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Using Electricity

1. EM m e e e di 68 Activity Master Name Book title 1 1 1 Name 1 Book title Share Learning Key Concept Questions Work with students who have read books different from yours Each group member is the expert Read the questions on page 1 of your book Think about what you have learned from reading on the electricity used in one place Each member should share information from his or her your book Then answer the questions below book to complete a row on the chart 1 What is electricity What do electrons have to do with electricity Place where electricity Ways electricity is used Example of electric How electric Is used in this place circuit in this place energy changes 2 How are conductors and insulators used together 3 What does a switch do in an electric circuit 4 What other forms of energy can electric energy change to O 2007 National Geographic Society O 2007 National Geographic Society Activity Master Activity Master 10 Name CC title Fluency Practice You will be reading parts of your book with a partner You will take turns being the reader and the listener Readers will read from their own books You will pick a short section to read and you will read this sam
2. Q ES ee ee I i I I I circuit i the path along which electricity moves i circuit the path along which electricity moves I I I ee mom see www m Peewee ewww we ew ee eB eB oum omm omm um m l materials through which an electric materials through which an electric conductors conductors i i current moves easily i i current moves easily i l jp cvm Uno o coetum Uem enm ume m 22 m eem cc cM ECC CI DM ECL i D electricity the energy of moving electrons electricity the energy of moving electrons i I Pew a o EE ES Be eB mom mom m m m eB omo momo m m l z particles that move around the
3. Day 5 Share Learning page 43 Day 6 Think About Key Concept Questions page 44 45 Visual Literacy page 46 Day 7 Introduce Genre Study page 47 Begin Reading pages 21 26 pages 48 49 First Activity Block Day 8 Begin Reading pages 21 26 pages 48 49 Second Activity Block Check Understanding page 50 Day9 Introduce Key Concept Activities page 51 Finish Reading Pages 21 26 pages 52 53 First Activity Block Day 10 Finish Reading Pages 21 26 pages 52 53 Second Activity Block Check Understanding page 54 Day 1 Research and Write page 55 Day 2 Research and Write page 56 Day 3 Sharing Your Work page 5 13 Program Overview Differentiated Instruction Although the concept of differentiation is simple the implementation can be chal lenging Differentiation is based on the fact that every child is unique and that classroom instruction should adapt to meet student differences Many educators agree that instruction should have the flexibility and relevance to address the various readiness levels and learning preferences that are present in every classroom The THEME SETs program is designed to provide equal access to core content for all students at varying reading levels The detailed lesson plan encour ages flexibility in grouping students The content provides essential core learning and the four reading levels provide access for all Materials are designed so teachers have the tools and information they
4. bout many bopics coiled eheyclopeiia Temp eute oresis Fuse difennit encyc Word Meaning trom context Oelin gossar Gris nne kind of habitat o cress nol heave water a dicbionamy 0 resins adaptation uU 2 What word bs direl as a group of animas 6 What of the follmeingr ts an important par ond plants living together in a habitat ot an encyclopedia entry 2 community 43 a commurrty A title B photograph E B lodge 3 habitat WI 3 A3 forest seals cam thee bakers i pouches hme Test E hine adaptations To sures in the Fones Activity Masters Assessment Each guide contains Activity Each guide contains book level Masters to reinforce core skills assessments to help you measure and strategies student progress Program Overview Developing Literacy Skills The THEME SETs program supports developing readers and writers by providing appropriate scaffolding and challenges that match the needs of a wide range of students Vocabulary Within each theme essential content words are targeted as Key Vocabulary and explicitly taught to all students before reading As students read they encounter these words repeatedly within rich contexts and have opportunities to use the words in oral and written activities In addition to the Key Vocabulary covered in all four books specific book level words are taught and
5. e increasing the text load and using more complex sentence structure as levels become more challenging e including vocabulary that grows from simple language to increasingly more difficult words e expanding concept load as the levels become more challenging developing Key Concepts visually as well as verbally providing additional picture support at the easier levels 15 Program Overview Research Based Instruction The THEME 5 program incorporates best practices that have been identified through research Practices critical to success in reading and comprehension are highlighted below as well as ways that the THEME SETs support these practices Differentiation o are the same age diness to learn ir styles of nces and Students wh differ in their rea their interests the learning their experie E their life circumstances fferences Standards g and Differentiation Educational Sept 2000 Reconcilable Di Based Teachin Carol Ann Tomlinson Leadership Appropriate Reading Level provide their reading ropriate Effective teachers readers with practice materials at their app reading level The Rand Report p 43 Reading in the Content Area Teachers who provide compre vis hension strategy instruction tha deeply connected within the con text of subject matter learning such as history and science id ter comprehension development The Rand Report p 39 The THEME
6. iram Phe habel fou cima WEN w be ety Key Concept Activity 2 ue w Miej ham ume munie ee w incu bu mew urs Pe ii j k L 1 Y w miie S eset ten adapbkihons lor sach pamp v Hem m w deni nt an efus ia Doy doe pa Pea Hn ee pied n ha alioa m actu of bic Dor The Chir baitiet can Ver Arma er aper durat pur ur ms adaptations ant bate bap Fareed and Goran 00 BD w Era and hw m w hes ir sone gl the purto of d ap views an 10 aen inn v BILE RU Tasa dd eec Teacher s Guide Assessment Tools Open Book Test n each Teacher s Guide an Open Book Test is provided as a blackline master This test is constructed to help evaluate not only what students have learned but also how effectively students can reread to find specific information A full answer key is provided for all four books in the theme See pages 73 and 82 83 Book Assessment Tests n each Teacher s Guide a two page test is provided for each title in the Theme Set These tests provided as blackline masters help to evaluate the content knowledge covered in the theme The format of the test is similar to the National Assessment of Educational Progress NAEP test in that it
7. Electricity at Home Electricity at Play Electricity at School Electricity at Work 1 What is electricity What do electrons have to do with electricity Electricity is the energy of moving electrons Moving electrons create an electric current that carries the energy of moving electrons This energy is electricity Electricity is the energy of moving electrons Moving electrons create an electric current that carries the energy of moving electrons This energy is electricity 2 How are conductors and insulators used together Electricity moves through conductors Insu ators cover the conductors to protect Insulators such as plastic or people trom the electrical rubber cover the conductors ener gy to protect people trom the electrical energy Electricity moves through conductors such as wires Conductors allow the flow of electricity Insulators do not An electrical cord has a metal wire covered in plastic The wire is a conductor and the plastic is an insulator Conductors let electrons move easily in a current to conduct electricity Insu ators do not let electrons move easily An electrical cord has a metal wire covered in plastic The wire is a conductor and the plastic is an insulator 3 What does a switch do in an electric circuit A switch controls the flow of A switch controls the flow of A switch opens and closes an electrical circut A switch opens and closes an electrical circ
8. Key Concept Activity 2 Drawings should Y include the parts of a circuit v be clearly labeled v be neatly completed Key Concept Activity 3 Paragraphs should Y explain about something that uses electricity Y include information about how energy changed while the item was being used v tell how the item was useful v be neatly completed Extend the EH n ERR Day 1 Introduce Research and Write Explain that students will write their own user manuals Have students turn to the Research and Write activity beginning on page 28 in their books Explain that students will be working on steps 1 and 2 today and steps 3 5 in the next writing lesson Then say I am going to read the introduction from the Electricity at Home book This introduction is specific to this book but the introductions in your books will talk about the information you have Follow along silently as I read to the class Read the introduction and allow time for students to ask questions 1 Study the Model Read step 1 to the class Then have students turn to page 21 Say On this page you will find the beginning of a user manual We are going to use the user manuals on pages 21 26 as a model for writing our own user manuals Look at the title Notice how the title is in large letters and is easy to read Titles should stand out trom the rest of the information The user manuals you write should have a title that is easy to read
9. This will help us make sure that we ve understood what we have read Have students read the user manual again and point out the important features of a user manual 49 Lesson 4 50 Check Understanding Discuss the Genre Talk with students about how different types of writing or genres have different purposes Ask What is the main reason you would read a how to book to get directions for how to do or make something Then review the parts of a how to book Ask questions such as What are the parts of a how to book What does the title tell you Why are the diagrams important Ask volunteers to share one thing they learned from the user manual they read What was most inter esting Share Learning Have small groups of students share their books Organize students into groups of four with each student reading a different book Have each student walk through their user manual with group members pointing out the diagrams subheads labels and interesting content Then each student should explain in his or her own words something that was interesting from the user manuals Read for Specific Information Bring the class together to create a class chart using information from the user manuals and students Content Reading Guides Students can suggest infor mation found in their own books or from a class mate s book Use at least one example from each user manual After completing the chart ask ques
10. You may want to create a transparency to model filling in the Master with students Write electricity on the board Explain that we use electricity in many ways every day Ask students to suggest some ways they use electricity With the class make a 3 column chart about electricity In column 1 students can list things they use that run on electricity In column 2 they can list how they use each thing In column 3 students can tell where this thing is used in the home at school etc Students can add to each column as they learn new information about the topics Thing that uses Where it is used electricity Small Groups Begin Reading Pages 6 16 Whole Class eCheck Understanding Introduce the Books 5 Preview the Books Have students flip through their books paying attention to titles headings pictures captions and diagrams Invite students to identify photographs or other parts of the book that seem interesting or familiar to them Explain that the first article starting on page 6 and ending on page 16 is an informational article It gives the kind of information you might find in a report The headings and subheadings give clues about what the text will describe and explain Ask students to predict what kind of information they might find out when reading this article Then have students turn to page 21 Have them examine pages 21 to 26 Tell students that this is a how to book Ask How is the
11. m going to read about how to use an electrical appliance called a toaster Begin reading the user manual Use the labels to describe the parts Also point out the important features For example The first picture of the toaster has numbered circles on it These numbers match the numbers listed on the left By matching the numbers I can see the name of each part Continue making observations about the user manual that will help students draw conclusions about the important features of a how to book Read parts of the user manual Have students flip through the user manual Have them notice the illustrations subheads and bulleted lists Say We are going to take turns reading information in this user manual Before each student reads reread the title and introduction Skim the text to point out any words that may be unfamiliar to the reader Pronounce these words and discuss their meanings Then have students read chorally or take turns reading the user manual After students have finished reading say We ve just read a user manual about how to use a toaster Now let s reread to find the important features of a user manual This will help us make sure that we ve understood what we have read Have students read the user manual again and point out the important features of a user manual Lesson 4 With the Teacher att Lesson Notes for Electricity at Play Model reading a how to book Ask students when they woul
12. reading portfolios If you are unsure of the Theme Set level a student should be reading you can have a student read the first 100 words to you orally If the student reads with less than 90 accuracy place the student in an eas ier level If the student reads with 95 or greater accuracy place the student in a more difficult level Reassess student placement periodically LJ cocoa Electricity Sxat Home x Am METANTE oh Level A Fry score 3 2 alle A AUA Use Level A with e students who are reading well below grade level students who generally have limited vocabulary and background knowledge students who generally are most successful with familiar words that are easy to decode and within their oral vocabulary students who are most successful with text that uses short and simple sentence structures with straightforward syntax students who understand content best when the text uses concrete examples to explain concepts students with reading levels that range from 2 6 to 3 5 FC Dto mum TIT p d p P ay A J Level B Fry score 4 5 NEN M IY Use Level B with e students who are reading at or below grade level students who can read two syllable words that are easy to decode and within their oral vocabulary students who best understand text that uses mostly short simple sentences with straight forward sy
