Weekly Literature - Ellis Family - Homeellis2020.org/treasures/TG-treasures/unit3_week5_1.pdf · Irregular Verbs, 405J Grammar Practice Book, 92 Spelling Review and Proofread, 405H

by Cynthia Robey

Weekly Literature

Week At A Glance

Tested Skills for the Week

Read-Aloud AnthologyListening Comprehension

Readers’ Theater

•

•

Vocabulary/Comprehension

Weekly Theme: Precipitation

Whole Group

VOCABULARY

technique, foolishness, inspire,

evaporate, microscope,

magnify, negatives, blizzard

Using a Dictionary/

Multiple-Meaning Words

COMPREHENSION

Strategy: Evaluate

Skill: Summarize

WRITING

Fictional Narrative

Science LinkEarth Science

Earth’s Weather

Small Group Options

Differentiated Instructionfor

Tested Skills


Genre Poetry

Science LinkMain Selection Genre Biography

374A

A

UDIO CD

by Susan Ring

Informational Nonfiction

by Susan Ring


by Susan Ring


by Susan Ring


by Susan Ring


by Susan Ring


Resources for Differentiated Instruction

Leveled ReadersLeveled Readers

• Same Theme• Same Vocabulary• Same Comprehension Skills

LEVELED PRACTICE

CLASSROOM LIBRARY

Approaching On Level Beyond

On-Level Reader

sheltered for English

Language Learner

ELL Teacher’s Guide

also available

Beyond LevelApproaching Level

English Language Leveled Reader

On Level

ELL

ONLINEINSTRUCTION

www.macmillanmh.com

AUDIO CD

Listening

Library

Fluency

Solutions

•

•

CD ROM

Vocabulary

PuzzleMaker

•

A

UDIO CD CD ROM

Also AvailableLEVELED READER PROGRAM

Genre Informational Nonfiction

Genre Folk TaleGR Levels O–T

O Q T

Phonics and Decoding

Comprehension

Vocabulary

Also available Reading Triumphs,

Intervention Program

•

•

•

INTERVENTION ANTHOLOGY

Approaching On Level Beyond

Trade books to apply Comprehension Skills

HOME-SCHOOL CONNECTION

Family letters in

English and Spanish

Take-Home Stories

•

•

Snowflake Bentley 374B

http://www.macmillanmh.com

by Susan Ring


Snowflake Bentley,378–399

ORAL LANGUAGE• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing

Focus Question What do you see in the photograph on pp. 374–375?

Build Background, 374

Read Aloud: “Water Dance,” 375

Listening/Speaking

Focus Question What did the the world give to Snowflake Bentley, and what did he give to the world?

WORD STUDY• Vocabulary

• Phonics/Decoding

Vocabulary

technique, foolishness, inspire, evaporate, microscope, magnify, negatives, blizzard, 376

Practice Book A-O-B, 103

Strategy: Use a Dictionary/Multiple-Meaning Words, 377

Vocabulary

Review Vocabulary, 378

Phonics

Compound Words, 405E


READING• Develop

Comprehension

• Fluency

“Let It Snow,” 376–377

Comprehension, 377A–377B

Strategy: Evaluate

Skill: Summarize


Model Fluency, 375

Partner Reading, 374I

Snowflake Bentley, 378–399

Comprehension, 378–399

Strategy: Evaluate

Skill: Summarize



LANGUAGE ARTS• Writing

• Grammar

• Spelling

Writing

Daily Writing Prompt: Write a short report describing the characteristics of your favorite climate.

Character Sketch, 404–405B

Grammar Daily Language Activities, 405I

Irregular Verbs, 405I

Grammar Practice Book, 89

Spelling Pretest Compound Words, 405G

Spelling Practice Book, 89–90

Writing

Daily Writing Prompt: Write a journal entry about what you would do on a snow day from school.



