“Changing earth’s surface” - Mondo Publishingmondopub.com › Pages › articles › TTC_ChangingEarthsSurface_T3_L… · “Changing earth’s surface” RETURNING TO THE TEXT

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Mondo Bookshop GRade 4 1

LITERACY STANDARDS ADDRESSED IN ThIS PLAN

KEY IDEA powerful forces beneath earth’s surface can suddenly release great energy. This energy can cause earthquakes, produce volcanoes, trigger landslides, and create new landforms, such as mountains and islands.

RI.4.1 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.4.4 MAIN FOCUS Craft & Structure Sessions 2, 3 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

RI.4.7 MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 3 Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.

RI.4.9 MAIN FOCUS Integration of Knowledge & Ideas Session 3 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

RI.4.10 Range of Reading & Level of Text Complexity By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RF.4.3a Phonics & Word Recognition additional instruction use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of context.

RF.4.4 Fluency session 2 Read with sufficient accuracy and fluency to support comprehension.

SL.4.1 Comprehension & Collaboration sessions 1, 2, 3 engage effectively in a range of collaborative

discussions with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

L.4.4 Vocabulary Acquisition & Use additional instruction determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

L.4.4a Vocabulary Acquisition & Use session 1 use context as a clue to the meaning of a word or phrase.

L.4.6 Vocabulary Acquisition & Use session 2 acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.

W.4.1 Text Types & Purposes Writing Task Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.4.8* Research to Build & Present Knowledge sessions 1, 2, 3 Recall information from experiences or gather information from provided sources to answer a question. *standard adapted from another grade

W.4.9 Research to Build & Present Knowledge sessions 1, 2, 3 draw evidence from literary or informational texts to support analysis, reflection, and research.

W.4.10 Range of Writing Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

“Changing earth’s surface”Written by Tamera Bryant

GR_G4_B4_ChangingEarthSurface_LP_JO.indd 1 12/18/14 6:10 PM

2 “CHANGING EARTH’S SURFACE”

LEARNINg FOCUS RI.4.1

Students read closely to explain what the text says explicitly and to make inferences, citing text evidence.

ELL SUPPORT

RI.4.1 Discussing the Text Ask questions at students’ language proficiency levels and provide the following sentence frame for student responses: The author says ___. The text says ___.

Corrective FeedbackHave students closely reread pages 17 to make inferences. Encourage them to silently reread, stopping at key points to think and talk together about their understandings.

Session 1 “Changing earth’s surface”

PREVIEWING THE TEXT 5 minutesRead the title with students.

Read the title of today’s selection. Then scan the pages, reading the headings and looking at the photos and other graphics. Who would like to share what you might learn about based on previewing this text?

We will probably learn about earthquakes and volcanoes; the map might show us where earthquakes or volcanoes happen; we might learn how they change Earth’s surface.

Let’s read to find out.

READING THE TEXT CLOSELY 10 minutesExplain the learning focus. Have students read page 17. Check on their application of the focus. Provide support if needed.

We will read this text closely, looking for text evidence that supports the key idea of this article. Read the first page and keep this in mind as you read. Who would like to share what they think this page is mostly about with text evidence to support it?

I think it is about how the force of an earthquake can change the surface of Earth. Here at the end of the first paragraph it says that an earthquake moved a city 10 feet and added almost 1 square mile to Chile. That’s a big change!

Would someone else like to share anymore details to support what this section is mostly about?

The second paragraph says that Buenos Aires moved 1.5 inches; I agree, and it also said that in Louisiana the water in Lake Pontchartrain was sloshing around. Wow, it’s almost 5,000 miles away!

Yes. That is amazing that Louisiana was affected 5,000 miles away. These are good examples of information that is stated explicitly in the text. The details and examples will also help us make inferences about the effects of this earthquake. Turn and talk with a friend. Who would like to share an inference about what you have read with text evidence to support it?

Page 17 says that waves of energy ripple out from an earthquake, so those waves probably hit all the places between Chile and Louisiana. They might have gone even farther.

If you are satisfied that students can apply the focus, have them continue this thinking to the end of the selection. If you are not, prompt students to reread the text segment to make inferences and identify evidence to support them.

Our work today is to learn as much about Earth’s changing surface as possible. You’re going to find lots of information in the text. Sometimes information is explicitly stated. Other times you’ll use the details and examples to make inferences. Now let’s read to the end.