13. z at Mi ork For Research and Further Reading Reading Expeditions Language Literacy Windows on Literacy Fluent and Fluent Plus Vocabulary Machines Make Fun Rides Level 16 Electricity Fry 3 6 Guided Reading Level Q R Superdome Level 21 For Reading and Writing Strategies Practice Nonfiction Reading and Writing Workshops The comprehension strategy of asking questions is taught in Using Electricity For additional instruction and practice use the Visualizing titles in the Nonfiction Reading and Writing Workshops Reading Expeditions Understanding Electricity Fry 6 8 Lexile 840 Guided Reading Level X Y Introduction to Energy Fry 3 8 Lexile 600 Guided Reading Level Q R The Mystery of Magnets Fry 4 0 Lexile 630 Guided Reading Level Q R Building Tiny Transistors Fry 6 1 Lexile 630 Guided Reading Level W X Nonfiction Reading and Writing Workshops T This product focuses on teaching the essential writing Henn strategies students need to comprehend and write sion and Writing Progr nonfiction These are the same strategies that are taught in the THEME SETS program Windows on Literacy Fluent and Fluent J The Silkworm Plus A gt gt Sa These nonfiction leveled readers are written at the Grade 2 3 level and complement your 2t i tudents SCOECS ns UT Ford and the Car Reading Expeditions This seri
14. A well written how to book Y Subheads similar to the model are used to organize the text Y Important information is presented in bulleted lists Y Instructions are easy to follow Y Safety precautions are included and stated clearly v At least one labeled diagram is used to clarify the text v Writing is free of mechanical errors An average how to book Some subheads similar to the model are used to organize the text Y Important information is presented in bulleted lists Y Instructions are somewhat easy to follow Y Safety precautions are included and somewhat clear Y At least one labeled diagram is used to clarify the text Y Writing has some mechanical errors A poorly written how to book v Subheads similar to the model are not used to organize the text Important information is not presented in bulleted lists Y Instructions are not easy to follow Y Safety precautions are not included or are not clear Y Labeled diagrams do not apply to the text or are not included Y Writing has many mechanical errors Extend the Learning Day Present Your User Manual As a class have students turn to page 30 in their books Read page 30 aloud to the class as students follow along silently Explain that students will work independently to prepare their presentations Review the following steps with the class so that students understand each step in the process Each student should participate in
15. Be pi read Spe en others red pin s diagrams charts ontent and as elements imap discuss the questions such as Key Concept 1 What are some Whal are the different What are sore animals and giants m ibe forest is t describe a fore levels of a forest forest commumity Key ept 2 Concep s What do forest animals need to survtix Key Concept 3 a Whal is ane adaptat to survive ion a forest animal uses EI F p atu zr Uo i 8 Wi at ry words ar WOOL g iheir responses Lesson 1 With the Teacher s Is n Animal es for Ocea Lesson Not introduce eed ihe section that may some n four of five Wer pu nciude E Identity students 40 read These can i T a fy don s 1 ords Write the words and ner aa Wey Vocabulary wur en that they piod new t find parts of e wes S n ET pe know Sound out the parts tey already dim es and blend the parts together 31 introduce apes ir vacabulary sheets with ded students bring Wel sword Have gt group Write one vocabulary adt them to this B you Have one stude Ht students read the ward WY i 2 11 he context clues ten glossary definition tar that word Have Discuss de xad ih diio av have Continue zii inceptions students may any misconce wot with other vocabulary Wo may need 10 p
16. Continue in this way with each of the important parts of the user manuals Then read the text in the blue box on page 28 This box lists the important parts of n User Manual writing a user manual Into easy to fing Sections Present the information in bulleted lists Use diagrams to support the text Include important Safety measures Break the information 2 Choose an Appliance or Machine Read step 2 to the class Remind students that they should choose just one appliance or machine that is used in the area that is the focus of their books at home at play at school at work They should take notes and think of safety precautions for using this appliance or machine They can look in the library or on the Internet to get ideas for their user manuals Distribute the Prewriting Master to students Explain that they will use this Master to organize their research and take notes Read the introduction on the Master and discuss each part Students can work in pairs or independently to review the model and conduct research Students can ask a classmate to help answer questions they may have As students conduct research circulate around the classroom to check that students are using the Prewriting Master correctly Check Progress Bring the class together to discuss students progress Ask questions such as Has everyone chosen a topic and completed his or her research Are you finding enough infor
17. Key Concept aloud and ask part and bend the parts to say the word Students repeat the word chorally Mert WL sentence on The board that uses the word adaptation See below for a sample sentence Show students how to use context clues in this sentence to define the word Wiel do pou funk Pas Rey Concept means Then pesnt aut how the Key Concepts are used to organe the first article Read the first Hey Concept Then have students find the word adaptation in and have students tum to page amp and find the Bey their books Read aloud the definition provided on Concept on that page Follow thes routine for Key the page Than ask students to look for pictures Concept Z on page 11 and Key Concept on page that help t show what the word means Invite 12 Explain that the information they read after each students to explain how the pictures help tell the Hey Concept explains the big idea of the concept meaning of the word Discuss with students the pictues and caption Next have volunteers read the sentences that contain the word and talk about clues that help tell about the meaning of the word Write the meaning from contest clues on the board across the bott m of pages 4 5 and say The ieri on page 4 says Chat quet adf ihe thmgs fhey need fo fee fer Meir What do you think fhe door gets from the forest Then have students compare this definstion t The Accept students ideas and review th
18. a user manual 53 Lesson R 54 Check Understanding Share Learning By now all students have read the first article and the genre article in the Student Book They have worked together in mixed groups in pairs and as a class to discuss the Key Concepts They have worked inde pendently on the Key Concept Activities found on page 27 of the Student Book Now students can come together in mixed groups to share the Key Concept activities they have completed Organize students into groups of four with each student reading a different book Explain that each student should share his or her work on the Key Concept Activities and compare how other members of the group completed the same assignment Students should be able to explain another group member s activity compared to his or her own Students can use questions like these to guide their discussion How is this group member s information similar to the information I found How is this information different How does this information relate to the Key Concepts After groups of students have finished discussing their projects bring the class together Students can share what they ve learned by comparing a group member s project with their own Use the questions shown above as a guide for the class discussion Key Concept Activity 1 Concept webs should v have a label in the center Y include at least four facts about electrons Y neatly completed
19. above 4 Which is the best example of something that uses mechanical energy A a lamp B a washing machine C a power cord D a doorbell 5 All how to books have A a title B labeled diagrams C important information D all of the above 6 Explain the difference between a closed circuit and an open circuit 14 ELECTRICITY AT HOME Assessment Test Use the flow diagram to answer questions 7 8 How Electricity Gets to Your Home SE 4 ML ET Li ES Rz T 1 A power station Power lines carry generates electricity electricity to many substations where electrical energy Is made 3 Power lines 4 Appliances and carry electricity machines in to your home your home use electricity 7 Write two sentences that tell what this flow diagram is mostly about and what steps the dia gram shows 8 Explain what is happening in the second step of this flow diagram 15 Assessment Test ELECTRICITY AT PLAY Name Test Circle the letter of the correct answer 1 Where are electrons located in an atom A around the nucleus B next to the protons C next to the neutrons D in the nucleus 2 When happens when electrons collide A They stop moving B They speed up C They move through wires D hey produce heat 3 A game show buzzer is a machine that changes electrical energy into A heat energy B mechanical energy C sound energy D none of the above 4 Whi
20. are what tbe article is about il he Semterice tells details ar telis the article is Details are smaller pieces of information that tell aon Apply the Strategy Wa pou are son pou to After modeling the strategy nieview the steps for which of the ideas are fhe important ores information about an animal in its habitat and buds common background for all students Say mone about the important ideas Ask determinsng importance Then explain to students Read and discuss the steps of the strategy shown that they should use this strategy as they read and at the bottom of the Comprehension Model Master reread Article 1 Discuss with students how to fill en TG p the Compretension Strategy Master Serer bee Fay oe ee be eee p don pyiodal filie uds sete EI amp amp This le ard hs xub i hoad help mur figure oul EU Bot te big wded ri urpita tn me TP Comprelensbon Mode Determining Importance Survival im the Wiki amp amp Words in bol print in fhe fed are rmportunt memeber ihe 79 This serience gives an pmporftant adea of fw article Fr going lo fake gne amp amp These details about B chameleons are interesting They fell mare abont fe important iden 9 1 Focus on vocabulary Rapid vocabulary acquisition is critical to academic success for English Language Learners Not only do
21. can change to are heat light sound and mechanical SUE eee fee p s How does a closed circuit work A closed circuit has wires in a complete loop that let electricity flow from a power source to the appliance and back to the power source 7 What are three examples of things that use electricity in the place you read Answers will vary but may include lamps about ovens refrigerators and toasters 8 Look at the diagram on page 21 of your book What part or parts of this Power cord machine are labeled number 3 9 What is being shown in Figure B of the user manual in your book The toaster should not be put in water 10 What part of a user manual uses pictures to show what the information diagrams means 82 Electricity amp at Play Answers will vary but may include amusement park rides video games televisions computers and toy trains Disc tray and Stop button Where the remote control buttons are diagrams Electricity amp Hits istis Answers will vary but may include lights overhead projectors fish tank filters computers and floodlights Head release button The overhead projector should not be exposed to direct sunlight diagrams Electricity at Work Answers will vary but may include tele phones computers cranes forklifts motors lights and security systems Multifunction handle How to read if the battery is charged diagrams 83 Test Answers Ans
22. diagrams already since we ve all read this article Let s look at these flow diagrams a little more closely now Model the process of reading the diagram on page 16 in the Electricity at Home book Focus on the title the captions and how the diagram shows the steps as electrical energy changes to mechanical energy Discuss how using flow diagrams like these can help students learn new ideas without having to read a lot of words Ask questions such as What is one big idea you can learn from the diagram in your book without reading the words Have at least one student reading each of the books suggest answers Next have students turn back to pages 18 and 19 in their books Reread the four steps in the box at the bottom of page 18 As you read each step to the class use the diagram on page 19 as a model Continue to use examples from the Electricity at Home book but ask volunteers reading other books to offer similar information For example 1 Read the title Say The title tells me what the diagram is about The title From the Power Station to the Home means this diagram is mostly about how electricity gets from the power station to the home 2 Read the labels or captions Say These labels give me information about the pic tures For example the label for the factory tells me what the building is 3 Study the pictures Say By carefully reviewing this diagram I can learn about the steps for carrying electricit
23. four with each student reading a different book Explain that each student is the group s expert on his or her book s information Group members then complete this Master together as each student contributes ideas to complete the chart After groups of students have completed their charts bring the class together to create a class chart on the board Students can share what they ve learned from their own books as well as from other students in their group Ask questions to help students make connec tions to the big ideas among titles Students should conclude that Y electricity is used in many places v there many ways that electricity is used Y electricity needs a circuit v electric energy can be changed to other types of energy Concept Questions Place where electricity is used at play Ways electricity is used in this place keep tood cold cook tood light 4 room ruta computer amusement park rides Video games run an overhead projector fish tank computer run forklifts computers telephones Lesson 3 Whole Class Visual Literacy Example of electric circuit in this place lamp power suppl to switch to bulb to Power supply toy train Power source to switch to motor to power source Hoodlights Power source to switch to Hoodlights to power source security system Dower source to electro magnet to switch to alarm to Power source Sa
