINUTES

SKILL FOCUS: STRUCTURAL ANALYSIS 10–15 MINUTES

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CampingHave students read the first sentence of the selection on Anthology page 29.

Read it aloud with students: In his mind, Jonathan could see his father unhitch-

ing the small camping trailer.

Yesterday we talked about earthquakes and began to read a

story about an earthquake that happens when a family is camping.

How many of you have gone camping? What things do you need when you

are camping?

As students respond, display the Picture-Word Cards and write the

words on the board. Then help students group the words in a

chart with headings such as “Things you use for meals,”“Things you use for sleep-

ing,” and so on. Have students practice saying the words after you.

Check comprehension. When you are camping, what do you sleep

in? What do you use to cook food? Which things do you really need?

Which things are good to have, but not necessary?

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Vocabularycamping, unhitch, campingtrailer

Materials• Anthology• Picture-Word Cards

campsite, tent, sleeping bag, saucepan, fire(See Master ELL 1–3.)


THEME 1/SELECTION 1: Earthquake Terror

Beginning/PreproductionSee Master ELL 1–1.

Do you like to gocamping? Why or whynot? Would you prefersleeping in a tent or ina trailer? Why?

Have students draw apicture of a campsite.Make sure theyinclude things they usefor meals and thingsthey use for sleeping.

Have students work insmall groups to talkabout camping tripsthey have taken orwould like to take.Then ask group mem-bers to work togetherto plan a camping trip.Have them make a list of things to take.Ask them to sharetheir plan and list withthe class.

Display the poem “Shake,Rattle, and Roll” and read itwith students, using themotions from Day 1. List onthe board: shake, rattle, roll.Ask students to say eachword several times. Say: Findthe word shake in the poem.Show what shake means.Find the word roll in thepoem. Show what rollmeans. Have partners writethe words shake, rattle, androll on index cards. Partnerscan take turns saying andacting out each word.


Things you use for meals Things you use for sleeping

Organize It

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Earthquake TerrorSegment 2, pages 36–44


Pages 36–37: Why is Jonathan sitting on the ground and covering his head?

Pages 39–41: What is happening on pages 39 and 41?

Page 44: What is happening in the illustration? How can you tell?

Kinds of SentencesWrite the following sentences from the Anthology election on the board: It’s an

earthquake. Where could he hide? Stay where you are. I want Mommy! Remind

students that there are four kinds of sentences: declarative, interrogative, imper-

ative, and exclamatory.

Say each of the sentences aloud to model the correct intonation. Have students

repeat. Point out the punctuation for each type. Ask for more examples.

Tell students that declarative is the same as statement, interrogative is the same

as question, imperative is the same as command, and exclamatory is the same

as exclamation.


Skill ObjectiveStudents review and writefour kinds of sentences.

Academic Language• declarative• interrogative• imperative• exclamatory

Language Transfer SupportStudents may be aware thatpunctuation varies in otherlanguages. For example,Spanish uses an invertedquestion mark or exclamationpoint at the beginning of asentence. Ask students tocompare English punctuationwith what they know about punctuation in their first languages.


SKILL FOCUS: GRAMMAR 15–20 MINUTES

Have students go backthrough the selectionto find one additionalexample of each kindof sentence. Studentswrite and label eachtype of sentence.

Have partners go backthrough the selectionto find additionalexamples of each kindof sentence. Then theytake turns saying eachof the sentences toone another using correct intonation.

How does eachkind of sentence helpto tell a story likeEarthquake Terror?

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In the ForestHave students look at the first paragraph on Anthology page 31. Read the second

sentence aloud with students: Slowly, they began the journey across the sand

and into the woods, to follow the trail through the trees.

Yesterday we talked about camping. Many people like to go camping

in the forest or woods, so today we’re going to talk about things you find

in a forest.

Display the Picture-Word Card of a forest. Who has been to a forest?

What can you see there? Display the Picture-Word Cards of tree and

rock. Have students repeat the words after you and then say the words chorally

as you point to them.

Ask each student to draw something found in a forest,

such as a tree, a rock, a bird, or moss. Use masking tape to

make arrows on the floor forming a path through the “woods” of the desks. Have

students stand in appropriate positions along the path and hold their pictures.

Then take a nature walk through the woods. As you walk by each student, ask

the class to call out what you see. Then ask students to take turns taking a nature

walk and describing what they see.

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Have students draw apicture of a forest.

Have students draw apicture of a forest andlabel the things in thepicture. Then havethem share their pic-ture with a partner.

Ask students todescribe visits theyhave made to the forest. Have them tell what they saw and did there.

Vocabularyjourney, trail, woods, forest

Materials• Anthology• masking tape• drawing paper• pencils or crayons• Picture-Word Cards

forest, tree, rock(See Master ELL 1–3.)


Display the poem “Shake,Rattle, and Roll.” Invitestudents to read it chorally.Then cover the words shake,rattle, and roll with self-sticking notes. Distribute theword cards that studentsmade for Day 2. Say: I’mgoing to read the poemaloud. When I say a coveredword, hold up the card thatshows that word. Say theword aloud. Read the poemtwice for students. Havepartners repeat the activity.


Let’s Take a Walk

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Using a ThesaurusHold up a thesaurus. Write and say the word thesaurus. Then have students say

the word with you. Explain to students that a thesaurus is a book that lists words

and also gives additional words that have similar meanings. Say that these are

called synonyms.

Write the word cold on the board. Demonstrate how to look up the word cold

in the thesaurus. Next, say and write some of the words from the thesaurus that

are similar in meaning to cold: icy, brisk, bitter, frosty, frigid, and so on.

Pass the thesaurus around the class and have students look up familiar words

such as jump, love, smile. Have students count and say aloud the number of syn-

onyms for each word.


Skill ObjectiveStudents use a thesaurus to find synonyms for specific words.

Academic Language• thesaurus• synonym

Help students look upthe words walk (v), cry(v), and see (v). Havestudents count andread aloud the syn-onyms for each word.

Have partners writewalk (v), cry (v), andsee (v). Then havethem use a thesaurusto list three to five syn-onyms for each word.