Irregular Verbs, 405I


Spelling Word Sorts, 405G

Spelling Practice Book, 91

ASSESSMENT• Informal/Formal Vocabulary, 376

Comprehension, 377B

Comprehension, 391, 399

Phonics, 405E

Leveled Readers

Student Book

by Cynthia Robey

Student Book

Differentiated Instruction 405M-405VDifferentiated Instruction 405M-405VTurn the Page for

Small Group Lesson Plan

Suggested Lesson Plan Instructional NavigatorInteractive Lesson Planner

374C374C

Vocabulary

Vocabulary Words

Use a Dictionary/Multiple-Meaning Words

Comprehension

Strategy: Evaluate

Skill: Summarize

Writing

Fictional Narrative

Listening/Speaking

Focus Question Compare the information in the main body text with the information in the sidebar text from Snowflake Bentley. How is the information different? How is it similar?

Summarize, 401


Focus Question How do these poems make you feel about snow? How did you feel about it when you read Snowflake Bentley? Compare the two feelings.

Media Literacy: Photography, 398

Expand Vocabulary: Weather, 405F


Focus Question Summarize the life of a snowflake, from the time it forms high in the clouds to the moment it melts on the tip of your tongue.

Speaking and Listening Strategies, 405A

Vocabulary

Review Words in Context, 405C

Strategy: Dictionary/Multiple-Meaning Words, 405D


Phonics

Decode Multisyllabic Words, 405E

Vocabulary

Multiple-Meaning Words, 405FApply Vocabulary to Writing, 405F

Vocabulary

Spiral Review: Vocabulary Game, 405F

Snowflake Bentley, 378–399

Comprehension

Comprehension Check, 401

Maintain Skill: Author’s Purpose, 401B

Repeated Reading, 401A


Haiku (poems about snow), 402–403

Comprehension

Poetry: Haiku

Imagery and Figurative Language, 402



Self-Selected Reading, 374I

Comprehension

Connect and Compare, 403

Practice, 401A


Writing

Daily Writing Prompt: Write a short dialogue describing snow to a person who has never seen it.

Writer’s Craft: Sentence Variety, 405A



Mechanics and Usage, 405J


Spelling Word Meanings, 405H


Writing

Daily Writing Prompt: Write a poem about rain. Use interesting words to describe details.

Writing Trait: Ideas and Content, 405B



Irregular Verbs, 405J


Spelling Review and Proofread, 405H


Writing

Daily Writing Prompt: Write a weather report about an upcoming blizzard.



Irregular Verbs, 405J

Grammar Practice Book, 93–94

Spelling Posttest, 405H


Fluency, 401A Vocabulary, 405D

Student Book Student Book Student Book

Differentiated Instruction 405M-405V Differentiated Instruction 405M-405VDifferentiated Instruction 405M-405V

Weekly Assessment, 181–188

Snowflake Bentley 374D

Suggested Lesson Plan

For intensive intervention see TriumphsR E A D I N G

Focus on Skills

Differentiated Instruction

What do I do in small groups?

Instructional Navigator Interactive Lesson Planner

Approaching Level

• Additional Instruction/Practice

• Tier 2 Instruction

Fluency, 405N

Vocabulary, 405N

Comprehension, 405OELL Ask Questions, 405N

Phonics, 405M

Vocabulary, 405O

Leveled Reader Lesson, 405P

• Vocabulary

• ComprehensionOn Level

• Practice Vocabulary, 405Q

Leveled Reader Lesson, 405R

• ComprehensionELL Leveled Reader,

405U–405V


• Comprehension

• Vocabulary

Beyond Level

• Extend Vocabulary, 405S

Leveled Reader Lesson, 405T

• Comprehension


• Comprehension

• Vocabulary

Use your observations to guide additional instruction and practice.

Vocabulary

Words: evaporate, foolishness, magnify,

negatives, inspire, technique, microscope,

blizzard

Strategy: Dictionary/Multiple-Meaning

Words

Comprehension

Strategy: Evaluate

Skill: Summarize

Fluency

Phonics

Compound Words

374E

Day 5

Focus on Leveled Readers

Leveled Reader DatabaseGo to www.macmillanmh.com

Search by

• Comprehension Skill

• Content Area

• Genre

• Text Feature

• Guided Reading Level

• Reading Recovery Level

• Lexile Score

• Benchmark Level

BeyondApproaching

ELL

Apply skills and strategies while reading

appropriate leveled books.

by Susan Ring


O Q T

On LevelSubscription also available.