DISCUSSION TIP

It may help students express their ideas clearly as they collaborate with different partners if you post sentence frames so they can organize their thoughts. For example:• I think about

because .• I like/don’t like

because .

SL.4.1 DISCUSSION Collaborative

L.4.4a VOCABULARY Using Context

RI.4.1 COMPREhENSION Making Inferences

W.4.8*, W.4.9, RI.4.1 WRITINg gather Information

COMPREhENSION ShARE

Combine what you have read with what you learn from the photos and/or illustrations to help you better understand the key details, such as where, when, why, and how events occur.

DISCUSSING THE TEXT 10 minutesDraw students’ attention to the term tectonic plates on page 18.

Let’s look at the term tectonic plates in the first paragraph on page 18. You might not have understood this term at first. How did you figure it out, using context clues in the text?

I see that the text says Earth’s surface is broken into large pieces of rock called tectonic plates. So I think a tectonic plate is like a huge piece of rock. It’s part of Earth’s surface.

Yes, the text includes a clear definition of tectonic plates. Sometimes context clues are just one or two words. Here, context clues include a precise definition of this term.

Invite students to make inferences and point out text evidence that supports them.

Let’s talk about why understanding the definition of tectonic plates is important for comprehending what this section is mostly about. Listen carefully to your classmates as we talk about the selection so you can build on each other’s ideas. Now, who can share something about tectonic plates and earthquakes?

Earthquakes happen when one tectonic plate slides over or under the other; this releases energy that shakes the ground.

With all that sliding and shaking, it might seem like the movement of Earth’s plates is always destructive. Who can make an inference about this with text evidence?

The movement is not always destructive. I know this because the text says that plates pushing together can cause mountains; plates pulling apart can form valleys; volcanoes can also create mountains or islands.

Yes. Earth’s plates are quite remarkable. Who will share an inference about how earthquakes and volcanoes have been changing Earth’s surface? Turn and talk about it with a classmate. Raise your hand when you have an inference to share.

I think earthquakes and volcanoes have probably been changing Earth’s surface forever. I infer this because the text says that tectonic plates are part of Earth’s crust.

Confirm students’ good use of the focus and encourage them to keep it in mind whenever they read informational text.

Today we looked for important details and facts that supported what each of the text segments were mostly about. Some of the details were clearly stated and other details we discussed came from putting different ideas in the text together. Good work.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session’s learning focus. Observe each student’s use of inferences and text evidence to evaluate their effective use of the learning focus.

TEACHER’SCHOICE COMPREHENSION: MAKING INFERENCESE-RESOURCEE-RESOURCE Formative Assessment Have students use the blackline master on page 10 to make inferences about key details in the text. Review students’ answers as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCEE-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 11 as they read. Students will collect details from the text to answer the question: How are earthquakes and volcanoes destructive? Use text evidence to support your answer. Review students’ collected evidence as you evaluate their mastery of the learning focus.



LEARNINg FOCUSES RI.4.1, RI.4.4, RI.4.7

Students return to text to read closely for explicit content, and they make inferences, citing text evidence. Students also study vocabulary in context and explore visual elements to understand the author’s main points.

COMPREhENSION ShARE

When you are explaining what the text says, make sure to use the words the author wrote so you are telling exactly what happened.

ELL SUPPORT

L.4.4 Vocabulary Support verbs such as push together, pull apart, slide past each other, and come together in context using the ELL vocabulary strategies in Getting Started.

Session 2 “Changing earth’s surface”

RETURNING TO THE TEXT 5 minutesAsk students to reflect on the text read previously. Guide them to recall how they applied the learning focus to their reading.

Let’s quickly review our discussion from the last session.

We discussed the makeup of Earth’s crust. We learned about the causes and effects of earthquakes and volcanoes. We found explicit information and made inferences. We also found text evidence to support those inferences.

READING THE TEXT CLOSELY 10 minutesExplain the learning focuses. Invite students to reread the selection. Check in to see how well they have understood the focuses. If you are satisfied that students can apply them, have them reread the balance of the selection. If not, provide corrective feedback as suggested on page 2 of this plan.

Today as we reread, we’re going to find details in the text and make inferences. We’ll also use the map, photos, and captions to help us understand the author’s main points. Let’s reread to the end of page 18 silently. Remember to look for facts the author has included and think about what they tell us about Earth’s changing surface. . . . Who will share important points the author includes about the energy from earthquakes?

The energy travels long distances. On page 17, the author tells how the waves of energy moved the city of Buenos Aires 1.5 inches; that city is 800 miles from where the earthquake started; the author also mentions that a lake in Louisiana was shaking; the lake is 5,000 miles away.