Have partners writeoriginal sentencesusing walk (v), cry (v),and see (v). Ask themto rewrite the sen-tences using syn-onyms they found inthe thesaurus. Havethem present theirsentences.

SKILL FOCUS: VOCABULARY 20–25 MINUTES

Leveled ReaderNature’s FuryAlone in the Stormby Kathryn SnyderThis selection offers instructional support andpractice of strategies andskills at an easier readinglevel than the main selection.

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Units of TimeHave students find and read the last three sentences in the second paragraph on

Anthology page 31: It was hard to estimate how much time had passed since

his parents waved good-bye and walked away. Forty minutes? An hour?

Ask students how many minutes are in an hour. Write on the board one

hour = 60 minutes. Elicit from students how many minutes are in a

half-hour, and a quarter hour. Record their responses on the board. Then check

students’ comprehension of units of time. How long is reading class?

lunch? recess?

Write this cloze frame on the board: ___ is ___ minutes long.

Have students copy and complete cloze sentences to tell about

classes and activities during the school day. If necessary, provide a simple sched-

ule on the board.

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Vocabularyestimate, time, units of time,minute, hour

Materials• Anthology• index cards• paper plates• pencils or crayons


Write the poem “Shake,Rattle, and Roll” on oaktagstrips. Display it and read itchorally. Then give eachstudent one sentence stripand say: Listen as I read thepoem. When you hear the lineon your sentence strip, standup and read it out loud.Finally, have students hold up their sentence strips,arrange themselves in theorder of the poem, and readtheir lines in sequence.

Have students makeclocks out of paperplates. Have thempractice moving thehands to show oneminute going by and to show how long ittakes them to do theirdaily activities.

Distribute index cardsto pairs of students,and have them worktogether to write ordraw pictures of differ-ent daily activities onthe cards. Studentstake turns choosing acard and asking andanswering questionsabout the topic, forexample, How muchtime do you spend eating breakfast?

Ask students to createa list of activities theyenjoy doing on theweekend along withthe amount of timethey spend doing eachactivity. Then havethem tell a classmateabout how they like tospend their time.


Time It

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Master ELL 1–2

Strategies for Comprehensible Input Use the SelectionSummary and suggested strategies to support student comprehension.

Explain: walkerframe used to support someone while walking when recovering from an injury

Explain: joltsshakes violently; moves suddenly

Model: can’t keep his balanceDemonstrate for students by tripping and hitting a desk while you try to walkfollowing an imaginary straight line on the floor.

Selection Review

Earthquake TerrorIn Earthquake Terror, Jonathan and his sister Abby are

camping with their parents on an island. When their motherbreaks her ankle, their father must rush her to the hospital.Jonathan stays behind with Abby, who uses a walker. Their dogMoose keeps them company.

Soon Moose starts barking and pacing as if he knowssomething scary is about to happen. The forest becomes veryquiet. Suddenly, there is a loud noise in the distance. The earthjolts. Jonathan falls forward. He feels the ground movingbeneath him. It’s an earthquake!

Jonathan and Abby fall. She loses her walker. Jonathan tellshis sister to put her hands over her head. He tries to reach herbut can’t keep his balance. Everything is moving, Abby isscreaming, Moose is barking. A falling tree misses Jonathan by afew feet.

Jonathan, Abby, and Moose find shelter near the fallen tree.Suddenly, the earthquake stops. Everything becomes quiet again.Brother and sister are both fine, except for a few cuts. They knowthey are lucky to be alive.

ELL 1–2 Selection Summary Grade 5 Theme 1: Nature’s Fury

Master ELL 1–2 Earthquake Terror

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Comprehension Questions for the Anthology Selection

1. Look at the illustration on Anthology page 34 and read the first paragraph

on page 35. Why is this an important part of the story? (It tells that the children

are in trouble, that Jonathan is in charge, and that he is having a hard time.)

2. Retell the story to a partner. Use the pictures to help you. Tell what happens

at the beginning, middle, and end of the story. (Answers will vary.)

3. Tell about one time when you helped someone in trouble. What happened?

What did you do to help? (Answers will vary.)

Subjects and PredicatesWrite on the board the following sentence from the selection: Abby walked in

front of him. Draw a circle around the word Abby. Tell students that this first

part of the sentence is called the subject. The subject tells whom or what the

sentence is about. The rest of the words are called the predicate. The predicate

tells what the subject does or is. In this case, it tells what the subject did: walked

in front of him.


SKILL FOCUS: GRAMMAR APPLICATION 10–15 MINUTES

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EmergenciesHave students find this sentence in paragraph 13 on Anthology page 30

and ask them to follow along as you read: If he had a problem, he could

call his parents or Mrs. Smith next door or even nine-one-one.

In the story, Jonathan’s mother is hurt. Jonathan’s parents have to make

an emergency trip to the hospital because they don’t have a telephone.

Display the Picture-Word Card of a telephone. People often call 9-1-1 in

an emergency.

If there is a fire at school and we call 9-1-1, who will come? Who will

come if someone is hurt? Record students’ responses on the board in a list.

Include the kind of emergency and who will respond.

Write this dialogue on the board. Have students read after you:

Operator: Hello. 9-1-1 Emergency. What’s the problem?

Caller: I need help. There’s a fire across the street.

Operator: Where are you?

Caller: I’m at (School Address).

Operator: Firefighters will be there right away.

Read one role while the class chorally reads the other. Switch

roles. Next, ask students to read the dialogue with you and then

with other classmates. Have students work in pairs to role-play calling 9-1-1 to

report different kinds of emergencies.

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Have students draw a picture of an emer-gency situation, andwhat they would do to help.

Have students work inpairs to write a dia-logue like the one onthe board, changingthe kind of emergency.Ask partners to readthe dialogue.

Have students work insmall groups to createsafety posters withinstructions on what to do in differentemergencies.

Vocabularyemergency, hospital, firefighters, emergency medical technicians (EMTs),ambulance, police, operator

Materials• Anthology• Picture-Word Cards

telephone(See Master ELL 1–3.)