24. includes multiple choice questions short constructed responses and long constructed response A Scoring Guide is provided for each test See pages 74 81 and 84 87 Assessment Test FOREST ANIMALS FOREST ANIMALS Assessment Test Test Circle the letter of the correct answer Use the diagram to answer questions 7 8 Which is NOT true of a temperate forest 4 A reference source that gives basic facts about many topics is called y i 1 t 5 Mer die F B n Pd Tall trees shade the lower levels k m NT m This keeps lower levels moist A Temperate forests are cold in winter Wong A an encyclopedia F and cool JL F E B Temperate forests have different levels Temperate forests are a kind of habitat B an atlas D Temperate forests do not have water a dictionary in fa re r amp less deiig in tham D a thesaurus n fall there i less daylight This causes some trees f lose their bemes m What word is defined as a group of animals Which of the following is an important part and plants living together in habitat of an encyclopedia entry A community A title B adaptation B photograph f i The soll is rich fram decayed z 5 2 leaves and Twigs c temperate c caption D lodge D all of the above All forest animals 7 Write one sentence that tells what
25. independently or in small groups with the teacher Bring the class together and have students share what they learned from the books in this theme Ask Where ts electricity used in the book you read How is electricity used there What are the big ideas in the article Discuss the Key Concepts Students reading different books can explain how the Key Concepts apply to the individual topics With examples about specific places where electricity is used students can begin to see how the same big ideas apply to electricity in general Review the Key Concepts with the class using a flow diagram graphic organizer Ask a volunteer to say what he or she knows about how electricity is used in the place he or she read about in the informational article On the board write the name of something that uses electricity Ask the class How does electricity make this thing work What has to happen for this thing to work Continue in this way until the questions are answered for each of the four titles Help students make con nections to the big ideas among titles Lamp switch s circuit is ATE T turned completed A Sample diagram for Electricity at Home Revisit the Prereading Master Now that students have read most of Article 1 have them revisit the Prereading Master they began at the beginning of the Lesson Students can work in pairs or independently to compare what they have written and to get new ideas to add to their chart
26. information in this article organized Does this kind of article remind you of other books or materials you have read Point out that knowing how an article is organized helps students better understand the information in an article Discuss the Introduction Have students turn to pages 4 5 in their books Read aloud the title and introductory text including the Key Concepts Ask students to review their Prereading Masters and ask questions about electricity and the things they mentioned that might be answered by reading this book Then ask for a show of hands for each book Point out that although not all students will be reading the same book they all will be reading information that explains the Key Concepts Explain that the Key Concepts are the big ideas or most important ideas Read each Key Concept aloud and ask What do you think this Key Concept means Then point out how the Key Concepts are used to organize the first article Read the first Key Concept and have students turn to page 6 and find the Key Concept on that page Follow this routine for Key Concept 2 on page 10 and Key Concept 3 on page 12 Explain that the information they read after each Key Concept explains the big idea of the concept Discuss with students the pictures and captions across the bottom of pages 4 5 and say The text on page 4 says people use electricity everywhere What do you think are some ways electricity is used at home Accept
27. need to implement a differentiated instructional model Flexible Grouping Students will benefit from a flexible working environment where the teacher includes whole class small group and individual instruction that takes into account the ability and readiness of each student in the class 2 Lesson Notes for Forest Animals onda teen picis is in the section may ity or five words ipsis amity Tour or A ur inetd i pod far students to read These pe dilficun e ihe Key vocabulary words Write students how to already knew Soun ii and blend the parts together words and anc ris that they da mot Know find parts af the wi d out the parts they introduce vocabulary iniroduce the book vocabulary Notes on the inside Te words See the ont cover of the m t h similar to how you up tee ien es y words Have students int xy Vocabula y HE p ACA n ud the word in context and th you Use nm me Confirm the meaning by briefly discuss its meaning checking the glossary dents 5 for ELL stu 52 25 for Soe in sections rea the article rA ed sections thal the article 1s divided ve pee ze stude Ae ihe Hey Concegpts Have stud s cado eudents can read choraiy ws TE ye each student follows E PES i ig nd time reviewing the grap After each comprehension each section aloud ar Wms
28. new language and cultural environment They benefit from activities that expand vocabulary and promote higher levels of language use Students can read and write in English and have strong conversational skills They can produce connected narratives and respond to higher level questions with errors that are usually in style or usage They may lag behind in academic tasks however especially if they lack academic skills in the home language They benefit from direct instruction of study skills and learning strategies and from strong contextual support for academic tasks These students have become fluent speakers readers and writers of English They can participate fully in classroom activities but may still have gaps in certain academic areas They will benefit from explicit strategy instruction and continued affirmation of their home cultures 25 Program Overview Assessing Progress Assessment provides teachers with valuable information to help plan instruction and measure progress over time An assessment program needs to be ongoing so that changes over time in students learning can be noted An assessment pro gram needs to include both formal and informal tools so that evaluation of per formance is reliable and useful The THEME Skrs program helps you informally assess student progress in both con tent area knowledge and literacy development The following informal assessment opportunities are built into each
29. new or most interesting Were you surprised by anything you learned Briefly discuss students responses to the article Discuss comprehension questions After discussing students responses to the article discuss the following specific content questions For each question have students support their answers by reading relevant sections from the text Key Concept 1 e What are the parts of an atom e What is the difference between a conductor and an insulator Key Concept 2 e How does a circuit work Key Concept 3 e What is one way electricity is used in school e Explain one way that electrical energy can change Lesson 2 Witli the Teacher at Lesson Notes for Electricity at Work Review vocabulary Before discussing the article review any troublesome words with students First have students identify words they found difficult to pronounce or to understand Then have students turn to the glossary on page 31 Review these words with students pronouncing them and discussing meanings See pages 22 25 for strategies for ELL students Discuss the informational article Ask questions such as What do you think this article is mostly about What information was new or most interesting Were you surprised by anything you learned Briefly discuss students responses to the article Discuss comprehension questions After discussing students responses to the article discuss the following specific content q
30. sentence that does not relate to the diagram The response does not refer to the route that electricity takes from the power station to the home Question 8 Complete The response identifies the second step of the diagram as traveling by wires to substations Partial The response includes identifying the second step as wires or substations Unsatisfactory Incorrect The response does not identify the appropriate step ELECTRICITY AT PLAY Answers to Multiple Choice Questions A EE gt w Scoring Guides Struggling readers may provide responses that are less complete than those provided by more advanced read ers You can take this into account when grading stu dents responses Question 6 Complete The response is a complete sentence explaining that a closed circuit is a loop that carries electricity from a power source to the appliance and back to the power source An open circuit has a gap in it that stops the flow of electricity Partial The response is a complete or incomplete sentence explaining that a circuit is a loop but only explains what a closed or open circuit is Unsatisfactory Incorrect The response is an incomplete sentence and includes little or no information about closed and open circuits Test Answers Question 7 Complete The response includes two complete sentences that identify the topic of the diagram as the steps in getting electricity from a power station to a
31. students ideas and review the other pictures and captions in a similar way Then direct students attention to the large photograph on page 5 Have students turn to a neighbor who has a different book and have them share the photograph and caption shown on page 5 2 electricity j Definition 1 circuit o Definition What it is What it is not What it is What it is not Descriptions Descriptions Sentences Sentences Teach Key Vocabulary Lesson 1 Introduce the Key Vocabulary words circuit electricity electrons Explain that these words are important for understanding the Key Concepts or main ideas in the book To introduce each word Write circuit on the board Show how the word should be divided to pronounce it Say each word part and blend the parts to say the word Have stu dents repeat the word chorally Have students skim the first article to find the word circuit in green print on page 10 Write circuit at the top of the board Next ask students to look up the word in the glossary on page 31 of their books and read the definition Write the definition beneath the word Have students hunt through their books to find words that are synonyms for the vocabulary word Write these words on the left beneath the definition An example might be loop Students can then look for examples of what the word is not Write these words on the right beneath the definition Some nonexample words migh
32. used in small group and inde pendent activities Comprehension Each theme targets one specific comprehension strategy so that students learn and apply that strategy as they read These strategies include determining impor tance making connections visualizing asking questions making inferences and synthesizing Teaching notes provide step by step help for explicit instruction mod eling guided practice and independent practice Visual Literacy Understanding how to read diagrams maps graphs charts and other visual aids is critical to comprehending nonfiction Each theme provides explicit instruction and practice in one kind of visual aid so that students learn how to extract and interpret information that is presented visually Text Structure and Genres For each theme the characteristics of one nonfiction genre text structure are explicitly taught in the Genre Study The second article in each Student Book serves as a model of that genre Students also apply their understanding of that genre by writing a piece that uses that specific genre as an organizational pattern Research and Write The Research and Write lesson that concludes each book in a theme provides stu dents with an opportunity to show what they have learned They research addition al information about the topic covered in their book and then write in the specific nonfiction form that is the focus of the Genre Study and modeled in the second article Flexi
33. we use in our daily lives electricity is one of the most important Electricity can be used to power many different things It can give us light It can keep us S cool in the summer and warm in the winter You SCANS can use it to make popcorn or watch your favorite T T movie You can even use electricity to talk to your friends kai 8 Did you know that it is electrons that make electric power possible Everything on Earth is made of very small particles called atoms Atoms are made of protons neutrons and electrons The protons and neutrons are packed together to form what s called the nucleus of the atom Whizzing around the outside of the nucleus are electrons that can roam from atom to atom The movement of these tiny electrons is electricity All electrical devices from simple flashlights to the most complex computers operate on the same basic principle It s called a circuit A circuit can be thought of as a circle of electricity which is how it got its name A circuit is nothing more than a continuous loop or pathway through which electricity can flow Steps for Visualizing e Look for describing words sense words e ook for comparisons e Add what you already know to what you read e Make a mental movie and edit it as you get new information We use electricity to wash and dry our clothes O 2007 National Geographic Society O 2007 National Geographic Society Activity Ma
34. well developed vocabular ies and broad background knowledge about a range of topics students who are able to understand most complex sentence structures used in expository writing students who can grasp abstract concepts with appropriate support students with reading levels that range from 6 0 to 6 9 21 Program Overview scaffolding they need Imm Y Key Concept 3 Adaptations help animals survive in their habitats LESE IMINMIILILIIIILILILLILLIILIILLIIILIIILILIILI Adaptations Se ertaction An adaptation is something that helps an animal 2 part orth TM EE 3 Wey survive in its habitat An adaptation can bea part of 4 5 7 9 aefs ker ar A Survie PUT an animal s body An adaptation can also be how mA the animal lives or acts Some adaptations help animals find food some adaptations help animals move around Some adaptations help animals stay safe Develop visual literacy skills in diagrams maps charts and other visuals Lessons in visual literacy offer explicit instruction on how to understand and interpret information presented Supporting English Language Learners To be successful in mainstream classrooms students acquiring English need to learn grade level content as they learn language The THEME Skrs provide all students with access to grade level content in science and social studies while supporting t