Levels O-T

Small Group Options

Additional Leveled Reader Resources

Phonics, 405M

Fluency, 405N

Vocabulary, 405O


• Comprehension

Phonics, 405M


• Comprehension

Fluency, 405N


• Make Connections Across

Texts

Fluency, 405Q

Vocabulary, 405Q


• Comprehension

Literary Elements, 405Q


• Comprehension

Fluency, 405Q


• Make Connections Across

Texts

Fluency, 405S

Vocabulary, 405S


• Comprehension

Literary Elements, 405S


• ComprehensionELL Skits, 405S

Fluency, 405S

Self-Selected Reading, 405T

Snowflake Bentley 374F


Teacher-Led Small Groups

Indepen

de

nt

Ac

tiv

itie

sLite

rac

yW

orkstations

© M

acm

illan

/McG

raw

-Hill

✔ Put a check next to the activities you complete.

Name Date

My To-Do ListMy To-Do List

Reading

Practice fluency

Read a biography

Writing

Write a character sketch

Write interview questions

Social Studies

Research rain and snowfall in your state

Describe your state’s climate

Technology

Vocabulary Puzzlemaker

Fluency Solutions

Listening Library

www.macmillanmh.com

Word Study

Look up and illustrate multiple-meaning words

Write compound words

Science

Study facts about snow

Write a snow poem

Leveled Readers

Write About It!

Content Connection

Independent Practice

Practice Book, 103–109

Grammar Practice Book, 89–94

Spelling Practice Book, 89–94

Contracts Unit 3 • Snowflake Bentley 17

Isabella

Vincent

Jack Eliza

Dean

Maria

Green

Literacy Workstations

Independent Activities

Teacher-LedSmall Groups

Red

Blue

Orange

Green

What do I do with the rest of my class?

Managing the Class

Class Management Tools

Includes:

• How-To Guides • Rotation Chart • Weekly Contracts

Layered Book Foldable Pyramid Foldable

Hands-on activities for reinforcing weekly skills.

374G

A

UDIO CD

by Susan Ring


Report a TornadoReread Chapter 3 with a partner. Choose a

tornado in the book that interests you the

most. Pretend you were writing a newspaper

article about this tornado. Together write

what happened. Include pretend descriptions

from people who saw the disaster.

Tornado in a BottleMaterials: Two 2-liter empty plastic bottles, duct

tape, water, food coloring (optional)

What to do:

1. Work with a partner. Fill one bottle with

water and food coloring.

2. Connect the bottles with duct tape by

turning the empty bottle upside down on top

of the filled bottle.

3. Turn the bottles so that the one filled with

water is on top. Twist the bottles. Then watch

the tornado of water flow to the bottom bottle.

Independent Activities

Approaching On Level ELL Beyond

LEVELED PRACTICE

Approaching On Level ELLBeyond

ONLINE INSTRUCTION www.macmillanmh.com

Turn the page for Literacy Workstations.

VOCABULARY PUZZLEMAKER

Activities providing multiple exposures to vocabulary, spelling,and high-frequency words including crossword puzzles, word searches, and word jumbles

CD ROMCD ROM

For Repeated Readings and Literacy Activities

Leveled ReadersLeveled Readers

Skills: Vocabulary (p. 103), Comprehension: Summarize (p. 104), Graphic Organizer (p. 105), Fluency (p. 106),

Literary Elements: Imagery and Figurative Language (p. 107), Vocabulary Strategy: Dictionary (p. 108), Phonics (p. 109)

• Meet the Author/Illustrator

• Oral Language Activities

• Computer Literacy Lessons

• Vocabulary and Spelling Activities

• Research and Inquiry Activities

• Leveled Reader Database

LISTENING LIBRARY

Recordings of selections

• Main Selections

• Leveled Readers

• ELL Readers

• Intervention Anthology

FLUENCY

SOLUTIONS

Recorded passages for modeling and practicing fluency

Snowflake Bentley 374H


Reading20 MinutesFluency

• Select a paragraph from the Fluency passage on page 106 of your Practice Book.