Display the poem “Shake,Rattle, and Roll” and read itas a group. Distribute sets ofsentence strips to partners orsmall groups. Have each pairor group reconstruct the poemin sequence, using the strips.Allow them to use thedisplayed poem if they needto. Then have partners readalternate lines aloud.


Act It Out

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Adding DetailsPass around several newspapers for students to examine. Write Who? What?

When? Where? Why? and How? on the board. Tell students that these are the

questions that newspaper articles usually answer for the reader. Help students

formulate Ws and How questions and read to find the answers in a simple article.

Discuss how writing with these questions in mind helps the writer add details

about such things as time and place.

Language Experience Activity Tell students that you are going to write a

group news article based on an interview with Jonathan in Earthquake Terror.

Have students imagine they are asking Jonathan about his experiences using the

question cues as their guide. One student can formulate a question while another

responds as Jonathan might. Record their answers on chart paper as a story.

Discuss how the use of these guide questions adds details to the story.


Skill ObjectiveStudents identify details in anews article by using Who?,What?, When?, Where?,Why?, and How?

Academic Language• detail• sentence• question

Materials• newspapers

Have students draw apicture of Jonathanand Abby during theearthquake. Encouragethem to add details byreminding them of thesix question cues.

Write six short sen-tences from the storyon the board. Forexample: Her name isAbby. There was anearthquake. We hidunder a tree. Havepartners write possiblequestions for eachsentence using thequestion cues. Tell students that therecan be more than onepossible question foreach sentence.

Have partners role-playthat they are Jonathanand a reporter. The“reporter” asks“Jonathan” questionsusing the six questioncues. “Jonathan”replies using factsfrom the selection.Model correct questionintonation as neces-sary. Have partnersswitch parts after five minutes.

SKILL FOCUS: WRITING 20–25 MINUTES

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WeatherThis week we will be reading a story

about tornadoes and other big storms.

Write the word tornado on the

board and draw or display the

Picture-Word Card of a funnel cloud. To

get ready to read the story, let’s talk about

different kinds of weather that you know.

Display the Picture-Word Cards and elicit

weather words such as rain, snow, storm,

wind, and clouds. List them on the board

under the heading Weather.

What is the weather like today?

What do you see in the sky? What

are some kinds of weather that make you

want to stay inside? Now that we have

talked about different kinds of weather,

we’re going to read a rhyme about a kind of

bad weather, a tornado.

Display the poem “Tornado” and read it aloud. As you read, use

appropriate motions, such as the spinning motion of a funnel

cloud. Then have students read the poem with you, including the motions.

Once students are familiar with the poem, ask them to pantomime the move-

ment of a tornado.

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THEME 1/SELECTION 2

Eye of the Storm


Vocabularyweather, tornado, storm, funnel cloud

Materials• drawing paper• pencils or crayons• Picture-Word Cards

funnel cloud, rain, snow,clouds(See Master ELL 1–6.)

Show how a tor-nado spins around.Show how a tornadomoves up and down.

What is one kindof weather you like?Why? Draw a picture ofthat kind of weatherand label it. What isone kind of weatheryou do not like? Why?Draw a picture of thatkind of weather andlabel it.

Have you everbeen in really badweather? Tell aboutthe weather, what youdid, and how it madeyou feel.

TornadoRound and round and round it goes.Where it will land, nobody knows.It dances, leaps, then touches ground.It picks up cars and throws them down.


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Master ELL 1–4 Eye of the Storm

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Get Set for ReadingCD-ROMEye of the Storm: ChasingStorms with Warren Faidley

Education Placewww.eduplace.comEye of the Storm: ChasingStorms with Warren Faidley

Audio CDEye of the Storm: ChasingStorms with Warren FaidleyAudio CD for Nature’s Fury


Act It Out

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Get Set to ReadPhotographing Wild Weather, pages 54–55

Have students open their Anthology to pages 54–55. Let’s read the title and

the first sentence together. What is weather? Look at the illustrations on page

54. What do you think a weather photographer does?

Read the title of the map on page 55. What is a route? Which route does

Warren Faidley take? Have several students read the names of the cities and

states in Warren Faidley’s route. Tell students that these states are in a region in

the central United States known as Tornado Alley. Look at the photograph

below the map. What do you see? What do you think happened here?

Eye of the Storm: Chasing Stormswith Warren Faidley Segment 1, pages 57–68


Page 58: Look at the photo of the storm. What kind of storm is this?

Pages 60–63: What is Warren doing in the photograph on page 60? How do

you think Warren feels about the storms shown on page 61 and 63?

Pages 64–65: What do you think Warren does with all the photographs of

storms he takes? What information do you get from the chart on page 65?

How many months of the year are considered as storm months?

Page 67: Why do you think Warren is running?

Introduction to SyllabicationWrite the word syllable on the board. Explain that a syllable is a word part with

just one vowel sound. Use a word such as activity to model for students how to

break a word down into syllables. Clap or tap out each syllable. Have students

clap or tap out syllables with you. Then explain that syllabication is the process

of dividing longer words into shorter syllables.

Write several words on the board: practice, computer, paper, eraser. Have stu-

dents sound out the syllables with you or individually. Then have volunteers

come to the board to circle the syllables in each word. Prompt as necessary.

Continue with additional examples.

SELECTION 2: Eye of the Storm: Chasing Storms with Warren Faidley DAY 10

Skill ObjectiveStudents read words with twoor more syllables.

Academic Language• syllable

Language Transfer SupportKeep in mind that otherlanguages have completelydifferent rules for syllabication.Many English languagelearners will need continuingsupport to hear the syllabledivisions in English words.Those who can write in theirfirst language will need to learnnew rules for syllabication inwritten English.



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PhotographyHave students find the fifth paragraph on Anthology page 59. Read it aloud with

them: The truck speeds to the top of the hill and Warren jumps out, arms full

of photographic equipment . . . Before the dust has settled, the cameras are

clicking. Yesterday we began to read about a man who takes photographs

of tornadoes.

Write photographs on the board. What is a short form of this

word? What do we call a person who takes photos, or pictures? What

do we use to take pictures? Record students’ responses on the board. Ask stu-

dents to repeat any new vocabulary chorally after you. Point out how the stress

shifts from the first syllable in photo and photograph to the second syllable in

photography and photographer.