35. 1 10 09 08 07 10987654321 Contents Program Overview AOUT the Program 4 Program Components 6 Developing Literacy Skills 10 dique 11 Pacins Guide p Differentiated Instruction 14 Research Based Instruction 16 Factors Affecting Readability 18 Placing Students in 20 Supporting English Language Learners 22 Assessing Progress 26 Extend Your Reading 28 Theme Overview 30 Lesson LO r crc PETI 34 Lesegn2 7 pr 39 lesson sae TETTE E 43 Lesson T AT Lesson oTr a E r LIE 51 Extend the Learning 55 Activity and Assessment Masters 58 AcUuvIty Masters RUE 59 Assessment 73 Open Book Test Gs pe eee tee ey E RUE INE IE ME ELE RU EE ETE EET 4 Test Answers 82 Program Overview Dams E Rain Forest inimals me B d 1 ER b An m June 1 i LT Peo
36. 224D title Prereading 3 Column Chart You will be reading about electricity In the first column below list some things that run on elec tricity In the second column explain how each thing is used In the third column write the place where this thing is used After reading your book you can add to the chart Thing that uses electricity Ww w hs 0 Where it is used 59 ELECTRICITY AT HOME ELECTRICITY AT PLAY Name Name Vocabulary Concept Map Vocabulary Concept Map The words below are from Electricity at Home Find each word in the glossary of your book The words below are from Electricity at Play Find each word in the glossary of your book Write a short definition on the first line On the lines write words that the vocabulary word Write a short definition on the first line On the lines write words that the vocabulary word Is and is not Then write words that describe the word Finally write a sentence using the Is and is not Then write words that describe the word Finally write a sentence using the vocabulary word vocabulary word ES lt c iem e pm 1 circuit ay 2 electricity ay 1 circuit ay 2 electricity ay Definition Definition Definition Definition What it is What it is not What it is What it is not Descriptions Descriptions 4 insulators 7 3 electron ay 4 conductors Definition Definition Definition 3 electron ay Definition What it is What it is not What it is What it is not De
37. 90 minute lessons and one for ten 45 minute lessons 90 minute pacing Teacher Guide Pages Day 1 Introduce the Theme page 34 Introduce the Books page 34 35 Begin Reading Pages 6 16 pages 36 37 First Activity Block Second Activity Block Check Understanding page 38 Day 2 Introduce Comprehension Strategy page 39 Finish Reading Pages 6 16 pages 40 41 First Activity Block Second Activity Block Check Understanding page 42 Day3 Share Learning page 43 Think About Key Concept Questions page 44 45 Visual Literacy page 46 Day4 Introduce Genre Study page 47 Begin Reading pages 21 26 pages 48 49 First Activity Block Second Activity Block Check Understanding page 50 Day 5 Introduce Key Concept Activities page 51 Finish Reading Pages 21 26 pages 52 53 First Activity Block Second Activity Block Check Understanding page 54 Day 1 Research and Write page 55 Day 2 Research and Write page 56 Day 3 Sharing Your Work page 57 45 minute pacing Teacher Guide Pages Day 1 Introduce the Theme page 34 Introduce the Books page 34 35 Begin Reading Pages 6 16 pages 36 37 First Activity Block Day 2 Begin Reading Pages 6 16 pages 36 37 Second Activity Block Check Understanding page 38 Day 3 Introduce Comprehension Strategy page 39 Finish Reading Pages 6 16 pages 40 41 First Activity Block Day 4 Finish Reading Pages 6 16 pages 40 41 Second Activity Block Check Understanding page 42
38. Bath Teacher Lake Zurich Illinois CUSD 95 Randee Blair Curriculum Coordinator Evanston Skokie Illinois School District 65 Patty Frank Teacher Creighton Arizona School District Bonnie Goodrich Learning Specialist Plymouth Canton Michigan Community School District Mary Ann Groke Teacher Jefferson County Colorado Public Schools Ann Hopkins Literacy Strategy Coach Fairfield Suisun California Unified School District Joanne C Letwinch Teacher Haddonfield New Jersey Public Schools Lynn Levin Reading Specialist Fairfax County Virginia Public Schools Kirk Robbins Teacher Renton Washington School District Stephani Wise Teacher Richardson Texas Independent School District TEACHER GUIDE DEVELOPMENT Morrison BookWorks LLC Published by the National Geographic Society Washington D C 20036 4688 Printed in Mexico Copyright 2007 National Geographic Society All Rights Reserved Reproduction of the whole or any part of the contents without written permission from the publisher is prohibited National Geographic National Geographic School Publishing National Geographic Theme Sets and the Yellow Border are registered trademarks of the National Geographic Society The purchasing education institution and its staff are permitted to make copies of the activity masters and reproducibles These pages may be photocopied for noncommercial classroom use only Product No 4P1005192 ISBN 13 978 1 4263 5185 3 12 1
39. English Language Learners need to close the initial vocabulary gap with native speakers but they must also keep pace with native speakers by steadily expanding their vocabularies The THEME SETS pro gram offers a rich array of instructional opportunities for English Language Learners to acquire academic vocabulary These include Preteach Vocabulary Key Vocabulary is explicitly taught before reading Provide a Rich Context for Words New words are embedded in rich context to ensure that students develop a deeper understanding of these words Multiple Exposures and Opportunities to Use Words The text of the THEME Sets is carefully crafted to ensure repeated use of Key Vocabulary so students see words used in different contexts Throughout the lessons students are engaged in activities and games that provide rich opportunities to explore and use new vocabulary words Provide for Different Proficiency Levels The English Language Learners in your class may be at different stages of acquiring English In accommodating these stages consider adjusting instruction to provide comprehensible input Vary student response modes to ensure that all students can participate The following descriptions of language acquisition stages are summarized from Sheltered Content Instruction Teaching English Language Learners with Diverse Abilities by Jane Echevarria and Anne Graves Boston Allyn amp Bacon 2003 pages 15 19 Preproduction Level Earl
40. NATIONAL GEOGRAPHIC THEME SETS Using Electricity TEACHER S GUIDE e SCIENCE ERE T M a r r Me itt emmy yas L SUE S M Rita Mullick PN gues NATIONAL GEOGRAPHIC Using Electricity TEACHER S GUIDE SCIENCE NATIONAL GEOGRAPHIC School Publishing PICTURE CREDIT page 64 O H Schmid zefa Corbis Produced through the worldwide resources of the National Geographic Society John M Fahey Jr President and Chief Executive Officer Gilbert M Grosvenor Chairman of the Board PREPARED BY NATIONAL GEOGRAPHIC SCHOOL PUBLISHING Sheron Long Chief Executive Officer Samuel Gesumaria President Stephen Mico Executive Vice President and Publisher Francis Downey Editor in Chief Richard Easby Editorial Manager Margaret Sidlosky Director of Design and Illustrations Jim Hiscott Design Manager Cynthia Olson Art Director Matt Wascavage Director of Publishing Services Lisa Pergolizzi Production Manager MANUFACTURING AND QUALITY MANAGEMENT Christopher A Liedel Chief Financial Officer Phillip L Schlosser Vice President Clifton M Brown Ill Director PROGRAM CONSULTANTS Dr Shirley V Dickson Ph D Educational Consultant Margit E McGuire Ph D Professor of Teacher Education and Social Studies Seattle University James A Shymansky E Desmond Lee Professor of Science Education University of Missouri St Louis PROGRAM REVIEWERS Sylvia Roe
41. SETS program teaches the same critical core content to every student from struggling to fluent readers e Each theme includes four high interest topics allowing teachers to group their students by reading ability or by interest in the topic The THEME SETS program provides equal access to science and social studies content for all students at varying reading levels Each Theme Set explores a core area of science or social studies content Students learn strategies to help them access and comprehend the content as they work through the lessons Comprehension i n be Text comprehension ca improved by instruction that helps readers use specific comprehen sion strategies Put Reading First p 49 Vocabulary learn vocabulary y are explicitly dual words and ies Direct Students directly when the taught both indivi word learning strateg vocabulary instruction aids reading comprehension Put Reading First p 35 Fluency nitored oral ading fluency hieve Repeated and mo reading improves re and overall reading ac ment Put Reading First p 24 Genres and Forms who are aware of text ganize the text S ey recognize portant infor Students structure or they read and th and retain the im mation it contains Each Theme Set focuses on one of these six reading comprehension strategies making connections asking questions visualizing making inferences det
42. St Louis Missouri Japan Mexican Immigration Jamaica Water Powered Mills From Wheat to Bread Salt California Level A Level D Cheyenne People of the Central Plains Rome Massachusetts Internet Honolulu Hawaii Egypt German Jewish Immigration Vietnam The Cotton Gin From Cows to Ice Cream Fur The Great Plains Level B Science Themes Animals in Their Habitats Cells at Work Energy Extreme Weather Life Cycles Our Solar System Plants in Their Habitats Shaping Earth s Surface Using Earth s Resources Using Electricity Using Simple Machines Weather and Climate En Level A Forest Animals Skin Energy in the Home Droughts Giant Pandas Mercury Tropical Rain Forests Wind Indonesia s Rain Forests Electricity at Home Machines in the Home Polar Climate Je Animals esert Animals ANIMA Book Titles Level B Ocean Animals Muscles Energy in the Factory Floods Monarch Butterflies Mars Deserts Water Greenland s Ocean Region Electricity at Play Machines in Sports Temperate Climate Level C Desert Animals Blood Energy at the Airport Tornadoes Poison Dart Frogs Jupiter Temperate Forests Ice Australia s Deserts Electricity at School Machines in Construction Desert Climate IN THEIR HABITATS Level D Level D Rain Forest Animals Bone E
43. Theme Set Student Book Assessment Tools Think About Key Concept Questions At the end of the first informational article in each Theme Set a common set of questions taps into the students knowledge of the three Key Concepts The Teacher s Guide provides an Assessment Check and sample answers for the four books in each theme See page 44 45 thelr environment and with other animals in their habitats Choose two animals thal live in the temperate forest Draw a picture thal shows how each animal does the follow img finds food builds a home keeps safe Use labels and captions to help explain your ideas Activity Key Concept Activities At the end of the second article in each Theme Set three activities provide opportunities for students to demonstrate their understanding of the Key Concepts These activities tap into the various learning styles The Teacher s Guide provides an Assessment Check to evaluate student products See page 54 Key Concept 2 There are many different habitats on Earth Animals live in habitats that meet their needs Choose two animals that live in the temperate forest Find out how each Of these animals uses plants live Then draw a Venn diagram to show what is the same and what is different Research and Write The writing activity that concludes each book allows students to demonstrate what they have learned about the content as well as produce a specific no
44. all the steps Individual Work Step 1 Copy your labeled diagram onto an overhead transparency Make sure your diagram is clearly drawn so the parts of your diagram are easy to see Step 2 Explain your appliance or machine to the class Using your transparency on an overhead projector show the class your appliance or machine and point out the different parts Explain what the appliance or machine is used for and how it works Step 3 Explain the safety precautions Explain any possible dangers there are when using your appli ance or machine Tell the class how to use the machine in the safest way possible Step 4 Show the class how to care for the appliance or machine Explain how to clean store and care for parts of your machine Class Discussion After each student has completed all four steps have students discuss the process of writing a user manual and presenting an appliance or machine Students can work independently or in pairs to answer the following questions in their notebooks What did you like most about writing a user manual Did you learn something new from someone else s presentation 57 Activity amp Assessment Masters 58 Prereading 3 Column Chart Electricity at Home Vocabulary Electricity at Play Vocabulary Electricity at School Vocabulary Electricity at Work Vocabulary Comprehension Model Comprehension Strategy Word Cards Electricity at Home Word Cards Electric
45. at they already know Sound out the parts they do not know and blend the parts together Introduce vocabulary Introduce the book vocabulary words See the Teaching Notes on the inside front cover of the Student Books Use an approach similar to how you introduced the Key Vocabulary words Have students read the word with you Use the word in context and briefly discuss its meaning Confirm the meaning by checking the glossary See pages 22 25 for strategies for ELL students Begin reading the article in sections Point out that the article is divided into sections based on the Key Concepts Have students read each section aloud Students can read chorally or take tums Be sure each student follows along when others read Spend time reviewing the graphic elements diagrams illustrations photographs After each section discuss the content and ask comprehension questions such as Key Concept 1 e What are the parts of an atom e What is the difference between a conductor and an insulator Key Concept 2 e How does a circuit work Key Concept 3 e What is one way electricity is used at home e Explain one way that electrical energy can change Encourage students to use vocabulary words in their responses Lesson Notes for Electricity at Play Introduce difficult words Identify four or five words in the section that may be difficult for students to read These might include the Key Vocabulary words Write the words an
