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SpaceTeacher’s Guide

Teaching through Text Sets Space

Teacher’s Guide

© Teacher Created Materials 23525—Teaching through Text Sets: Space 3

Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

ResearchText Sets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Text Complexity . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Close Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Text-Dependent Questions . . . . . . . . . . . . . . . . 7

How to Use This ProductComponents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Pacing Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Reading Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Teaching a Lesson . . . . . . . . . . . . . . . . . . . . . . . . 10

CorrelationsIntroduction to Correlations . . . . . . . . . . . . . . 13

Space UnitText Set Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Introductory Text . . . . . . . . . . . . . . . . . . . . . . . . . 16

Essential Question . . . . . . . . . . . . . . . . . . . . . . . . 17

Anchor Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

How Earth Moves . . . . . . . . . . . . . . . . . . . . . . . . . 19

Supporting Text 1—First Reading: Independent . . . . . . . . . . . . . . . . . . . . . 20

My First Thoughts . . . . . . . . . . . . . . . . . . . . . . . . . 21

Supporting Text 1—Second Reading: Teacher-Guided . . . . . . . . . . . . . . . . . . . 22

Be a Detective . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Supporting Text 2 . . . . . . . . . . . . . . . . . . . . . . . . 24

Size of the Sun . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Supporting Text 3 . . . . . . . . . . . . . . . . . . . . . . . . 26

Space Explorers . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Extension Text . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Comparing Characters . . . . . . . . . . . . . . . . . . . . 29

Parent Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Culminating Unit AssessmentAssessment Overview . . . . . . . . . . . . . . . . . . . . 31

Travel Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Board Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

References Cited . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Digital and Audio Resources . . . . . . . . . . . . . . 40

23525—Teaching through Text Sets: Space © Teacher Created Materials14

Spac

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Text Set Chart

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23525—Teaching through Text Sets: Space © Teacher Created Materials22

Spac

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Supporting Text 1—Second Reading: Teacher-Guided

Before Reading 1. Discuss responses to the My First Thoughts activity sheet from the previous

lesson . Write questions students have on the board . 2. Explain to students that they will hear the text read aloud twice . First, you will

read it without stopping . Second, you will talk about what you are thinking as you read .

During Reading 1. Distribute What’s Up for October? to students . Read the text aloud as students

follow along . 2. Read the text aloud a second time . Think aloud about the following points: • This text shows a tablet screen displaying a blog . A blog is a website where

a person or an organization posts articles . • This blog was created by NASA . • NASA thought it was important to include diagrams . • The text tells people in the United States where to look in the sky for

the comet . • The phrase “What’s Up,” refers to two different things: what is going on and

what is up in the sky . 3. Review the questions that were written on the board in the Before Reading

section . Discuss possible answers as a class .

After Reading

1. Place students in small groups . Distribute copies of the Be a Detective activity sheet (page 23) to students . Read the directions and each question aloud, checking for understanding .

2. Allow time for students to collaborate as they reference the text to answer questions . Discuss student responses as a class .

◆ Challenge above-level learners to compare and contrast the two images in the text using words related to position .

3. Have students list new ideas or information from this text and the activity on the Essential Question activity sheet (page 17) .

Progress Check: During Step 2, listen for students knowing and using various text features to locate key facts or information in the text .

Standards • Reading:

Know and use various text features to locate key facts or information in a text.

• Writing: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

• Content: Understand that patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted.

• Language: Communicate information, ideas, and concepts necessary for academic success in the area of Science.

© Teacher Created Materials 23525—Teaching through Text Sets: Space 23

Name: ________________ Date: ___________________

Be a Detective

Directions: Answer the questions below. Use evidence from the text to support your answers.

1. When were people able to see the comet?

2. What does the diagram help you understand?

3. Can people always see this comet in the sky? How do you know?

© Teacher Created Materials 23525—Teaching through Text Sets: Space 31

Culminating U

nit Assessm

entAssessment Overview

Materials • texts listed in the Text Set Chart

(page 14) • copies of the rubrics (pages 35–37) • students’ completed activity sheets

(pages 32–34) • photographs of the night sky • construction paper • poster board or chart paper • art supplies such as markers, paint,

glue, and tape • game pieces, such as colored

spinners and number cubes

Standards • Reading:

Identify basic similarities in and differences between two texts on the same topic.

• Writing: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

• Content: Understand that patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted.

• Language: Communicate information, ideas, and concepts necessary for academic success in the area of Science.

Project Options

• Travel Guide • Map • Board Game

Procedure

The following steps can be spread out over a couple of days . 1. Explain to students that they will complete a project to show what they

have learned about space by answering the Essential Question—What objects are in the sky and how do they seem to move?

2. Briefly introduce each project by reading aloud the directions . Answer any questions students may have . You may choose to conduct mini lessons on any writing forms that are unfamiliar to students . Ask students to choose a project from the Project Options list .

• Students who choose the Travel Guide or Map projects should work independently .

• Students who choose the Board Game project may work in small groups . ◆ You may choose to have below-level learners and English language

learners work in small groups and jigsaw parts of the project, with each person owning different responsibilities .

3 . Distribute copies of the appropriate rubrics (pages 35–37) to students . Explain each rubric so that they understand what is expected of them .

4. Distribute copies of the appropriate student activity sheets (pages 32–34) to students . Remind students to use information from the previous activity sheets and the text set to help them . Allow time for them to complete the activity sheets .

5. Distribute photographs of the night sky, construction paper, poster board or chart paper, art supplies, and game pieces to students as needed . Allow time for students to complete their projects .

6. Have students present their projects to the class .

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TOP RIGHT: NASA; BOTTOM RIGHT: COURTNEY PATTERSON; ALL OTHER IMAGES: SHUTTERSTOCK

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