• With a partner, take turns reading the passage. Vary your reading rate as you read each sentence.

Extension

• Read the passage three times. Read it slowly at first, then faster each time.

• Discuss with your partner how the reading rate helps or hinders the meaning.

• Time Your Reading: Listen to the Audio CD.

Fluency SolutionsListening Library

Things you need:

• Practice Book

29

In

dep

en

de

nt

Ac

tiv

itie

s

Teacher-Led Small Groups

Lite

rac

yW

ork

statio

ns

374I

Objectives• Time reading to practice fluency.

• Offer corrective feedback.

• Write a summary of a biography and create

a time line.

Objectives• Use a dictionary to find the meanings of

words.

• Use compound words in sentences.

Literacy ActivitiesCollaborative Learning Activities

Managing the Class




Objectives• Write a character sketch with dialogue and

setting.

• Write questions to ask in an interview with a

weather forecaster.

Objectives• Research conditions needed for snow and

write a summary.

• Research a state’s annual rainfall and snowfall.

Literacy Workstations

Snowflake Bentley 374J


ORAL LANGUAGE• Build Background

• Read Aloud

• Expand Vocabulary

VOCABULARY• Teach Words in Context

• Multiple-Meaning Words

COMPREHENSION• Strategy: Evaluate

• Skill: Summarize

SMALL GROUP OPTIONS

• Differentiated Instruction, pp. 405M–405V

Oral LanguageBuild Background

ACCESS PRIOR KNOWLEDGE

Share the following information.

America’s most famous snowstorm

happened in 1888. Some states had

40–50 inches of snow.

TALK ABOUT PRECIPITATION

Discuss the weekly theme.

■ What are the different types of

precipitation?

■ Have you ever experienced a storm?

What was the storm like?

FOCUS QUESTION Ask a volunteer to

read “Talk About It” on Student Book

page 375 and describe the photo.

■ How do you think the people who

own these cars feel?

Beginning Build Language Point to the items as you say, I see

snow. I see cars. The snow is covering the cars. Have students repeat.

Say, Point to the snow. Ask, What color is the snow? Is the weather hot

or cold? How does snow feel?

Intermediate Develop Background Have students describe

the photo. Brainstorm words associated with storms and explain

them: snowstorm, ice, blizzard, freezing, windy, thunderstorms, and

hurricane. Have students share their experiences with snow. Help

them speak in complete sentences.

Advanced Expand Language Complete the Intermediate task.

As students discuss their experiences, ask questions to help them

use more precise and detailed language.

374

374

Talk About ItWhat do you think

has happened in this

photograph?

Find out more about

precipitation at

www.macmillanmh.com

375

Talk About It Student pages 374–375

Read AloudRead “Water Dance”

GENRE: Poetry

Remind students

that a poem is not

always written from

the point of view of

a person. Tell them

this poem will

describe the water

cycle through the

voice of water.

LISTENING FOR A PURPOSE

Ask students to listen for information

about the different shapes water

comes in as you read “Water Dance” in

the Read-Aloud Anthology. Remind

students to listen actively and to

respond appropriately. Choose from

among the teaching suggestions.

Fluency Ask students to listen

carefully as you read aloud. Tell

students to listen to your phrasing,

expression, and tone of voice.

RESPOND TO THE POEM

Ask students to write a poem about

precipitation or a specific weather

event.

Expand VocabularyAsk students to list five words that

are related to the weekly theme of

Precipitation. Then have students

switch their lists with a partner. Ask

them to write one sentence for each of

their partner’s words.

For an extended lesson plan and Web site activities for oral

language development, go to www.macmillanmh.com

Picture Prompt

Look at the picture. Write about what you see. You can write a poem,

a story, or a description, or use any other type of writing you like.

Read Aloud pages 62–65

Snowflake Bentley 375



Vocabulary/Comprehension Student page 376

by Cynthia Robey

Do you have a technique for

catching snowfl akes? Some people

run in circles trying to catch them.

Others stand perfectly still with their

tongue sticking out. It might look like

foolishness, but it’s fun!