Display the Picture-Word Cards. Have students tell what they

know about the parts of a camera. Be sure to discuss the film

and lens.

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Vocabularyphotograph, photo, photogra-pher, camera, photographicequipment, film, lens

Materials• Anthology• drawing paper• pencils or crayons• Picture-Word Cards

camera, photograph(See Master ELL 1–6.)


THEME 1/SELECTION 2: Eye of the Storm


Show how youtake a photograph.What do you use totake a photograph?

Do you know howto use a camera?What do you like totake pictures of? Haveyou ever had your pic-ture taken by a profes-sional photographer?What was it like?

Your youngerbrother, sister, orfriend wants to knowhow to take photos.Write instructions forhow to photographsomething. Make draw-ings to go with yourinstructions.

Read the poem “Tornado”with students, using themotions from Day 1. List onthe board: dances, leaps,touches ground, picks up,throws down. Ask students tosay each word or phraseseveral times. Then point toeach word or phrase. Say:Show what ___ means.

Have partners write the wordsand phrases on index cards.Partners can take turnssaying and acting out eachword or phrase.


Tell About It

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Eye of the Storm: Chasing Stormswith Warren FaidleySegment 2, pages 69–75


Page 71: Describe the photograph on page 71.

Page 72: Where is Warren? How do you know? What is he doing there?

Pages 73–74: Compare the photograph on page 73 with the one on page 74.

What are the similarities? What are the differences?

ConjunctionsWrite the following sentences on the board: Sarah likes apples and bananas.

She likes bananas, but she doesn’t like oranges. She doesn’t like oranges or

grapes. Say the sentences and have students repeat. Circle the conjunctions in

each sentence. Explain that and, but, and or are conjunctions—words that join

together words or sentences. Say the sentences again and emphasize the con-

junctions. Have students repeat. Refer back to the sample sentences as you con-

trast the meaning of the three. Guide students with simple questions such as:

Does Sarah like oranges? What other fruit does she NOT like?

Write several more simple sentences with conjunctions on the board. Have

volunteers come to the board, say the sentence, and circle the conjunction.


Skill ObjectiveStudents identify and useconjunctions.

Academic Language• conjunctions



Have partners worktogether to go backthrough the selectionand find examples ofthe conjunctions and,but, and or. Then theywrite the sentence andcircle the conjunctions.

Write a list of differentkinds of music on theboard such as: rap,rock, country, jazz,classical. Have stu-dents write sentencesstating what they likeor don’t like, usingconjunctions.

Have partners decideon a topic and listitems within that topic.Then partners talkabout the topic usingsentences with con-junctions to say what they like anddon’t like.

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Months and SeasonsHave students read the second and third sentences of the first full paragraph on

Anthology page 67. Read these sentences aloud with them: Each spring, Warren

goes on the road, . . . During the summer, he stays near Tucson . . .

We have read about a man who travels all around the country to take

pictures of different kinds of weather. He goes to different places depending on

the time of year, or season. Write seasons on the board.

What are the four seasons? What is the weather like in each

season? What are some of the months in each season?

Have students record their responses on the board. Have students

practice saying the months chorally and then call on individuals.

To give students an opportunity to practice the twelve

months, have them line up around the room in the order of

their birthdays. To do so, they will need to answer the question When is your

birthday? Once students are in line, ask them to help you figure out how many

students have a birthday in each month.

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Think of a seasonyou enjoy. Draw a pic-ture of that season.

What season doyou like best? Why?

Have students tellabout the things thatthey enjoy doing during each season.Then ask them toexplain why each season is good fordoing certain things.

Vocabularyseasons, spring, summer,holiday

Materials• Anthology• drawing paper• pencils or crayons


Display the poem “Tornado.”Invite students to read itchorally. Distribute the indexcards from Day 2, one eachto small groups of students.Say: I’m going to read thepoem again. When I say theword or phrase that yourgroup has, repeat the word orphrase and show what itmeans. After reading thepoem twice, have studentsexchange their word or phrasewith another group. Thenrepeat the activity.


Tell the Month

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Dictionary: Alphabetical Order/GuidewordsAsk students what they know about the dictionary and how often they use one.

Explain that a dictionary is usually arranged in alphabetical order and that each

word listed in a dictionary is called an entry word. Show students how to alpha-

betize using the first, second, and the following letters. Practice alphabetizing

with common words such as cat, car, door, teach.

Explain that at the top of each dictionary page there are guidewords.

Guidewords show what words are listed on the page. Have students call out sim-

ple words such as book or horse. Find the words in the dictionary, pointing out

how to use the guidewords.

Have students continue to call out simple words. Write the word on the board

and then have students locate and write the guidewords next to it.


Skill ObjectiveStudents use alphabeticalorder and pairs of guidewords to locate words in a dictionary.

Academic Language• entry word• guideword• alphabetize

Review the alphabetas needed. Provide alist of six to eight sim-ple, common wordssuch as dog, book,chalk. Have studentswork with partners or in small groups to put the words inalphabetical order.

Give partners a list ofthree words. Partnerswork together to findand write the guide-words at the top of theappropriate dictionarypage for each word inthe list.

Give partners a list offive simple words fromthe Anthology selec-tion. Next have part-ners alphabetize theirlists. Finally, havethem locate and writethe guidewords at thetop of the appropriatedictionary page foreach word on their list.Assist as necessary.


Leveled ReaderNature’s FuryAnna Allen Faces the White Dragonby Maryann DobeckThis selection offers instructional support andpractice of strategies andskills at an easier readinglevel than the main selection.

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Compass DirectionsWe read about how tornadoes move in many different directions.

A photographer like Warren Faidley has to know what direction a tor-

nado is going in order to follow it. Directions also help us read maps. Today

let’s talk about directions. Then have students find the second sentence on

Anthology page 71. Read it aloud with them: There aren’t very many roads in

this area, and most of them run north-south or east-west.

Next, draw the four compass points on the board. Have students name

the four directions. Then display a class map of the United States. Invite

students to describe the directions of various cities in relation to your city. Be

sure to discuss angled directions, such as northeast and northwest.