Yes. Earthquakes can be quite powerful. Who can make an inference about earthquakes, based on how their energy travels? What text evidence supports your inference?

An earthquake thousands of miles away can affect us in the United States. I know this because an earthquake in Chile moved the water in a lake in Louisiana.

Draw students’ attention to the word crust at the top of page 18.

Who can find context clues or an example in the selection to tell what crust means?

The context clue Earth’s surface tells me that crust means “the top layer of the Earth.”

Focus on how the map on page 18 contributes to understanding of the author’s main points.

Let’s talk together about how the map helps us to better understand the key idea of this section of the text. Who would like to start?

The map shows how big the tectonic plates are and where their edges or boundaries are.

Yes. There is a lot happening in this map. Let’s talk together about all the arrows to be sure we understand how they link to the main text. Who would like to share?

The arrows show the direction that the plate is moving.




L.4.6 VOCABULARY Word Analysis

So different plates move in different directions. Who would like to make an inference based on the map?

The most likely places for an earthquake are where two plates are moving toward each other. They are pressing against each other and building up pressure.

Yes. Think about how the map and the photos in this report provide different information and help us understand the author’s points. Keep reading closely to the end of the selection.

Formative Assessment: Fluency Listen to each student read a portion of the text. Pay close attention to accuracy, appropriate rate, and expression. If students need additional practice with fluency, provide the necessary support at the end of the session.

DISCUSSING THE TEXT 10 minutesGuide a discussion in which students examine the photos in the text.

As you reread this article, you were reading closely for additional details from the text, photos, map, and vocabulary. Who’d like to begin our discussion with a new detail that supports a key idea in the text?

I think the red stuff in the photo on page 19 is hot magma. When it cools, it will be lava.

Who can find text evidence to support this inference?

Page 19 says that magma is hot, melted rock inside Earth; lava is magma that has erupted and cooled. That red material looks like it’s still very hot, so it’s magma.

Yes. How does this information in the photo and caption contribute to our overall understanding of the topic?

Now that I see what magma looks like, I can see that it erupts powerfully. It’s like I can see what happens when the pressure builds up inside a volcano.

Yes. The author includes the photo to help us understand how magma looks and to get a feel for its force.

Continue the discussion, focusing on the mantle on page 19.

Who can share what the author says about the word mantle?

The first paragraph on page 19 says it’s a thick layer of molten, or melted, material.

How does knowing the meaning of this word help us understand the author’s main points?

We learn that the mantle is below the tectonic plates. Since the author says the tectonic plates “float” on this layer of melted material, it helps us understand how the tectonic plates might move. They are not stuck in one place.

Yes. Understanding the meaning of a word can open up our understanding about the entire topic.

Guide students to make inferences and identify text evidence to support them.

We cannot predict earthquakes, and we are sometimes surprised when a volcano erupts. What do you infer about why scientists continue to study earthquakes and volcanoes?

Maybe someday scientists will find ways to predict them so we can avoid some of the damage they cause.



Who can share information about why we need to learn more about earthquakes and volcanoes?

Earthquakes can shake the ground, move cities, and start landslides, which causes a lot of damage; volcanoes can cover things with ash, lava, or mud; both can injure or kill people.

Help students understand the benefits of collaborative discussions.

As we’ve read, we have shared what we know about the text, including its maps and photos. As we discuss topics such as the changes to Earth’s surface, who can tell us why it’s helpful to share our ideas with each other?

Someone else might have noticed something we missed in the reading; we can use other people’s ideas to spark our own ideas; we can practice expressing our ideas clearly.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this lesson’s learning focuses. Observe each student’s use of inferences and text evidence to evaluate effective use of the learning focuses. Also determine whether they understand the terms in this selection and are able to interpret the photos, captions, and map appropriately.

TEACHER’SCHOICE FLUENCY FOLLOW-UPFluency Practice Guide students to read with sufficient accuracy and fluency to support comprehension. Model the use of commas to indicate a pause in text. Read aloud the first paragraph on page 19 twice: once all the way through without stopping, and once with pauses correctly inserted. Ask which is easier to understand. Then have them partner read the page.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCEE-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 to collect evidence that will help them answer one of the following questions: How are earthquakes and volcanoes destructive? or How are ocean waves destructive? Review students’ collected evidence as you evaluate their mastery of the learning focuses.