Crystals to FlakesA snowfl ake’s shape is formed long

before it lands on Earth. First, an ice

crystal forms around a tiny piece of

dirt in a cloud. Now it’s a snow crystal.

The crystal’s shape depends on the

temperature of the cloud.

Finally, as the crystals fall from the

clouds, they stick together to form

snowfl akes. Each snowfl ake is made up

of 2 to 200 separate snow crystals.

Vocabularytechnique microscope

foolishness magnify

inspire negatives

evaporate blizzard

DictionaryMultiple-Meaning Words

have more than one

meaning. Use a dictionary

to find meanings for the

word negatives.

376

VocabularyTEACH WORDS IN CONTEXT

Use the following routine.

■ Foolishness means being unwise.

Some think the idea of time travel

is foolishness. What are some other

examples of foolishness? EXAMPLE

■ If you inspire people, it means you

encourage them to act. Better grades

inspire me to do my homework. Name

ways to inspire people. EXPLANATION

■ To evaporate is to disappear, usually

as a gas or a vapor. In science class,

we saw the boiling water evaporate

into the air. What other things might

evaporate? PRIOR KNOWLEDGE

■ A microscope makes things appear

larger. We looked at a leaf under the

microscope to see its veins. What things

would you like to look at under a

microscope? DESCRIPTION

■ To magnify something means to make

it bigger. We had to magnify the cell

several times in order to see it. What is

a synonym for magnify? SYNONYM

■ Negatives of a film are the parts that

show light areas as dark and dark areas

as light. We laughed at the funny colors

on the negatives. Can you think of

other meanings of the word negatives?

PRIOR KNOWLEDGE

■ A blizzard is a severe snowstorm.

Snowplows cannot keep roads clear

during a blizzard. How is a blizzard

similar to and different from a

thunderstorm? COMPARE AND CONTRAST

Define: A technique is a certain way to

do something that requires skill.

Example: The artist’s technique is

obvious in his painting.

Ask: Name activities for which people

might develop a technique. EXAMPLE

During Small Group Instruction

If No Approaching Level

Vocabulary, p. 405N

If Yes On Level Options,

pp. 405Q–405R

Beyond Level Options,

pp. 405S–405T

Do students understand

word meanings?

Clarify Vocabulary For

the word magnify, draw on

the board what a leaf looks

like without magnification

and then what it looks like

after you magnify it. For

the word inspire, talk about

people who inspire you

and why. Invite students

to talk about inspiring

people using this sentence

frame: inspires

me because . For

blizzard, write on the board

the differences between a

blizzard and a snowstorm.

376

Reread for Comprehension

EvaluateSummarize When you summarize what you read, include only the important details. To decide which details are important, think about the main idea of the selection. Then ask yourself, “Do these details support the main idea?”

A Main Idea Web can help you decide which details are important. Reread the selection and summarize the main idea and the important details that support it.

Studying SnowflakesSnow crystals form into one of

seven shapes. You probably know

the stellar crystal best. These star-

shaped crystals are not the most

common, but they’re the kind that

inspire the work of most artists.

How can you study snowfl akes

before they evaporate and

disappear? First, go outside when

it’s not windy and about 25° F.

Second, bring a piece of dark cloth

with you. This will make it easier

to see the crystals. Finally, you

will need to use a microscope to

magnify the crystal to get a good

look at it.

Wilson “Snowfl ake” Bentley

learned how to make the crystals

show up in photographs. He cut

away the dark parts of the negatives.

Dangerous SnowflakesIf conditions are just right,

beautiful snowfl akes can turn into a

dangerous storm called a blizzard. In

blizzards, strong winds can blow the

snow around. This causes “whiteout”

conditions, making it very diffi cult to

see where you’re going.

Always pay attention to the

weather. That way you can safely

catch and study all the snowfl akes

you want.

Vocabulary and Comprehension

377

Choose a word in the box to replace the underlined word or words in each sentence.

technique foolishness inspire evaporatemicroscope magnify negatives blizzard

1. Lucky for him, Bentley’s mother never said, “Stop this silliness! Come in

out of the storm at once!”

2. Bentley used a scientifi c instrument that makes small things appear

bigger to study snowfl akes.