Display the Picture-Word Card or a real compass. Have stu-

dents use the compass and masking tape to mark the four

compass points on the floor. Ask them to face different parts of the school, such

as the cafeteria or the playground, and to tell what direction they are facing in

each case.

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Vocabularydirections, map, north, south, east, west, compass,compass points

Materials• Anthology• class map of the United

States• masking tape• Picture-Word Cards

compass(See Master ELL 1–6.)


Read the poem “Tornado”chorally with students. Writethese sentence frames on theboard: ___ dances. ___ leaps.___ touches the ground. Writethese subjects on cards andhold them up to the sentenceframes: It, She, He. Have theclass repeat the completedsentences chorally after you.Then call on students tocomplete the sentencesindividually. Finally, invitestudents to supplyclassmates’ names tocomplete the frames.

Show the Picture-WordCard or a compass tostudents. Have themindicate the four com-pass points as youname them.

What direction isthe cafeteria from the classroom? theschool library? theplayground? Whatdirection is your housefrom the school?

Have students writedirections for how toget from the class-room to another loca-tion at school. Askthem to include com-pass directions. Thenhave them exchangetheir directions with apartner to check eachother’s work.


Mark It Out

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Master ELL 1–5


Show: lightning storms, hurricanes, and tornadoesShow the illustrations in the selection.

Restate: tracksfollows; observes the direction of the thunderstorms and tornadoes

Explain: predicttell about something in advance

Selection Review

Eye of the StormEye of the Storm is about a man who chases storms and takes

pictures of weather. His name is Warren Faidley. He followslightning storms, hurricanes, and tornadoes. His photograph of alightning bolt made him world-famous.

In the summer, Faidley stays near Arizona to photographlightning storms in the desert. In the spring, he tracksthunderstorms and tornadoes in Tornado Alley. This part of thecountry includes Texas, Oklahoma, Kansas, and Missouri. Histruck, Shadow Chaser, has all the equipment he needs for hiswork.

Faidley keeps a diary of his experiences. One day in Texas heand his partner Tom Willett listened to weather reports and wentto the National Weather Service for updates. They wanted topredict where the next storms would be.

Faidley and Willett drove north to look for a funnel cloud.Soon they got lucky. A white funnel cloud touched the groundand turned into a tornado. Faidley started taking pictures. Therewere two huge storms coming together and creating moretornadoes in the area. For the rest of the day, the storm chasersfollowed the storms into Oklahoma. By the end of the day,Faidley and his partner had seen seven tornadoes!


Master ELL 1–5 Eye of the Storm

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1. Why do you think it is important to include photographs in a selection like

the one you just read? (Possible answers: They help to clarify what the author is

explaining; make the selection more interesting and easier to understand.)

2. If you were telling a story about how you follow tornadoes to take photo-

graphs of them, how would you organize your information? (Possible answers:

day by day, like in a journal; place by place; by time of day, etc.)

3. Tell about a time when you saw a tornado, a hurricane or a thunderstorm.

What did you feel? What did you do? (Answers will vary.)

Compound SentencesWrite on the board the following sentence: I like tennis, but I don’t like foot-

ball. Draw a circle around the conjunction but. Explain that the sentence is a

compound sentence. It contains two complete sentences joined by a conjunc-

tion. Continue the activity, saying a variety of sentences using other conjunctions.

Encourage students to provide additional examples.



Academic Language• compound sentence

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MediaHave students find the third sentence in the second full paragraph on Anthology

page 73. Read it aloud with them: Many sightings of “our” tornado, as well as

others in the area, are being reported over the radio.

People listen to the radio to get news about many things, includ-

ing the weather. How else can we learn about the weather and other

news? Display the Picture-Word Cards. Be sure they mention television, newspa-

pers, magazines, and the Internet as sources for this information. Tell students

that all these forms of communicating are called media.

Have students share their own experiences with each of

these sources. Which of these forms of communicating

are used to give information? to entertain? to persuade? Discuss with students

how each medium achieves different purposes. Organize the information in a

chart like the one shown. Have students write their answers in the chart.

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Have students drawpictures of a radio, atelevision, a newspa-per, a magazine, and acomputer to illustratedifferent ways theycan get informationabout the weather.

Which is betterfor learning about thedamage done by a tor-nado—television orradio? Why? Whichcan give you the mostcurrent informationabout the weather—anewspaper or theradio? Why?

Have students recall afairy tale that they allknow. Then completethe following activity:Do a role-play with stu-dents in which youplay one character andthey play reportersasking about events inthe story. Have stu-dents work in smallgroups to write andpresent a brief radio or TV report aboutwhat happened.

Vocabularyinform, entertain, persuade,media

Materials• Anthology• drawing paper• pencils or crayons• magazines• newspapers• Picture-Word Cards

radio, television(See Master ELL 1-6.)


Display the poem “Tornado”and read it together. Write onthe board the sentence frame___ leaps. Review how toform sentences withHe/She/It. Then write ___leap. Hold up index cards withthe words I/You/We/They.Have students repeat eachsentence after you chorally,then individually. Next, havestudents make their own setsof flashcards by writing all thesubjects and the verbs leapand leaps on index cards. Askthem to work in pairs tomatch each subject card withan appropriate verb card andthen say the sentence.


Media

Inform Entertain Persuade

Categorize It

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Capitalizing and PunctuatingSentencesDirect students’ attention to the first page of the Anthology selection. Call on a

volunteer to read the first sentence on the page. What do you see at the

beginning of the sentence? What do you see at the end of the sentence?

Now look at all the sentences on the page. What do you see at the

beginning of each sentence? What different marks do you see at the end

of the sentences? Make sure students know what a capital letter is.

Write the following in a list on the board: period, question mark, exclamation

mark. Ask volunteers to come up to make the correct punctuation mark next to

the word.


Skill ObjectiveStudents identify and usecapital letters and end punctuation in their writing.

Academic Language• capital letter• punctuation mark• period• question mark• exclamation mark

Materials • graph paper

To review or teach cap-ital letters, give stu-dents a sentence with-out capital letters orpunctuation signs, andhave them fix it.