46. bitats that meet their needs That means that animals live in places where they find shelter Animals live in places where they can find food and water They live in places where there is oxygen That is why a temperate forest is a good habitat for many animals from Level D Rain Forest Animals Y Key Concept 2 There are many different habitats on Earth Animals live in habitats that meet their needs O8882950958989050888290800829050589950508a49095054494 What Every Animal Needs Like all animals on Earth rain forest animals need to have their basic needs fulfilled They need food shelter water and oxygen for survival They find all of these things in their rain forest habitats In the rain forest the mixture of rain and heat creates an ideal place for plants to grow Trees flower and produce seeds all vear round The variety of plant life provides food for many kinds of animals Some birds bats and insects eat only fruit and flower nectar Other animals such as sloths and monkeys eat leaves The plant eating animals may in turn become food for meat eating animals These include jaguars and anacondas Finding water is not hard in the rain forest In such a wet habitat rivers streams and lush plants provide all the water the animals need The thick canopy and dense ground foliage of the rain forest shelter many creatures They help them hide from enemies Some species have special colors or patte
47. ble Use Flexibility is a critical factor in the differentiated classroom The THEME SETS program is designed to provide teachers with the flexibility needed to make sure that every child succeeds and has access to core content Flexible to Fit a Variety of Programs Core instruction The THEME Sets are designed to be used as part of your core curriculum They provide essential and high interest content for many of the core content areas in science and social studies Use one or more Theme Sets instead of content area texts Supplemental The THEME Sets can also be used as a supplement to your content area texts and reading program They provide extended opportunities for students to explore core content in depth Students will also learn more as they read the content at their own reading level Tutorial The THEME Sers program is ideally suited to special tutorial programs such as summer school or after school programs Educators can select those themes that fit their curriculum objectives The THEME SETs program also offers versatility Each book in a theme is divided into several parts Flexible Grouping The THEME SETS program encourages the teacher to use flexible grouping in the classroom 11 Program Overview Pacing Guide The THEME SETS program includes easy to follow pacing This provides the flexibility need ed to custom fit instruction to scheduling needs The following charts show two pacing plans one for five
48. ch is the best example of something that uses mechanical energy A a hot water heater B a motor C a power cord D a digital clock 5 All how to books have A a title B labeled diagrams C important information D all of the above e Explain the difference between a closed circuit and an open circuit 16 ELECTRICITY AT PLAY Assessment Test Use the flow diagram to answer questions 7 8 How Electricity Gets to an Amusement Park ae av t d a I H 91011188 8 LE I LL 1 A power station 2 Power lines carry 3 Power lines carry 4 Rides at an generates electricity electricity to many electricity to an amusement park substations where amusement park use electricity electrical energy Is made 7 Write two sentences that tell what this flow diagram is mostly about and what steps the dia gram shows 8 Explain what is happening in the second step of this flow diagram 11 Assessment Test ELECTRICITY AT SCHOOL Name Test Circle the letter of the correct answer 1 Where are electrons located in an atom A around the nucleus B next to the protons C next to the neutrons D in the nucleus 2 When happens when electrons collide A They stop moving B They speed up C They move through wires D hey produce heat 3 A school bell is a machine that changes electrical energy into A heat energy B mechanical energy C sound energy D none of the above 4 Whi
49. ch is the best example of something that uses mechanical energy A an overhead projector B a floor polisher C a power cord D a hot water heater 5 All how to books have A a title B labeled diagrams C important information D all of the above 6 Explain the difference between a closed circuit and an open circuit 18 ELECTRICITY AT SCHOOL Assessment Test Use the flow diagram to answer questions 7 8 How Electricity Gets to Your School 1 A power station 2 Power lines carry 3 Power lines 4 Equipment in generates electricity electricity to many carry electricity your school substations where to your school uses electricity electrical energy Is made 7 Write two sentences that tell what this flow diagram is mostly about and what steps the dia gram shows 8 Explain what is happening in the second step of this flow diagram 19 Assessment Test ELECTRICITY AT WORK Name Test Circle the letter of the correct answer 1 Where are electrons located in an atom A around the nucleus B next to the protons C next to the neutrons D in the nucleus 2 When happens when electrons collide A They stop moving B hey speed up C They move through wires D They produce heat 3 A telephone is a machine that changes electrical energy into A heat energy B mechanical energy C sound energy D none of the above 4 Which is the best example of something that uses
50. d show stu dents how to find parts of the words that they already know Sound out the parts they do not know and blend the parts together Introduce vocabulary Introduce the book vocabulary words See the Teaching Notes on the inside front cover of the Student Books Use an approach similar to how you introduced the Key Vocabulary words Have students read the word with you Check the glossary for the word s meaning Then have volunteers offer words that describe the word and some nonexamples of the word See pages 22 25 for strategies for ELL students Begin reading the article in sections Point out that the article is divided into sections based on the Key Concepts Have students read each section aloud Students can read chorally or take turns Be sure each student follows along when others read Spend time reviewing the graphic elements diagrams illustra tions photographs After each section discuss the content and ask comprehension questions such as Key Concept 1 e What are the parts of an atom e What is the difference between a conductor and an insulator Key Concept 2 e How does a circuit work Key Concept 3 e What is one way electricity is used at play e Explain one way that electrical energy can change Encourage students to use vocabulary words in their responses 31 Lesson 1 Check Understanding Share Learning By now all students have read most of the informational article either
51. d use how to books Discuss the parts of a how to book Model reading the information on pages 21 22 Distribute the Content Reading Guide Master which students can use to guide them through reading their user man ual Say We ve just learned about how people use electricity at play Now I m going to read about how to use an electrical device called a DVD player Begin reading the user manual Use the labels to describe the parts Also point out the important features For example The first picture of the DVD player has numbered circles on it These numbers match the numbers listed on the left By matching the numbers I can see the name of each part Continue making observations about the user manual that will help students draw conclusions about the important features of a how to book Read parts of the user manual Have students flip through the user manual Have them notice the illustrations subheads and bulleted lists Say We are going to take turns reading information in this user manual Before each student reads reread the title and introduction Skim the text to point out any words that may be unfamiliar to the reader Pronounce these words and discuss their meanings Then have students read chorally or take turns reading the user manual After students have finished reading say We ve just read a user manual about how to use a DVD player Now let s reread to find the important features of a user manual
52. dent distribute the Content Reading Guide Master page 71 in this Teacher s Guide Students should use the Master to take notes as they read for specific information Pairs Fluency Practice Students reading Electricity at School pair up with students reading Electricity at Home Students reread aloud parts of Article 1 from their own books to practice reading fluency To each pair distrib ute the Fluency Practice Master on page 70 of this Teacher s Guide MATIS HAEE Electricity at Work Pairs Fluency Practice Students reading Electricity at Work pair up with students reading Electricity at Play Students reread aloud parts of Article 1 from their own books to practice reading fluency To each pair distribute the Fluency Practice Master on page 70 of this Teacher s Guide Individuals Independent Reading Students read Forklift User Manual Student Book pages 21 26 To each student distribute the Content Reading Guide Master page 71 in this Teacher s Guide Students should use the Master to take notes as they read for specific information Home Model reading a how to book Ask students when they would use how to books Discuss the parts of a how to book Model reading the information on pages 21 22 Distribute the Content Reading Guide Master which students can use to guide them through reading their user man ual Say We ve just learned about how people use electricity at home Now I
53. e Teacher Begin Reading e ntroduce words difficult for students to read e ntroduce book vocabulary e Begin reading the article in sections e Check comprehension following each section mi Electricity iabSchool Pairs Vocabulary Definition Chart To each student distribute the Electricity at School Vocabulary Master Students can work in pairs to complete this Master Individuals Independent Reading Students begin reading Using Flectricity at School Student Book pages 6 16 Students can use their Prereading Master to add information and cross off misinformation Students can write questions they may have on the back of the Master WII Electricity Work Pairs Vocabulary Definition Chart To each student distribute the Electricity at Work Vocabulary Master Students can work in pairs to complete this Master Individuals Independent Reading Students begin reading Using Flectricity at Work Student Book pages 6 16 Students can use their Prereading Master to add information and cross off misinformation Students can write questions they may have on the back of the Master Lesson Notes for Electricity at Home Introduce difficult words Identify four or five words in the section that may be difficult for students to read These might include the Key Vocabulary words Write the words and show stu dents how to find parts of the words th
54. e other pic one on page 31 in the glossary tunes and captions im a similar way Ask quesiions about adaptations such as Whats another exanpie af ar adaptation Then direct students attention to the lange photo kik all animals h 1 di PM 5 Y f graph on page 5 Have students tum to a negmbor a ee who has a different book and have them share the Continue in this way for the words community photogra ph and caption shown page 5 amd abitat Sample sentences Thur gies long neck s ane adaptation for suited It deis fhe girafe eat leaves from fall trees conmigo AN acil eat Piali or ether rad iais fre m the for specific book hension strategy Graphic organizers help Supporting English Language Learners Lesson 2 ff Whole Class A s Small Groups F Whole Class Finish Fleading Pages 6 14 Check Undorstanding egy Introduce e Model the Strategy gue Use the Comprehension Model to model the strategy Comprehension Strategy for determining importance You might want t make a transparency fram this Model This Model provides Determining Importance Introduce the Siret egy of detennineng impornance Expiain that this strategy can be used by readers t Lam gory fo thon pew fee fo Agere fre help them understand important ideas The impar ideas of tho article As f read Jam going fo ask mysel tant ideas
55. e section three times Listeners will correct missed words When you hear a missed word say STOP and the word Have the reader repeat this word Then ask the reader to read that sentence again After each reading tell the reader how to improve Then fill out the checklist for the reader Reading Checklist Reader Name Reading 1 great good SO SO Reading 2 great good SO SO Reading 3 great good SO SO Check how the reader improved My partner read more smoothly My partner knew more words My partner stopped for more punctuation My partner read with more expression not very good not very good not very good O 2007 National Geographic Society O 2007 National Geographic Society Activity Master Name 1 Book title Content Reading Guide How to Books You can read how to books to find out how to do or make something As you read pages 21 26 in your book look for the important features of a user manual Also look for any special things to consider when using a machine Things to consider Important features Assessment Test Activity Master Name 1 1 A h 5 Name 1 1 1 1 224D 2 fBooktitle Prewriting Open Book Test You will be writing a user manual Your manual should include information about how to use an 1 move around the center of an atom electrical machine that is found in the area your book is ab
56. electromagnet element filament insulators magnetism mechanical energy resistance atoms conductors electric charge electric current electromagnet element filament insulators mechanical energy resistance semiconductor Theme Overview 32 Theme Background Using Electricity explains the ways we use electricity in four different places at home at play at school and at work While each book focuses on the specific ways electricity is used in these places the same key con cepts are developed across books to help students focus on the big ideas The theme explores how electricity is created through the movement of electrons how electrons move along a path or circuit and how electrical energy can change to other forms of energy as it is used Students use the specific content and vocabulary within each book to discuss and examine these big ideas or key concepts Literacy Objectives Correlation to National Article 1 Comprehension Genre Informational Strategy Article Visualizing Text features Visual Literacy e headings Flow Diagram e subheadings e photographs Genre Study e captions How to Books acd Research and Write Article 2 Write Your Own User Genre How to Books anual Text features e title e subheads e labels e diagrams Each book in this theme includes two articles Article 1 Genre Informational Article Informational articles present information that might be f
