Volcanoes - 5grader.webs.com · For Use with Houghton Mifflin 5th Grade, Theme 1, Selection 3 Volcanoes Curriculum Companion Sacramento County Office of Education 2 Copyright © 2007

For Use with Houghton Mifflin 5th Grade, Theme 1, Selection 3

Volcanoes

Curriculum Companion Sacramento County Office of Education 1

Copyright © 2009 Sacramento County Office of Education Some images used under license from Shutterstock, Inc.

Volcanoes BUILD BACKGROUND Theme 1, Grade 5



Reading •  Vocabulary and Concept Development 1.4

–  Know abstract, derived roots and affixes from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., controversial).

•  Structural Features of Informational Materials 2.1 –  Understand how text features (e.g., format, graphics, sequence,

diagrams, illustrations, charts, maps) make information accessible and usable.



Reading •  Structural Features of Informational Materials 2.2

–  Analyze text that is organized in sequential or chronological order.

•  Comprehension and Analysis of Grade-Level-Appropriate Text 2.3

–  Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.


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Reading

•  Comprehension and Analysis of Grade-Level-Appropriate Text 2.4 –  Draw inferences, conclusions, or generalizations about text and

support them with textual evidence and prior knowledge.

•  Expository Critique 2.5 –  Distinguish facts, supported inferences, and opinions in text.



Reading

•  Literary Criticism 3.7 –  Evaluate the author’s use of various techniques (e.g., appeal of

characters in a picture book, logic and credibility of plots and settings, use of figurative language) to influence readers’ perspectives.



Listening and Speaking

•  Deliver oral responses to literature 2.3

–  a. Summarize significant events and details.

–  b. Articulate an understanding of several ideas or images communicated by the literary work.

–  c. Use examples or textual evidence from the work to support conclusions.


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Writing •  Write responses to literature 2.2

–  a. Demonstrate an understanding of a literary work.



•  This theme is about nature’s power.

•  Name the forces of nature you have read about so far.

•  The next selection is about volcanoes.

•  Can you name any volcanoes you have heard of?



•  Volunteer to read “The World of Volcanoes.”

•  Look out the detail map of earth’s surface.

•  Locate each region on a globe or map of the world.


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Explain the meaning of the Key Vocabulary and use the words as you describe the four volcanoes that are pictured.



•  cinders

•  crater

•  crust

•  eruption

•  lava

•  magma

•  molten

•  summit



•  These old cinders are now part of the beaches of Hawaii.

•  Cinders are charred bits of rock, usually ashes.


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•  The volcano has a crater in the middle that is still smoldering.

•  A crater is a bowl- shaped depression.

•  The Spanish cognate of crater is cráter.



•  The top of the crust is dry and cracked due to the heat.

•  The crust is the solid outer layer of earth.



•  This lava flow is from a strong volcanic eruption.

•  An eruption is a volcanic explosion or large flow of lava.

•  The Spanish cognate of eruption is erupción.


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•  This lava is beginning to cool on its top layer.

•  Lava is hot melted rock that flows from a volcano.

•  The Spanish cognate of lava is lava.



•  This diagram shows the magma rising to the surface under the volcano.

•  Magma is hot melted rock underneath the earth’s surface.

•  The Spanish cognate of magma is magma.



•  This lava lamp demonstrates how heat can turn wax molten.

•  Molten describes something made liquid by heat.


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•  The summit of Mount St. Helen’s was blown away in an eruption.

•  A summit is the top of a mountain.



•  Turn to page 84 and read the title of the selection and the author’s name.

•  Read the Strategy Focus.

•  Volunteer to read the first three paragraphs on page 85.

•  Think about how the photograph of the volcano can help you understand why ancient peoples created legends about volcanoes.



•  As you read “Volcanoes,” you will learn to put the information you read into groups, or categories, such as different kinds of volcanoes.

•  To help you understand what causes volcanoes of various kinds, to form, fill in the graphic organizer on the next slide.