Have partners go backthrough the selectionto find examples ofsentences using thethree types of endpunctuation. Have students copy at least one example of each. Then havepartners write theirown sentences.

Have partners writetheir own sentencesusing each of thetypes of end punctua-tion. Then have part-ners exchange papers with anotherpair to check theirwork. Remind students to check forcapital letters.


Language Transfer SupportPunctuation differs in otherlanguages. Even thoselanguages that have similarpunctuation use the marksdifferently. For example,Spanish uses an invertedquestion mark and an inverted exclamation mark atthe beginning of a sentence or clause.

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Describing VolcanoesThis week we will be reading a story

about volcanoes. Write the word volcano

on the board. To get ready to read

that story, let’s find out what you know

about volcanoes. Has anyone ever seen or

read about a volcano? What do you know

about volcanoes?

As students share their prior knowl-

edge, display the Picture-Word Card of

a volcano. Add labels to the picture as stu-

dents mention various features. Be sure to

include the terms hot rock, ash, steam, and

lava. Supply additional vocabulary as neces-

sary, but avoid being overly technical or scien-

tific. Next, discuss with students the process

by which melted rock beneath the earth’s

surface moves upward until it erupts or

bursts forth from the ground and how the

lava cools and hardens.

Now that we have described volcanoes, let’s read a poem

about them. Display the poem “Volcano” and read it aloud. As you

read, point to the picture of the volcano to indicate where the actions are occur-

ring in the volcano. Use hand gestures and other body movements to show the

flow of the molten rock up through the volcano. Finally, have students read the

poem with you and do the motions as they read.

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THEME 1/SELECTION 3

Volcanoes


Vocabularyvolcano, hot rock, ash,steam, lava, melted rock,eruption

Materials• chart paper• Picture-Word Cards

volcano(See Master ELL 1–9.)

Show where down in the earth is.Show the middle.Show the top.

What happens atthe bottom of a vol-cano? Are there anyvolcanoes in yourstate or your nativecountry? If so, whatare their names?

Would you like tovisit a volcano? Why orwhy not? Tell a partnerabout a volcano youknow about.

VolcanoWay down in the earth’s hot heart,That is where volcanoes start.Up, up from the fiery deep,Red hot rock begins to creep.

Through the mountain’s middle it goes.What comes next? Science knows.The red hot rock will not stopUntil the mountain blows

itstop!

Draw something that would stop the lava.


Name

Master ELL 1–7 Volcanoes

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Get Set for ReadingCD-ROMVolcanoes

Education Placewww.eduplace.comVolcanoes

Audio CDVolcanoesAudio CD for Nature’s Fury


Act It Out

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Get Set to ReadThe World of Volcanoes, pages 82–83

Have students open their Anthology to pages 82–83. Let’s read the title

together. What is a volcano? Do you know the name of some volcanoes? Look

at the illustrations. Let’s read the name of each volcano. What do you see in

these photographs? What is happening in some of them?

Point to the map and explain that it shows the earth’s surface and indicates the

location of each of the volcanoes in the photographs. Tell students that they will

be reading a story about volcanoes in different parts of the world.

VolcanoesSegment 1, pages 84–90


Pages 84–87: What is shown in the illustrations on these pages?

Pages 88–89: Is there a difference between the two photographs on page 88?

What do you think happened? Why do you think the author included a map

in the story?

Page 90: What is happening on page 90?

Word Roots -struct and -ruptWrite the word erupt on the board. Say the word several times and have stu-

dents repeat. Erupt means “to burst or to explode.” Further explain the

meaning by drawing pictures on the board or pantomime if necessary.

Underline the word root -rupt. Explain that the root itself means “to break.”

Write additional words containing -rupt such as interrupt and disrupt. Call stu-

dents to the board to underline the word root. Say each word and have students

repeat. Help students look up the words in a dictionary.

Repeat this process with the word root -struct, which means “to build,”

using words such as construct, destructive, instruct.

SELECTION 3: Volcanoes DAY 10

Skill ObjectiveStudents read and under-stand words with the roots -struct and -rupt.

Academic Language• root word



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Land Features Have students find these sentences from the second paragraph on Anthology

page 85: Pele moved constantly from one Hawaiian island to another. Finally,

Pele settled in a mountain called Kilauea, on the big island of Hawaii. Read

the sentences aloud with students.

Display a topographical map of the U.S. or the world and point to

Hawaii. How can you tell that Hawaii is an island? Display the

Picture-Word Cards. Have students point out various land features, such as ocean,

island, mountain, lake, and river. Write these features on self-sticking notes and

post them on the map. Discuss with students what each of these features is like.

Point out several cities on the map. Describe their location with sentences such

as Reno is near a lake. Las Vegas is in the desert.

Have students call out chorally the land features at or near other places

you point to. Once students have practiced together several times, invite

them to respond individually.

Have students go to the map, point to a place on the map, and

ask classmates to name any nearby land features. Have students

write their classmates’ answers on the board.

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Vocabularyisland, ocean, mountain,lake, river, desert

Materials• Anthology• topographical map of the

U.S.• self sticking notes• markers• Picture-Word Cards

mountain, island(See Master ELL 1–9.)


THEME 1/SELECTION 3: Volcanoes


Show students a map.Have them point tooceans, islands,mountains, lakes andrivers as you mentioneach land feature.

Have students work inpairs to make a simplemap with each of thefollowing land fea-tures: ocean, island,lake, river, mountain.Then have themexchange maps withanother pair to labeland describe the land features.

Describe a visityou made to a placelike a mountain, lake,or desert. What didyou see there? Whatdid you like or dislikeabout the place? What other kind ofplace would you like to visit? Why?

Read the poem “Volcano” withstudents. List on the boardthe words creep, goes, stop,blows. Ask students to repeateach word after you, makingappropriate gestures to showthe movement. Have partnerswrite the words on indexcards. Partners can taketurns saying and acting outeach word.


Name It

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VolcanoesSegment 2, pages 91–99


Pages 92–93: What is happening on page 92? What happened on page 93?

Pages 94–96: The photographs on these pages show the four different kinds of

volcanoes. Can you tell what looks different about each of them?