57. en read and discuss the different labels shown on page 21 that identify and describe some parts of a user manual Remind students that how to books are organized with the title subheads labels diagrams and important infor mation 47 Lesson 4 48 Begin Reading Pages 21 26 BE Electricity at Home ADTTTDTETITAXITMIE With the Teacher Begin Reading e Review the genre e Model using the genre article e Read parts of the genre article Pairs Fluency Practice Students reading Electricity at Home pair up with students reading Electricity at School Students reread aloud parts of Article 1 from their own books to practice reading fluency To each pair distribute the Fluency Practice Master on page 70 of this Teacher s Guide Electricity at Play 1 E Pairs Fluency Practice Students reading Electricity at Play pair up with students reading Electricity at Work Students reread aloud parts of Article 1 from their own books to practice reading fluency To each pair distribute the Fluency Practice Master on page 70 of this Teacher s Guide With the Teacher Begin Reading e Review the genre e Model using the genre article e Read parts of the genre article Small Groups Os tricity amp f gules chool Individuals Independent Reading Students read Overhead Projector User Manual Student Book pages 21 26 To each stu
58. ermining importance and synthesizing Each Theme Set has key words that are explicitly taught to all students Each Student Book contains book level vocabulary words These words are explicitly taught and repeated often in the text Students are encouraged to use word learning strategies such as context clues and using word parts to determine meaning The instructional design of the THEME SETS program allows students to repeat reading The lessons give time to the teacher to monitor her students progress The THEME SEts program identifies the characteristics of the major nonfiction genres and forms These help students develop an understanding of the framework or schema for the genre so that new information can be remembered 17 Program Overview Vocabulary Sentence Complexity Concept Density Concept Complexity Text Density Factors Affecting Readability Teachers can choose from a variety of readability criteria to help make good judgments in choosing appropriate books for students Yet as helpful as these crite ria might be no one variable can provide a complete picture of text difficulty The four books in each Theme Set are designed to address the different reading lev els within most classrooms While the Key Concepts are the same across all levels the texts have been crafted to address the developmental reading needs of a wide range of students In determining text difficulty numerou
59. ernational Journal of Science and Mathematics Education and President Elect of the National Association for Research in Science Teaching Program Overview Student Books Social Studies Themes Level A The Nez Perce People of the Northwest A Historical Look at Native Americans Ancient Civilizations Egypt Colonial America South Carolina Communication Around the World Telephone Communities and Their Locations Missoula Montana Cultures and Celebrations Mexico Immigration to the United States Irish Immigration Immigration Today Ukraine Inventions Bring Change The Reaper From Cotton to Blue Jeans Providing Goods Trade Across Time and Cultures Silk Westward Expansion Ohio Program Components Each Theme Set includes four books on different topics Each book is written at a different reading level and focuses on a specific topic to explain and illustrate the central theme All four books are firmly connected together They all develop a common set of Key Concepts and core vocabulary The goal is that all students acquire essential core content at their own reading levels Book Titles Level B The Pueblos People of the Southwest China Virginia Radio Boston Massachusetts Italy Chinese Immigration Guatemala The Railroad From Trees to Paper Spices Oregon The Iroquois People of the Northeast Greece Pennsylvania Television
60. es combines science and social studies content with literacy development Use the reading levels to match the books to your students reading ability 29 Theme Overview E SATICIAU EU Em NATRORUAI me CEC RAFN Ea A GDOGEAPLK mims Electricity amp Electricity t i USING ELECTRICITY USING ER DRE EL TIER Mullick Key Concept 1 Electricity involves the movement of electrons Key Concepts Key Concept 2 An electric circuit is a path along which electrons can move Key Concept 3 Electric energy can change to heat light sound and movement Key Vocabulary circuit electricity electrons Same in all books Comprehension Strategy Visualizing Visual Literacy Flow Diagram Writing Activity Literacy Development Genre Study How to Books Write Your Own User Manual As text becomes more challenging e Vocabulary and text load increase e Sentence structure and concepts become more complex Reading Levels Least Challenging Most Challenging Book Vocabulary Electricity at Home Electricity at Play Electricity at School Electricity at Work 30 Varies from book to book atoms conductors electric current electromagnet filament insulators mechanical energy resistance atoms conductors electric current electromagnet element filament insulators magnetism mechanical energy resistance atoms conductors electric charge electric current
61. fter modeling the strategy review the steps for visualizing Then explain to students that they should use this strategy as they read and reread Article 1 Discuss with students how to fill in the Comprehension Strategy Master Activity Master Be title Comprehension Model Visualizing Using Electricity e 1 y CH all the different types of energy we use in our daily lives electricity is one of the most important Electricity can be used bo power many different things It can give us light It can keep us cool in the summer and warm in the winter You can use it to make popcorn or watch your favorite You can even use electricity to talk to your friends Did vou know that it is electrons that make electric power possible Everything on Earth is made of very small particles called atoms Atoms e p are made of protons neutrons and electrons The protons and neutrons are packed together Lo form what s called the nucleus of the atom Whizzing around the outside of the nucleus are electrons that can ream from atom to atom The movement of these tiny electrons is electricity 4 ob All electrical devices from simple flashlights to the most complex computers operate on the same basic principle It s called circuit A circuit can be thought of as a circle of electricity which is how it got its name A circuit is nothing more than a continuous loop or pathway through which electricity can fl
62. g each of the four books Comprehension Strategy Tips Collect ideas about how students can use the com prehension strategy of visualizing in their reading Record their ideas on chart paper and post the chart so that students can refer to it when they read other informational articles of this kind Leave some space at the bottom for additional tips as they come up Here is a list of tips that the class might include Visualizing Look for describing words that let you know how things look feel sound smell and taste e Check out the illustrations and pictures to get started with your own mental pictures Think how you would feel if you were in the book you are reading Look for comparisons the author makes to things you know Keep changing the pictures in your mind as Whole Class Whole Class Think About Key e Share Learning Share Learning Review the Key Concepts with the class Remind students that they have all read an article about elec tricity and they have all read about the same Key Concepts Explain that now students can share what they have learned from their books Say First we will work in small groups to discuss what we learned about how electricity is used in different places Then we will come together again to share what we learned with the class Next distribute the Share Learning Master found on page 68 of this Teacher s Guide Then organize students into groups of
63. he devel opment of language and literacy skills The unique instructional design of the THEME SETS supports English Language Learners by providing the strategies and Scaffold the Content Target Key Concepts English Language Learners benefit from instruction that isolates and makes explicit the big ideas of the lesson Key Concepts are highlighted on the pages and taught through concrete examples and visuals Develop Key Vocabulary English Language Learners need to build their academic vocabu lary to access grade level content In the THEME Sets Key Vocabulary is highlighted in the text and defined on the page Key Vocabulary is repeated frequently Provide strong picture support Striking National Geographic photos and illustrations support the text and concepts in comprehensive ways Key Concept 2 There are many different habitats on Earth Animals live in habitats that meet their needs What Every Animal Needs Like all animals on Earth rain forest animals need to have their basic needs mem 3 fulfilled They need food shelter water and oxygen for survival They find all of these things in their rain forest habitats In the rain forest the mixture of rain and heat creates an ideal place for plants to grow Trees flower and produce seeds all year round The variety of plant life provides food for many kinds of animals Some birds bats and insects eat only fruit and flower nectar Other animals such as sloths and
64. ity at Play Share Learning Key Concept Questions Fluency Practice Content Reading Guide Prewriting Open Book Test Electricity at Home Test Electricity at Play Test Electricity at School Test Electricity at Work Test VEGGE Purpose Provides a tool for recording students prior knowledge about the topic before they read Provides a tool for developing strategies for book level vocabulary Provides a Master that can be made into a transparency to model the comprehension strategy Provides a tool to help students practice the comprehension strategy Provides cards that can be cut out and used to develop vocabulary Provides a tool students can use in small groups to compare content across all Student Books Provides a tool students can use in small groups to answer the Key Concept questions shown on page 17 in the Student Book Provides a tool for pairs of students as they reread the text to improve fluency Provides a tool to help students record specific information Provides a tool for organizing students ideas before they write Provides an opportunity for students to demonstrate both their understanding of the content and their ability to read for specific information Provides an opportunity for students to demonstrate their understanding of the content with differentiated multiple choice and short answer questions 2007 National Geographic Society Activity Master Name 1 1 1 1
65. l article Ask such questions as Whar do you think this article is mostly about Wt snforration mas new or most interesting Were you surprised by anything gou learned Briefly discuss students responses to the article Discuss comprehension questions Alter discussing students responses to the article discuss the following specific content questions For each question have students support their answers by reading relevant sections from the text Key Concept 1 would you describe a ram forest habitat What are the different levels of a rain forest Why are these levels important fo rain forest animals What is a rain forest community Give examples Hey Concept 2 Whe an example of a ram forest amiral thal gets what it needs from the rain forest habitat How does Ue animal get whal t needs Key Concept 3 Whar is the difference between a physical adaptation and beharioral adaptation Provide an example e each Essential Core Learning Every student should have access to the essential literacy science and social stud ies content outlined in standards based curriculum Each of the four books that make up a Theme Set Unit develops a common set of Key Concepts and core vocabulary The goal is that each student acquires the same essential information by accessing core content at his or her own reading level e The same Key Concepts are developed across all levels e All students learn the same Key Vocabu
66. l particles that move around the l electrons electrons i center of an atom i center of an atom l l ctn toto mor portu E UU po cr oen eR a wire that glows when heated by wire that glows when heated by filament filament I i an electric current an electric current Rees gt _ M ee ee l l i materials through which an electric pz EB materials through which an electric insulators un 3 st insulators i current moves with difficulty 12 21 i current moves with difficulty 15 S UR RUE a aT NEON I2 spem p oU IS SI resistance slowing down the flow of electrons E Sg magnetism force that attracts or repels I i I I IS S b mm e e e e b m
67. l plans Theme Overview Lesson 1 At a Glance Plan ner hes Facey Gee smppestona mapa 12 11 e Ammal Fisi Premadi NL Chart 1 p S68 pa 4 6 Begin Reading Pages 6 14 Actife prn krirka tuy Cordes Lini Peer Pa Here pes oos 8 Dacu unu Gopi Marg a ear Vous Literacy With Teacher bar DUE agro erating fru af Be eri lend pages 1 14 tam gan Par ben Priami Gren oec enn Gonet Pr eam gna ncm m pi pan D eri sy pe E x aid murcia Fe Penne sad Th TZ eg nac pg 28 201 Dam d Heese eno Wris Dey d Heweerzh and Wrim Firag Von Work p MI Dag 3 Shaving Your Work Planning Guides Lesson Plans Each guide contains planning guides Each guide contains comprehensive to help you effectively lesson plans that help you manage instructional time customize instruction FOREST ANIMALS FOREST AMIMALS fom Vocabulary Using Context Clues Then vw ond a biliw kom Fomai Amma Fol each wond ini your oo tha on ere Ihe meaning of e 0 paon Which NOT rue of Eermperate forest 4 derence source that gees base fects DOCTECT nnewenr ver aun Tr nas contains the word and the sentences before d word based on how tt is used in the book Look in the glossary to chec T ERA ahi bs ees ane cold iri
68. lary e All students learn the same visual literacy skills e All students can contribute to whole class discussions and activities e All students learn and apply the same comprehension strategy e All students extend their learning as they research and write e All students learn about a variety of genres and forms By focusing on essential skills and knowledge students will be able to recall and understand the important elements of the subject they are learning about Differentiated Reading All students should be given the opportunity to access the content at their own level of readiness and ability The four Student Books in each Theme Set provide the same crit ical core content at four different reading levels The teacher now has materials for struggling readers through fluent readers in her class Each book presents the material in a variety of ways By using the text pictures and charts students have several access points to develop their understanding of the material Each Theme Set is accompanied by a comprehensive Teacher s Guide that builds on the best practices in education The activities vary in complexity allowing access to all stu dents Fluent readers are encouraged to work on their own Readers that need extra help are provided with more scaffolding Examples of scaffolding used in the THEME SETs include explicit instruction modeling guided practice and independent practice The THEME Sets vary across levels by