3. Bentley’s favorite kind of weather was a heavy snowstorm.

4. Bentley had to develop a special method to photograph snowfl akes.

5. Bentley used the opposites of positives when photographing snowfl akes.

6. Bentley had to work fast to make sure a snowfl ake

didn’t dry up.

Use each word correctly in a sentence:

7. magnify

8. inspire

microscope

blizzard

technique

negatives

evaporate

Bentley was able to magnify his snowflakes to

show more detail.

Encouraging words can inspire us to try

harder.

Possible responses provided.

foolishness

On Level Practice Book O, page 103

Approaching Practice Book A, page 103

Beyond Practice Book B, page 103

VocabularySTRATEGYDICTIONARY

Multiple-Meaning Words Explain that

sometimes words can have more than

one meaning. Readers can figure out

the meaning of a multiple-meaning

word by determining its part of speech

and seeing the way it is used in a

sentence.

Write the word negatives on the

board. Have students suggest

possible meanings for the word, and

then use their dictionaries to look

up its different meanings. Ask what

meaning negatives has in the last

sentence under “Studying Snowflakes.”

Challenge students to think of other

words that might have more than one

meaning.

Read “Let It Snow”

As you read “Let It Snow” with

students, ask them to identify clues

that reveal the meanings of the

highlighted words. Tell students

they will read these words again in

Snowflake Bentley.

Vocabulary/Comprehension Student page 377

Snowflake Bentley 377


Objectives• Evaluate a text

• Summarize main ideas

• Use academic language:

evaluate, summarize

Materials

• Comprehension

Transparencies 15a and 15b

• Graphic Organizer

Transparency 15

• Leveled Practice Books,

p. 104

Reread for

ComprehensionSTRATEGYEVALUATE

When students set out to evaluate a text, they should be prepared

to summarize the most important information. Once they

understand the text, they will be able to make judgments about the

information presented and identify the author’s purpose.

SKILLSUMMARIZE

■ Tell students that they should summarize passages of a selection

as they read. By identifying the main ideas in this way, they

will be able to distinguish between essential and nonessential

information.

■ Explain that there may be many details that support a main idea.

These make the writing more interesting and enjoyable, but it is

not necessary to remember them all.

Model Summarizing

To help students understand

the concept of summarizing,

write on the board: Tony

helps his sister do her

homework. After dinner, he

takes out the trash. He walks

the dog every morning. Use

a Think Aloud to show your

thinking as you summarize.

Underline key words to

explain your thinking (Tony

helps his family).

Summarize

Introduce 377A–B

Practice /Apply

378–401; Leveled Practice, 104–105

Reteach / Review

405M–T; 543A–B, 544–557, 561M–T; Leveled Practice, 150–151

Assess Weekly Tests; Unit 3 Test; Unit 5 Tests; Benchmark Tests A, B

Maintain 651B; 777B

Student Book pages 376–377 available on Comprehension Transparencies 15a and 15b

by Cynthia Robey

Do you have a technique for

catching snowfl akes? Some people

run in circles trying to catch them.

Others stand perfectly still with their

tongue sticking out. It might look like

foolishness, but it’s fun!

Crystals to FlakesA snowfl ake’s shape is formed long

before it lands on Earth. First, an ice

crystal forms around a tiny piece of

dirt in a cloud. Now it’s a snow crystal.

The crystal’s shape depends on the

temperature of the cloud.

Finally, as the crystals fall from the

clouds, they stick together to form

snowfl akes. Each snowfl ake is made up

of 2 to 200 separate snow crystals.

Vocabularytechnique microscope

foolishness magnify

inspire negatives

evaporate blizzard

DictionaryMultiple-Meaning Words

have more than one

meaning. Use a dictionary

to find meanings for the

word negatives.

376

Transparency 15a

Reread for Comprehension

EvaluateSummarize When you summarize what you read, include only the important details. To decide which details are important, think about the main idea of the selection. Then ask yourself, “Do these details support the main idea?”

A Main Idea Web can help you decide which details are important. Reread the selection and summarize the main idea and the important details that support it.