Singular and Plural NounsExplain that a noun names a person, place, thing, or idea. Continue to explain

that a singular noun is used for one person, place, thing, or idea and that a plural

noun refers to more than one person, place, thing, or idea.

Show a drawing or photo of a bear and write bear on the board. Say bear, hold

up one finger, and have students repeat. Then show two bears and repeat the

process. Underline the plural -s. Continue with additional examples.

Present the plural -es in the same way using watch as the example. Make sure

students understand that the ending depends on the last sound of the base word.


Skill ObjectiveStudents identify singular andplural nouns and determinethe plural forms of nouns.

Academic Language• singular nouns• plural nouns



Provide Picture-WordCards for five singularnouns such as a tree,a star, (Theme 1), ahat, a cloud (Theme2), and a house(Theme 3). Help stu-dents read each word.Then have studentsmake their ownlabeled drawings forthe plural forms foreach of these nouns.

Have partners writepairs of sentencesusing a singular nounin one sentence andthen using the pluralnoun in the other sen-tence. Use words suchas the following:beach, computer, pen-cil, address, picture.

Have partners createand illustrate chartsshowing singular andplural forms for twonouns from theAnthology selectionthat use –s, and twonouns that use es.

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Telling TimeHave students find the next-to-last sentence on Anthology page 86. Read it aloud

with them: Suddenly, at 8:32 a.m., Mount St. Helens erupted with incredible

force. Scientists often need to know the times in which different events

happen. Of course it’s also useful for us to know what time it is. So today we’re

going to practice telling time.

Write on the board What time is it?, along with the sentence frame It’s

___ o’clock. Display a large clock with adjustable hands. Have students

call out chorally different times that you show. Begin with hours only.

Write this sentence on the board: It’s half past one, or one thirty. Show

this time on the clock. Explain that the expression half past refers to the

same time as thirty. Repeat the process to show the equivalence of the expres-

sions quarter after/past two, fifteen and quarter to/of to forty-five, using these

sentences: It’s a quarter after/past three, or three fifteen. It’s quarter to/of nine,

or eight forty-five. Next, display various times on the clock and have students say

them chorally.

Have students come and change the time on the clock and

ask other classmates to tell the time. Have students write the

times on the board.

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Have students showthe time on the clockfor several activitiesthey do during the day,such as waking up,going to school, goingout to recess, etc.

At what timedoes class begin? Atwhat time is the firstrecess? At what timeis lunch? At what timedo you go home? Atwhat time do you getup in the morning? Atwhat time do you doyour homework?

Give each student aphotocopied page froma daily planner. Write down the thingsyou do every day. Thentake turns with a part-ner asking and answer-ing questions aboutwhat time you dothose things.

Vocabularysuddenly, erupted

Materials• Anthology• large clock with

adjustable hands• photocopied page of

a daily planner


Read the poem “Volcano” asa group. Then cover the wordscreep, goes, stop, and blowswith self-sticking notes.Distribute the index cardsfrom Day 2. Say: I’m going to read the poem aloud. When I get to a covered word, hold up the flashcardthat shows the word. Say theword aloud. Read the poemtwice. Have pairs or groupsrepeat the activity.


Tell the Time

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Dictionary: DefinitionsReview with students how to look up an entry word in the dictionary, using

guidewords. Then explain that each entry word has several parts that follow it to

explain how to pronounce the word, what part of speech the word is, the word’s

definition or meaning, and an example sentence using the word.

Write a simple dictionary entry on the board, such as the following: chair

(‘cher) n. A seat having four legs and a back for one person. Roberto is sitting

on the red chair. Use different-colored chalk to highlight each different part of

the entry.

Continue in the same way with several additional dictionary entries. Call stu-

dents to the board to underline the different parts of the entry.


Skill ObjectiveStudents identify and writedictionary entries.

Academic Language• definition• entry word• part of speech

Create a worksheetwith two simple dic-tionary entries. Havepartners work togetherto highlight the differ-ent parts of eachentry with different colors. For example,students highlight thepronunciation in red,the definition in green,and so on.

Have partners go backthrough the Anthologyselection to find threeunfamiliar words. Thenhave them look thewords up in the dic-tionary and write onedefinition for the word.

Have partners go backthrough the selectionto find five unfamiliarwords. Then havethem look the wordsup in the dictionary,write one definition for the word, and then use the word in a new sentence.


Leveled ReaderNature’s FuryDangerous Watersby Barbara Brooks SimonsThis selection offers instructional support andpractice of strategies andskills at an easier readinglevel than the main selection.

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ShapesHave students find the first sentence in the second paragraph on Anthology page

94. Read it aloud with them: Cinder cone volcanoes look like upside-down ice

cream cones.

We have read about volcanoes this week. The writer describes one kind of

volcano as cone shaped.

Have a student draw an upside-down ice cream cone on the board, and

label it. What other shape does a cone look like? What other

shapes do you know? Display the Picture-Word Cards, and have students draw

these shapes on the board and label them.

Draw several simple pictures on the board, such as a tree, a car, a house,

and a cat, that comprise basic geometric shapes. Have students name the

shapes that they see in each picture. As they do, label the shapes on the board.

Have students cut the shapes out from construction paper.

Have them combine the shapes to make pictures similar

to the ones on the board. Have them name the shapes they used in each

picture. They can then use the shapes to make new pictures of their own

and describe them.

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Vocabularyupside-down, cone

Materials• Anthology• construction paper• scissors• markers• Picture-Word Cards

cone, square, circle, rectangle, ruler, map scale(See Master ELL 1–9.)


Read the poem “Volcano”aloud. Point out that thewords deep and creep bothhave the letters ee, and pthat together stand for theeep sound. Then read aloudthese words: sleep, dip, drop,weep. Have students clapwhen they hear words thatrhyme with deep and creep.Write all the words on theboard. Have students circlethose ending with the eepsound. Repeat the process forknows/blows (rows, shows,pots, mows, rocks) andstop/top (hop, pop, trip, snap, shop).

Use the Picture-WordCards of the basicgeometric shapes from the lesson. Have students point to each shape as youmention it.