TEACHER’SCHOICE CROSS-TEXT READING: INDEPENDENT OR GUIDEDIn preparation for Session 3 (teacher’s choice), have students read the short text selection “Changing a Coastline” on page 21 of the Themed Text Collection. Remind students to think about the learning focuses from prior sessions as they read.

Before our next session together, I would like you to read “Changing a Coastline” on your own. As you’ve done before, pay close attention to the facts in the selection and think about the conclusions that you can draw based on these facts.

W.4.8*, W.4.9, RI.4.1WRITINg

gather Information

RF.4.4 FLUENCY Accuracy

RI.4.10 READINg

Independent or guided

COMPREhENSION ShARE

When you are making inferences about the text, make sure to use the words the author wrote so you are using the correct evidence to support your inference.




LEARNINg FOCUSES RI.4.1, RI.4.4, RI.4.7, RI.4.9

Students return to the text to read closely, draw inferences, and cite text evidence that helps them recognize, compare, and integrate the content of both selections. Students continue to draw inferences from this evidence, study unfamiliar words, and gain information from visuals.

Key Idea Powerful natural forces can change Earth’s surface. These changes may happen suddenly, through earthquakes and volcanoes, or slowly, through erosion and weathering.

REFLECTING ON THE TEXTS 5 minutesAsk students to reflect on what they learned over the past sessions. Invite them to review and reflect on both reports.

We have read about how earthquakes, volcanoes, and ocean waves can change Earth’s surface. Let’s talk about why it’s important for us to know about Earth’s changes.

We can get ready for these changes; we know what to expect; we might be able to build houses and office buildings that will not fall down during an earthquake, for example.

Who can share something they learned from “Changing a Coastline”?

Waves act like sandpaper, wearing away the rock on a cliff.

CROSS-TEXT ANALYSIS 10 minutesGuide students to compare and contrast the two selections.

Let’s think about the two selections we read. Let’s think and talk about any similar themes that both articles share. Who can name one way they are similar?

I think that both articles are about how forces of nature can change the Earth.

Do we agree? Who can share details that support this similar theme?

I agree. The first article was about how earthquakes and volcanoes change the Earth. The second article was about how the ocean waves change the coastline.

Now, who can tell us how these selections were different?

“Changing Earth’s Surface” tells about big, sudden changes. “Changing a Coastline” tells about slow, small, gradual changes.

Let’s think about whether the texts were based on facts, opinions, or both. Who can tell us?

Both texts are all facts.

Who can tell us how the map on page 18 and the diagram on page 21 are similar?

They both hint at changes; arrows on the map show plate movement; the diagram shows waves wearing away the cliff.

Both texts use the word wave. Who noticed how wave is used differently in each text?

In “Changing Earth’s Surface,” the waves are energy from the earthquake; in “Changing a Coastline,” the waves are from the ocean.

It’s helpful to compare what you learn about the same topic from different sources.

Guide students to synthesize the content of both selections. The analysis should lead to connections and new understandings based on both of them.

Session 3 “Changing earth’s surface” and “Changing a Coastline”



Let’s think about how discussing the two selections together helps us better understand both of them. Turn and talk with a partner about that. Who’d like to share?

We think the selections show that some changes in Earth’s surface are fast and dangerous, but some are slow; these changes are natural; people cannot control them.

INTEGRATING THE LEARNING 10 minutesInvite students to integrate the information from both selections and concisely state the big ideas across both texts.

Now we’re going to think through key parts of these two selections to find a common theme for both of them in one or two sentences. Turn and talk with a partner. Think about how can we state a theme that includes both texts. . . . Who would like to start?

Both texts are about natural changes in Earth’s surface. Changes on Earth can be sudden or slow, but they will happen.

Have students reflect on the strategies they learned for comparing two texts with a similar theme.

Let’s recap what strategies we used to deepen our understanding of both texts.

We thought about the kinds of changes described in both selections; we compared the forces that caused them; we used the details in the text, including diagrams and photos, to find information and make inferences.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCEE-RESOURCEE-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 as they finish reading. Then ask them to write a response on a separate sheet of paper to one of the following questions: How are earthquakes and volcanoes destructive? or How are ocean waves destructive? Use text evidence from both selections to support your answer. Have students use the text evidence they collected to support their writing.

W.4.8*, W.4.9, RI.4.1WRITINg

Respond to Question

E-RESOURCEE-RESOURCE Summative Assessment Review with students what makes a strong opinion piece. Students will work independently to write an opinion paragraph using the blackline master on page 12. Students may wish to share their paragraphs.