Studying SnowflakesSnow crystals form into one of

seven shapes. You probably know

the stellar crystal best. These star-

shaped crystals are not the most

common, but they’re the kind that

inspire the work of most artists.

How can you study snowfl akes

before they evaporate and

disappear? First, go outside when

it’s not windy and about 25° F.

Second, bring a piece of dark cloth

with you. This will make it easier

to see the crystals. Finally, you

will need to use a microscope to

magnify the crystal to get a good

look at it.

Wilson “Snowfl ake” Bentley

learned how to make the crystals

show up in photographs. He cut

away the dark parts of the negatives.

Dangerous SnowflakesIf conditions are just right,

beautiful snowfl akes can turn into a

dangerous storm called a blizzard. In

blizzards, strong winds can blow the

snow around. This causes “whiteout”

conditions, making it very diffi cult to

see where you’re going.

Always pay attention to the

weather. That way you can safely

catch and study all the snowfl akes

you want.

Vocabulary and Comprehension

377

Transparency 15b

377A

Transparency 15

Ice crystals form around dirt specks.

Crystals stick together to

form snowflakes.

Temperature determines

crystal shape.

Various conditions

affect snowflake formation.

Main Idea Web

Graphic Organizer Transparency 15


MODEL

Read the first paragraph of “Let It Snow” on Student Book

page 376.

Think Aloud In the first paragraph, the author asks if the

reader has a special way to catch snowflakes. I see that

she mentions two different ways that people try to catch

snowflakes. Then she says that any method is fun. Using those

details, I can summarize the main idea of the paragraph by

saying that people enjoy catching snowflakes.

GUIDED PRACTICE

■ Have students read the section, “Crystals to Flakes.” Ask them

to identify details about the formation of snowflakes. (Ice

crystals form around specks of dirt. Their shapes depend on

the temperature in the clouds. As they fall, as many as 200

crystals stick together to make a snowflake.) Have them write

the details in a Main Idea Web.

■ Ask students to determine the main idea for the section.

(Suggested answer: Various conditions affect the way

snowflakes are formed.)

APPLY

Have students reread the remainder of “Let It Snow.” For each

section, have them identify main ideas and details that can be

shown on Main Idea Webs. Then ask them to summarize the

entire selection using the main ideas they identified. Students

should be able to retell stories, specifically noting the beginning,

middle, and end.

During Small Group Instruction

If No Approaching Level Comprehension, p. 405O

If Yes On Level Options, pp. 405Q–405R

Beyond Level Options, pp. 405S–405T

Can students evaluate the text by summarizing main ideas?

When you summarize, you list the important events in a story in your own words.

Read the passage and then answer the questions that follow.

Hail is small, round pieces of ice that fall to the ground like a shower of

rain. Hail often falls in warm weather, even though it is frozen. There are

snowflakes in clouds during thunderstorms. The snowflakes that fall melt

in the warm air before they land on the ground. In some thunderstorms,

raindrops stick to the snowflakes in the clouds and freeze. The frozen

raindrop becomes a small ball of hail. As the small piece of hail begins to

fall, air currents push it back up into the clouds. The hail falls through the

clouds again. More rain attaches to the hail, and the hail gets bigger. This

cycle can happen again and again. At a certain point, the hail is too heavy

to be pushed back up. It leaves the cloud and falls to the ground. Hail

doesn’t melt on its way down. It travels too fast to warm up and turn

into rain.

1. How does hail begin to form?

2. What happens as hail begins to fall?

3. When does the hail drop to the ground?

4. Why doesn’t hail melt as it falls?

Raindrops attach themselves

to snowflakes and the raindrops freeze.

Air currents push it back

into the clouds.

when it becomes too

heavy to be pushed back up

It falls too fast to melt.

Possible responses provided.

On Level Practice Book O, page 104

Approaching Practice Book A, page 104

Beyond Practice Book B, page 104

Snowflake Bentley 377B

Documents

Weekly Literature - Ellis Family - Homeellis2020.org/treasures/TG-treasures/unit3_week5_1.pdf · Irregular Verbs, 405J Grammar Practice Book, 92 Spelling Review and Proofread, 405H