69. mation about your topic Remind students that they will have time to write revise and edit They will then present their user man 2 uals to the class 55 Extend the Learning Day 2 Discuss the Writing Briefly discuss students progress Review pages 28 29 in the Student Book 3 Write a User Manual Read step 3 to the class while students follow along silently Remind students to use the user manual in their books as a guide for writing their own user manuals Remind students that when writing their user manuals they should focus on getting their ideas on paper They can fix spelling and grammar mistakes as they review and edit Circulate around the room and meet with students to help them work through ques tions they may have about their writing 4 Draw Diagrams Read step 4 to the class Remind students that user manuals include labeled diagrams that make the steps and parts of the appliance or machine in the user manual clearer 5 Read over Your Work Read step 5 to the class Give students time to read through their user manuals to make sure that it is easy to follow lists safety precautions tells how to care for the appliance or machine and includes diagrams Remind students that they can also use a peer editor during this step Peer editors should focus on spelling grammar and punctuation They should also comment on whether the writing makes sense iS organized well and is interesting
70. mechanical energy A a security system B a motor C a power cord D a soldering tool 5 All how to books have A a title B labeled diagrams C important information D all of the above 6 Explain the difference between a closed circuit and an open circuit 80 ELECTRICITY AT WORK Assessment Test Use the flow diagram to answer questions 7 8 How Electricity Gets to a Factory 1 A power station Power lines carry 3 Power lines 4 Machines in generates electricity electricity to many carry electricity a factory use substations where to a factory electricity electrical energy is made 7 Write two sentences that tell what this flow diagram is mostly about and what steps the dia gram shows 8 Explain what is happening in the second step of this flow diagram 81 Test Answers OPEN BOOK TEST Electricity Distribute the Open Book Test Master to students This allows students to at Home demonstrate both their understanding of the content and their ability to read for specific information Students should work quietly and independently to complete this test during this 20 minute period Test Questions Electrons move around the center of an atom The energy of moving electrons is called electricity Electricity moves along a path called a circuit Copper and iron make good conductors Plastic and rubber make good insulators The four types of energy that electric energy
71. monkeys eat leaves The plant eating animals may in turn become food for meat eating animals These include jaguars and anacondas Finding water is not hard in the rain forest In such a wet habitat rivers streams and lush plants provide all the water the animals need The thick canopy and dense ground foliage of the rain forest shelter many creatures They help them hide from enemies Some species have special colors or patterns that help them hide in their plant shelters Cross Section Diasram 1 Read the title ff Read the labels and captions Study the picture 4 Think about what you learned What s Inside Build background Background knowledge for Key Concepts is carefully developed in the Student Books to ensure that students understand the big ideas Lesson 1 Scaffold the Instruction Activate prior knowledge The lesson notes for each theme provide detailed suggestions for connecting what students already know to what they are learning f Whole Class F Small Groups F Whole Class Imbrodaece Theme and Books Ramine Pages 6 13 Check Understanding Introduce the Theme Activate Prior Knowledge Explain that everyone will be reading about amimals in their habitats Some students will be remding about animals that Ine in forests while others will be reading about animals that live in oceans deserts or rain forests Ask Hare you ener been in a f
72. mple answers for one group of students How electric energy changes becomes heat energy in toaster light energy in a light bulb sound energy in a doorbell mechanical energy I a washing machine becomes heat energy in a pool light energy m a computer sound energy show buZZer mechanical energy in a Ferris wheel becomes heat energy in hand dryer light energy in an overhead Projector sound energy in a school bell mechanical energy in a tan becomes heat energy in furnace light energy I a digital clock sound ener gy in telephone mechanical energy in a sewing machine 43 Lesson 3 Think About Key Concept Questions Have students turn to page 17 in their Student Books On this page all students will find the same four questions relating to the Key Concept statements Think About the Key Concepts 1 What is electricity What do electrons have to do with electricity 2 How are conductors and insulators used together 3 What does a switch do in an electric circuit 4 What other forms of energy can electric energy change to Read the questions to the class making sure that students understand each question You might ask volunteers to rephrase the questions in their own words or you might rephrase the questions for students Share Learning Explain to students that they will complete the Key Concept Questions Master independently Then st
73. n af other books ar raclerials pou hape read Paint oul that knowing how an article is organized helps students better understand or comprehend the wilormation in an article 23 Program Overview Scaffold the Instruction Teach comprehension strategies The THEME SEts program helps students develop those learning strategies that empower students to become more independent and self directed in their learning Each theme provides explicit instruction and practice in one compre students use the strategy to understand the content Lesson 1 Teach Key Vocabulary git Introduce tha Key Vocabulary words Discuss the Introduction Have students tum to pages 4 5 in their books Read aloud the title and introductory text the Key Concepts Ask students to review thei Prereading Masters and discuss questions they asked that might be answered by reading this book coena habitat Explain ihat these words are important for undar stancang the Concepts or main ees m the book To introduce each word Then Ask for show of hands for each book Pont Write adaptation on the board Show how the word oui that although mot all students will be reading the should be divided t pronounce it Say each word same book they will all be reading information that explains ihe Key Concepts Explain that the Hey Concepts are the big ideas or most important ideas Read each
74. n amusement park The response includes information related to the route that electricity takes including leaving the power station traveling by wires to substations and traveling by wires to an amusement park Partial The response includes one complete sentence that tells what the diagram is partly about The response includes some information related to the route that electricity takes from the power station to an amusement park Unsatisfactory Incorrect The response is an incomplete sentence that does not relate to the diagram The response does not refer to the route that electricity takes from the power station to an amuse ment park Question 8 Complete The response identifies the second step of the diagram as traveling by wires to substations Partial The response includes identifying the second step as wires or substations Unsatisfactory Incorrect The response does not identify the appropriate step 85 Test Answers Answers to Multiple Choice Questions 1 A 2 D 3 C 4 B o D Scoring Guides Struggling readers may provide responses that are less complete than those provided by more advanced read ers You can take this into account when grading stu dents responses Question 6 Complete The response is a complete sentence explaining that a closed circuit is a loop that carries electricity from a power source to the appliance and back to the power source An open circuit has a gap in it that st
75. nergy at the Sports Arena Hurricanes Komodo Dragons Saturn Wetlands Earthquakes and Volcanoes Peru s Mountains Electricity at Work Machines in Health Tropical Climate Program Overview Student Book Features Visual Literacy Each Theme Set includes explicit SUM 7 Cross Section instruction in one visual literacy skill Students are shown how to read and use diagrams maps graphs and other examples of visual information rA se d s d RATS IOW LO HFead ad Oian ram 1 the titia 1 Road the labala 3 the pictura d Think about what yoo krame Reference Genre Study Each Theme Set focuses on one nonfiction writing genre form The genre is defined and explained to students At the same time students see how the genre is connected mme to the subject matter of the Theme Set Genres covered Ss i in the THEME SErs program include biographies how to books compare and contrast article news report reference sources and others Terent thing Research and Write Cre A te Students have the opportunity to Your Own practice their own researching and writing skills by creating their own work based on the genre study they have learned about in the books Teacher s Guide Features Each Theme Set has a separate Teacher s Guide that provides clear instructional guidelines and comprehensive instructiona
76. nfiction writ ing form A rubric for evaluating the writing is provided in the Assessment Check in the Teacher s Guide See page 56 d Key Concept 3 Adaptations help animals survive in their habitats Choose four animals that live in the forest Then list al least two adaptations each animal has to help it find food heme protection Tell whether ex body part or how the anime Activity Extend the Learning Day 2 Discuss the Writing GB Oee de cates ak Hes A entry iB a 1 Ihe hus Check Understanding Share Learning Key Concept Activity 1 Eana fuse x idem mm cas and eumd Eius anum on ape ZB Bus our ere nt an encyciogeskn mir w Phe corii iu Bent habcat dcc mei fer he udami Bois Thes Pares v inde tuo pees Bor fe Rabia esc br ther Dock 1 i i Rn w how euch Anu unus n erp em 4 Write a draft w we bes and Read step d to reas clea whin ih cn amd pate if Pang of an is vun on page Laer eund PET Tura wl Wong n bad Of ce enn Key Concept Activity 2 byr gers ted An mengo eetry w km up bug Ce wl Dar patri Acn oa mem Paar p animas eom n arit uuwi a Dew hock w Some H Par eai termin uel imparten w how af Dar porti of an acacia as fma 17 E and costa hac
77. ntax students who understand concepts that are explained carefully and use some concrete examples students with reading levels that range from 3 5 to 4 5 ing ability Provide these students with additional scaffolding and support before during and after reading Theme Set Reading Levels The four books in each Theme Set provide a range of reading levels to facilitate differentiated instruction However while Levels A and B are written for struggling read ers they do not look like typical easy to read texts Because of the importance for stu dents to read and learn critical content vocabulary grade level content vocabulary was used in Levels A and B This critical vocabulary was then surrounded by easy to read text Use these guidelines to match students with levels Electricity sab School Level Fry score 5 3 Use Level C with e students who are reading at or above grade level students who have a good grasp of common vocabulary and are able to use context and other resources to unlock the meaning of technical content words students who can understand simple and most complex sentence structures students who with appropriate support can understand abstract concepts students with reading levels that range from 4 8 to 5 9 os me Electricity d ork Level D Fry score 6 0 ities Use Level D with students who are your strongest readers students who have
78. nts can work in pairs or small groups to complete Key Concept Activity 1 They can also begin Key Concept Activity 2 at this time Students should use the Student Book to complete these activities Pairs Groups Continue Key Concept Activities Students can continue work ing on Key Concept Activities 2 and 3 Time permitting the teacher can meet with students reading Electricity at Play to assess students progress on the Key Concept activities aT J Electricity ii BbSchool With the Teacher Discuss and Reread e Review the genre e Review using the genre article e Reread parts of the genre article Pairs Groups Key Concept Activities Students can work in pairs or small groups to complete Key Concept Activity 1 They can also begin Key Concept Activities 2 and 3 at this time Students should use the Student Book to complete these activities ATI HRS 4 CX E arri Electricity at Work Pairs Groups Key Concept Activities Students can work in pairs or small groups to complete Key Concept Activity 1 They can also begin Key Concept Activities 2 and 3 at this time Students should use the Student Book to complete these activities With the Teacher Discuss and Reread e Review the genre e Review using the genre article e Reread parts of the genre article With the Teacher gt Lesson Notes for Electricity at School Review reading a how to book Have studen
79. nts have access to grade level curriculum to prevent the knowledge gap from widening as they proceed through the grades The THEME SETS offer grade level curriculum to students across a wide range of reading levels The THEME Sets also support students as they develop reading and writing strategies and skills Tia d ueblos ople pS ople ofthe Southwest AT Aan PE Che e Pe 3 People SM nne Central Plains 2 Program Goals National Geographic School Publishing is committed to providing the highest quality materials that meet the diverse needs of teachers and students The THEME Sets offer materials that facilitate differentiated instruction promote educational equity through access for all students provide essential standards based curriculum in science and social studies e support the developmental needs of students at a variety of reading lev els provide explicit instruction in vocabulary and comprehension strategies Program Consultants Shirley Dickson Ph D is an educational consultant in literacy kindergarten through the secondary grades Her expertise includes the design of effective and comprehensive reading instruction for typical and struggling learners and research in improving reading achievement She also works with districts and teachers as they improve the reading achievement of their students particularly students in grades 4 and 5 Dr Dickson i