Now that you’ve collected lots of text evidence from both selections, let’s write an opinion about these reports. The opinion piece will answer the question: Do you think we should be concerned about the changes in Earth’s surface that the authors describe? Use details from both selections to support your answer. Let’s quickly review what makes a strong opinion piece before we get started.

We need a clear statement of what we think, which is our opinion. Then we need to say why we think that, using details from the text. At the end, we restate our opinion.

Remember that you’re writing about two different authors. You may have different opinions about each one, so you’ll need to be very organized and clear in your writing.

TEACHER’SCHOICE Writing Task: Opinion

W.4.1WRITINg

Opinion



OPTIONAL GUIDED READING: “CHANGING A COASTLINE” Prior to Session 3, for students needing additional guidance, you may want to conduct a guided reading lesson with the short text, “Changing a Coastline.” Use the learning focuses from Sessions 1 and 2 to reinforce both practice with the standards and the learning.

Today we’ll spend some time practicing the skills we worked on with our first report. We will make inferences and point out text evidence that supports them. As you read, identify the three kinds of changes that occur on coastlines and relate them to the diagram on page 21. Think about inferences you can make about these changes. For example, are they helpful or harmful? Which changes could we avoid? What text evidence supports your inferences?

CLOSE READING OPTION: “THE MAKING OF THE GRAND CANYON” E-RESOURCEE-RESOURCE Summative Assessment Print the online blackline master for independent close reading. Ask students to read the selection indicated on the page and respond to the prompts (summarize author’s message, identify critical vocabulary, respond to constructed response questions) before returning for a small-group discussion.

VOCAbULARYMultiple-Meaning Words Discuss two meanings of the word weather: “daily changes in the temperature and precipitation” and “to wear away.” (Some students might also know that weather can mean “to withstand or survive.”)

In “Changing a Coastline,” the author writes that waves “weather” the rock cliff. The word weather has two meanings. If we ask about today’s weather, who can tell us which meaning we are using?

We are using the daily weather: whether it’s hot and sunny or rainy.

Is that what weather means in this selection? Do the waves cause rain or snow on the cliff? What does weather mean in this case? How do you know?

In this selection, weather means “to wear away”; the text says “Waves wear away, or weather, the rock cliff.”

Yes, weather is one of the many words that have more than one meaning. Who can use the word weather to mean temperature and precipitation?

The weather today is cold and rainy.

Now who can use weather with the same meaning as in this selection?

This rock shows signs of weathering.

WORD RECOGNITIONMorphology Help students use roots to understand unfamiliar words.

When we come upon an unfamiliar word, we can often find a root word that will help us understand the longer word. Find the word erosion in the last paragraph on page 21. What is the root of this word?

I think the root is erode.

Yes. Erode is the root of erosion. Erode is based on a Latin word that means “to eat away or gnaw.” Who can explain how that definition relates to the meaning of erode?

When something erodes, it is eaten away.

You can identify the root of an unfamiliar word to try to figure out its meaning.

TEACHER’SCHOICE Additional Instruction

RI.4.1, RI.4.4, RI.4.7 COMPREhENSION Key Ideas, Visuals

L.4.4 VOCABULARY Multiple-Meaning Words

RF.4.3a WORD RECOgNITION Morphology


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Comprehension: Making InferencesWrite the inferences you make about earthquakes and volcanoes. Cite evidence from the text and illustrations that support your inferences. Be sure to include page references.

Inference Text Evidence Page Number

Score:


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Constructed Response: Collect Text EvidenceCheck the question you are responding to. Write evidence from the text and illustrations that helps you answer the question. Be sure to include page references. You may need more than one copy of this sheet.

How are earthquakes and volcanoes destructive?

How are ocean waves destructive?

Text Evidence Page Number

Score:


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Writing Task: Your First Draftdo you think we should be concerned about the changes in earth’s surface that the authors describe? use details from both selections to support your answer.

REMEMbER: a well-written opinion paragraph includes:

• Beginning: strong opening sentence that tells your opinion clearly

• Middle:

o include at least three reasons and details that support your opinion.

o Connect your ideas with linking words and phrases, such as because, on the other hand, and for this reason.

• Ending: closing sentence or two that restates your opinion

Score:


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“Changing earth’s surface” - Mondo Publishingmondopub.com › Pages › articles › TTC_ChangingEarthsSurface_T3_L… · “Changing earth’s surface” RETURNING TO THE TEXT