What shape is aclock? a ruler? a win-dow? a soccer field?Which shape is thehardest for you todraw? Which one isthe easiest? Why?

Have students workwith a partner to do apicture dictation. Askstudents to draw asimple picture andthen tell a partner howto draw the picturewithout showing theirpartner the original.Once their partner fin-ishes drawing, stu-dents can comparetheir two versions ofthe picture.


Name Them

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Master ELL 1–8


Restate: eruptbecome violently active

Show: Magma pushes up through the cracks, causing an eruption.Demonstrate for students using a small plastic bag filled with water. Open asmall hole in the bag and press it, so the water can come out with force.

Show: Most volcanoes erupt in places where two plates come together.Demonstrate for students using or drawing two jigzaw puzzle pieces. Explainthat volcanoes ususally erupt in the line separating the pieces.

Selection Review

VolcanoesThe selection tells how volcanoes are formed and what

makes them erupt. The earth is made up of layers of rock. Thetop layers are called the earth’s crust. Deep below the crust, thereis melted rock called magma. Volcanoes form when there arecracks in the earth’s crust. Magma pushes up through the cracks,causing an eruption. The hot magma that pours out is called lava.When the lava cools, it hardens into rock.

The earth’s crust is broken into huge pieces called plates.Most volcanoes erupt in places where two plates come together.There are underwater volcanoes, too. When they erupt, they cangrow high enough to form islands.

There are four kinds of volcanoes. Shield volcanoes havegentle slopes. Cinder cone volcanoes look like upside-down icecream cones. Most volcanoes are composite or strato-volcanoes.Volcanoes are formed by layers of cinder, ash, and lava. The lastkind of volcano is a dome volcano. Its sides are made of verythick lava.

Volcanoes that do not erupt anymore are extinct, or dead.The eruption of Mount St. Helens in 1980 shows how destructivean eruption can be.


Master ELL 1–8 Volcanoes

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1. Look at the photographs in this selection. What words could you use to

describe what you see? (Answers will vary. Possible answers: fire, hot, danger,

scared, beautiful, smoke, high, peaceful.)

2. Name the four different groups of volcanoes. (shield, cinder-cone, composite,

and dome volcanoes)

3. Make up some names for new volcanoes as they form around the world.

(Answers will vary.)

More Plural NounsExplain that some nouns have plural forms that do not end in –s or –es.

Introduce irregular plurals such as child-children, man-men, woman-women.

Also explain that some nouns have the same singular and plural form, such as

sheep-sheep, deer-deer.



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MeasurementHave students find the first two sentences in the third paragraph on Anthology

page 91. Then read the sentences aloud with them: The largest Hawaiian vol-

cano is Mauna Loa. It is seventy miles long and rises thirty thousand feet from

the ocean floor. Scientists use feet and miles to measure things like moun-

tains and volcanoes. Today we’re going to talk about how to measure dis-

tances using a map. Display the Picture-Word Cards.

Show students a ruler and explain that a ruler is equal to one foot.

Does anyone know how many feet there are in a mile? Write on

the board one mile = 5,280 feet. Next, display a local or state map that has a sim-

ple scale such as 1 inch = 1 mile or 1 inch = 10 miles. (Or, if one is unavailable,

produce a simple map of your own on chart paper.) This map, like most

maps, has a scale that tells how distances shown in inches on the map relate

to distances in miles or kilometers in the real world.

Demonstrate how to use the scale and a ruler to figure out

distances. Then name several places. Have students measure

and describe the distance from your city to each one, completing this cloze

frame: ___ is ___ miles away from our city.

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Assign several objectsof different lengthsaround the classroomand ask students tomeasure the objectsand write down theirmeasurements.

Would you usefeet or miles to meas-ure a classroom? thedistance between twocities? Choose twoplaces on the localmap that are in opposite directions.

Which place isfarther away from ourcity? How many milesaway is it?

Find two placesthat are five milesaway from our city.What places did youfind? What form oftransportation (a bicy-cle, an airplane, or acar) would you take togo some place that isfive miles away? fiftymiles away? 500miles away? Why?

Vocabularyinch, feet, miles, scale

Materials• Anthology• ruler• local or state map• Picture-Word Cards

ruler, map scale(See Master ELL 1–9.)


Write each line of the poem“Volcano” on oaktag strips.Display it and read it chorally.Then give each student onesentence strip. Say: Listen asI read the poem. When youhear the line on your sentencestrip, stand up and read it outloud. Finally, have studentshold up their sentence strips,arrange themselves in theorder of the poem, and readtheir lines in sequence.


Measure It

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Correcting Sentence FragmentsShow students a broken piece of pottery, a piece of fruit, or a broken cookie.

Ask them to identify what this piece of material is from. Write the word frag-

ment on the board. This is a fragment. It is from a ___. A fragment is a

piece. When we write something that is a just an incomplete piece of a sen-

tence, we call it a sentence fragment.

Review with students that every sentence expresses a complete thought and

needs a subject and a verb. Write several sentence fragments on the board, and

ask students to help you correct them. As needed, prompt the students with

questions such as: Does this sentence have a subject (verb)? What is it? What

subject (verb) can I add?


Skill ObjectiveStudents identify and correctsentence fragments.

Academic Language• fragment• subject • verb

Materials • a broken piece of pottery • a cookie or a fruit

On the board, writefive simple sentencefragments such as thefollowing: Came late toclass. Ana and Paulwith us. Like pizza.Guide students inidentifying the subjectand verb or the miss-ing elements in each.Work as a group.

Provide a worksheetwith five simple sen-tence fragments suchas the following: Wentto soccer game. Myteacher intelligent.Has a lot of money.Ask partners to identi-fy the subject and verbor the missing ele-ments in each. Thenhave students rewritethe sentences correct-ly. Remind them toadd verbs that fit the subjects.

Provide a worksheetwith five sentence frag-ments such as the fol-lowing: Visited us lastweekend. Don’t muchmoney. Going toMiami. Ask partners to identify the subjectand verb or the miss-ing elements in each.Then have studentsrewrite the sentencescorrectly. Finally, havepartners exchangepapers with anotherpair to discuss andcorrect their sentences.


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