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Download this graphic organizer at www.curriculumcompanion.org



•  Turn to Responding on page 100.

•  Read the questions.

•  Keep these questions in mind as you read “Volcanoes.”



What do you think you will learn about volcanoes in this selection based on your preview?


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•  Why do you think the author began the selection by writing about Vulcan and Pele?

•  Describe the sequence of events before, during, and after a volcanic eruption.

•  What do you think the author means when he says that Mount St. Helens “awakened from its long sleep?”



•  Is there anything you read in the selection so far that you do not understand?

•  Will rereading or viewing the photos help you clarify any points?



•  Do you think the suddenness of Mount St. Helen’s eruption surprised people? Why or why not?

•  What do you think happened to the rest of Mount St. Helen’s summit?

•  Why do you think the author included a diagram on page 89?


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•  The topic of a selection is the subject most of the paragraphs tell about, and the main idea is the main point the paragraphs make about a topic.

•  Name the topic of this selection.

•  Identifying topics and main ideas can help you remember what you read.



•  A paragraph or passage can also have a topic and a main idea.

•  Volunteer to read aloud the first paragraph on page 88.

•  Find a sentence in the paragraph that states its main idea.



•  Sometimes authors state a main idea in a heading of key sentence

•  Other times readers must figure it out by looking at the supporting details.

•  In pairs, reread page 89 and write the topic and main idea in a graphic organizer.


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Volcanoes SEGMENT 2



•  Preview the second segment of the selection.

•  Make predictions about additional information you will read about volcanoes.


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•  How is Hawaiian lava different from the lava produced by volcanic eruptions elsewhere?

•  How can scientists tell what kind of eruption occurred by studying cooled lava formations?



Why do you think the author included the lava’s Hawaiian names?



•  Why do you think scientists divide volcanoes into groups?

•  Why do you think the author compares volcanoes to warriors’ shields and upside-down ice cream cones?

•  Based on the information on page 95, what do you think the “active” volcano is?


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•  The word composite comes from the Latin roots com (“with”) and pos (“put”).

•  The Latin word componere means “put together.”

•  You may be familiar with a number of related words, such as composition, compose, and composer.



•  The facts in a nonfiction selection can be organized by main ideas or sequence of events.

•  The information on pages 94-95 is organized by main idea.

•  What is the main idea?





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•  Volunteer to read aloud the last three paragraphs on page 86 and tell what they are about.

•  How is this passage organized?

•  In pairs, reread page 90.

•  Decide how this information is organized, and complete a sequence chart together.



•  How did you use the Monitor/ Clarify Strategy to clear up confusion or clarify points?

•  How could rereading page 97 help you understand more clearly how Crater Lake was formed?

•  How do the photos on pages 94-96 help you understand the four types of volcanoes?



•  How does the author help readers understand the way a plugged up dome volcano erupts?

•  Why do you think Crater Lake is so deep?


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•  Organizing information into categories helps readers understand what they read.

•  A category is a group of people, animals, things, or ideas that are alike.

•  To classify means to put items in groups according to their similarities.



•  The information on pages 94-96 tells how scientists have categorized volcanoes into four types.

•  Name the four types of volcanoes and describe each one.



Classify the following volcanoes according to their type using the graphic organizer on the next slide:

–  Lassen Peak

–  Mount Shasta

–  Mount Hood

–  Mauna Loa

–  Kilauea


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•  How does the author end the selection?

•  Why do you think the author ends the selection in this way?



•  Do you think it is important for scientists to study volcanoes? Why or why not?

•  Based on what you’ve learned so far, how well do you think scientists can predict when and where volcanoes will happen?

Documents

Volcanoes - 5grader.webs.com · For Use with Houghton Mifflin 5th Grade, Theme 1, Selection 3 Volcanoes Curriculum Companion Sacramento County Office of Education 2 Copyright © 2007