80. ops the flow of electricity Partial The response is a complete or incomplete sentence explaining that a circuit is a loop but only explains what a closed or open circuit is Unsatisfactory Incorrect The response is an incomplete sentence and includes little or no information about closed and open circuits ELECTRICITY AT SCHOOL Question 7 Complete The response includes two complete sentences that identify the topic of the diagram as the steps in getting electricity from a power station to a school The response includes information related to the route that electricity takes including leaving the power station traveling by wires to substations and traveling by wires to a school Partial The response includes one complete sentence that tells what the diagram is partly about The response includes some information related to the route that electricity takes from the power station to a school Unsatisfactory Incorrect The response is an incomplete sentence that does not relate to the diagram The response does not refer to the route that electricity takes from the power station to a school Question 8 Complete The response identifies the second step of the diagram as traveling by wires to substations Partial The response includes identifying the second step as wires or substations Unsatisfactory Incorrect The response does not identify the appropriate step ELECTRICITY AT WORK Answers to Multiple Choice Question
81. orest or a deser ar by fhe ocean Wit ias de What armas did gon soc Wher de pou Brik these animals fines Distribute Preneading Master from TG page 59 You may wani t create a transparency to model tilling m the chart with srudents Write habitats on the board Explain that a habitat i amp a place where an animal lives Ask students to suggest what they Know about habitats Wh Une class Fill an the first column In the second Column students write questions they have about the topic Students will work on the last column ma they leam new intonmation K ibat we knew W What we and 15 Introduce the Books Preview the Books Have students flip through their books paying atten Uon to Utes headings photographs captions and diagrama mite students to identity photographs Of other parts of the book that seem interne sung familiar to them Explain that the first article starting on page and erating on page 14 is an informational article I gives the land of infaemation you might find in a report The headings and subheadings give clues about what te text will describe amd explaan Ask Students to predict what kind of information they might find aut when reading this article Then haee students turn to page 19 Have them tamine pages 19 to 26 Tell students that this article is from an encyclopedia Ask Heer ix dur in this article organized Does this kind of article go
82. ound in a report Informational articles use headings subheadings pho tographs with labels or captions boldface words and diagrams Article 2 Genre How to Books How to books give detailed step by step instructions for how to do or make some thing Books such as these often use titles subheads labels and diagrams to enhance the reader s under standing of the subject matter This genre enhances students understanding of how to use a machine that uses electricity Reading Language Science Arts e Light heat electricity e Read to be informed and magnetism K 4 e Apply a wide range e Transfer of energy of strategies to K 4 comprehend and interpret texts e Science and technology K 4 e Scientific inquiry K 4 5 8 e Use visual and written language to communicate effectively e Use a variety of informational resources e Conduct research Theme Overview At a Glance Planner See Pacing Guide suggestions on pages 12 13 Student Edition Pages Using Electricity 4 5 Pacing Guide Activity Masters Prereading 3 Column Chart 59 e Activate prior knowledge e Preview the theme and books e Discuss Key Vocabulary e Begin reading the first article Informational Article pp 6 16 Vocabulary Concept Map TG pp 60 63 Informational Article pp 6 16 Comprehension Model Visualizing TG p 64 e Teach and apply the comprehension strategy e Finish reading the first ar
83. out Use the user manual beginning 2 Th led on page 21 as a model The energy of moving electrons is calle 3 Electricity moves along a path called a Machine 4 Copper iron make good Subheads to use to organize my information Plastic and rubber make good 5 he four types of energy that electric energy can change to are How to use this machine 6 How does a closed circuit work Safety precautions 7 What are three examples of things that use electricity in the place you read about 8 Look at the diagram on page 21 of your book What part or parts of this machine are 2 How to care for this machine labeled number 3 9 What is being shown in Figure B of the user manual in your book Other important information to include a What part of a user manual uses pictures to show what the information means 2007 National Geographic Society 2007 National Geographic Society 12 13 Assessment Test ELECTRICITY AT HOME Name Test Circle the letter of the correct answer 1 Where are electrons located in an atom A around the nucleus B next to the protons C next to the neutrons D in the nucleus 2 What happens when electrons bump into each other A They stop moving B They speed up C They move through wires D They produce heat 3 A toaster is an appliance that changes electrical energy into A sound energy B mechanical energy C heat energy D none of the
84. ow We use electriciby bo wash and dry pur clothes Steps for Visualizing Look for describing words sense words Look for comparisons Add what you already know to what you read Make a mental movie and edit it as you get new information D 2007 National Gagap Sockel Lesson 2 40 Finish Reading Pages 6 16 Bfr Electricity at Home Pairs Word Card Activity Pairs of students reading Flectricity at Home can use the word cards found on page 66 of this Teacher s Guide to play Vocabulary Go Fish to practice reading the words and saying the definitions Using these word cards students gain experi ence using Key Vocabulary words and vocabulary words from Electricity at Home Pairs Finish Reading Reread Students can work with a partner to finish reading Using Electricity at Home Student Book pages 6 16 Students then reread the article with a partner and complete the Comprehension Strategy Master AAT EGE Jarm Electricity at Play Pairs Finish Reading Reread Students can work with a partner to finish reading Using Electricity at Play Student Book pages 6 16 Students then reread the article with a partner and complete the Comprehension Strategy Master Pairs Word Card Activity Pairs of students reading Electricity at Play can use the word cards found on page 67 of this Teacher s Guide to play Vocabulary Go Fish to practice reading the wo
85. ple of the Northwest Ti wt ILLE M About the Program Making A Difference Means Making It Different From Position Statement of International Reading Association March 2000 One size does not fit all Today s students come from a variety of cultural and language backgrounds socioeconomic levels and academic levels Educators realize one size does not fit all so no one book can meet the needs of all students The THEME SETs program provides differentiated resources for teachers to meet the diverse needs of their students Each Theme Set provides four books crafted to match the wide range of reading levels within each classroom All books provide the same core concepts but within different contexts and at dif ferent reading levels For students who struggle with content area textbooks the THEME Sers provide core curriculum that is broken down not watered down For students who are reading on grade level the THEME SETS provide literacy and core content curriculum with appro priate challenge and support For students who need more challeng ing material the THEME SETs provide literacy and core content in ways that develop students critical thinking skills Equity in education is every child s right Equity in education is tied to students access to quality curriculum materials and teaching Yet students especially those who struggle with reading are often denied access to core content It is essential that these stude
86. rds and saying the definitions Using these word cards students gain experience using Key Vocabulary words and vocabulary words from Flectricity at Play aT J Electricity School With the Teacher Discuss Reading e Review vocabulary e Discuss the article e Discuss comprehension questions Individuals Finish Reading Reread Students finish reading Using Flectricity at School Student Book pages 6 16 Students then reread the article and complete the Comprehension Strategy Master ATI HRS Electricity at Work Individuals Finish Reading Reread Students finish reading Using Flectricity at Work Student Book pages 6 16 Students then reread the article and complete the Comprehension Strategy Master With the Teacher Discuss Reading e Review vocabulary e Discuss the article e Discuss comprehension questions With the Teacher Lesson Notes for Electricity at School 3t Review vocabulary Before discussing the article review any troublesome words with students First have students identify words they found difficult to pronounce or to understand Then have students turn to the glossary on page 31 Review these words with students pronouncing them and discussing meanings See pages 22 25 for strategies for ELL students Discuss the informational article Ask questions such as What do you think this article is mostly about What information was
87. review ds and words etudents T is Seo paces 22 25 tor strategies for ELL studen e article in sections riche 15 divided inta secti pts Have students read Begin reading th Point aut that the the Key Gonce ud a ais sine d Students can read choral i ra each student follows along pe reviewing the graphie arts After each nd ask comprehension each section algu or take tums B sim when others read Speno u elenents diagrams ch section discuss ihe content questions such 85 i 1 Key Concept a Why i5 Earth called a blue planet E What are the different Jevels of an dn what ways do each other animals imn a communi need gt san mats need 10 survive What do ocean animals nee 1 x L n bipes Wh T i arme adaptation I oo aum a 5 1 o um IU Encau ale z Wit t A Wi al the responses Lesson 2 With the Teacher gr Lesson Notes for Rain Forest Animals Review vocabulary Before discussing the article review any troublesome words with students First have students identify words they found difficult to pronounce or to under stand These might include peccary PEK uh rea and mimicry Then have students tum to the glossary on page 31 in their books Review these words with students proncuncing them and discussing Meaning as needed ses pages 22 25 for strategies Tor ELL students Discuss the informationa
88. rns that help them hide in their plant shelters Comparing the Levels e Vocabulary becomes more challenging Sentences become more complex e Same Key Concepts but additional related concepts included in more challenging levels Concept development at more challenging levels requires more critical thinking e Text load increases 19 Program Overview Placing Students in Levels Matching books to readers is critical in any successful reading program Selecting books that students can read and want to read involves ongoing assessment of Students reading abilities an awareness of students interests and the ability to judge the difficulty levels of texts Student Interest and Motivation Students who are particularly interested in a topic often bring rich background knowl edge to that topic They are motivated to read more about the topic This prior knowl edge and motivation can allow readers to stretch beyond their overall reading level In assigning books to students consider special interest and knowledge Some students may be interested in reading about a topic in a Theme Set that is above their read Student Reading Ability Use the assessment tools and student records available in your school district as one source of information to determine a student s individual reading level Consider also students reading habits self selected reading books and other infor mation in students
89. s Whole Class e Introduce the Comprehension Strategy Whole Introduce V Comprehension Strategy Visualizing Introduce the strategy of visualizing Explain that readers can use this strategy to help them get a mental picture of what they are reading Visualizing the text will make the reading easier to understand Ask When you read something do you get a picture in your mind of what you are reading Read and discuss the steps of the strategy shown at the bottom of the Comprehension Model Master TG p 64 66This sentence helps me visualize some of the electrical appliances I use such as an air conditioner and a microwave 9 66 The word whizzing helps me visualize the way the electrons are moving in the atom 9 66 had imagined that electricity went in one direction but from this sentence I can visualize how a circuit works It is like a continu ous circle with electricity flowing around it 99 Small Groups Finish Reading Pages 6 16 Lesson 2 Whole Class Check Understanding Model the Strategy Use the Comprehension Model to model the strategy for visualizing You might want to make a transparency from this Model This Model provides information about electricity and builds common background for all students Say I am going to show you how to visualize what you are reading As I read I am going to stop and think aloud about the picture I see in my mind Apply the Strategy A
90. s 1 A 2 D 3 C 4 B o D Scoring Guides Struggling readers may provide responses that are less complete than those provided by more advanced read ers You can take this into account when grading stu dents responses Question 6 Complete The response is a complete sentence explaining that a closed circuit is a loop that carries electricity from a power source to the appliance and back to the power source An open circuit has a gap in it that stops the flow of electricity Partial The response is a complete or incomplete sen tence explaining that a circuit is a loop but only explains what a closed or open circuit is Unsatisfactory Incorrect The response is an incomplete sentence and includes little or no information about closed and open circuits Test Answers Question 7 Complete The response includes two complete sentences that identify the topic of the diagram as the steps in getting electricity from a power station to a factory The response includes information related to the route that electricity takes including leaving the power station traveling by wires to substations and traveling by wires to a factory Partial The response includes one complete sentence that tells what the diagram is partly about The response includes some information related to the route that electricity takes from the power station to a factory Unsatisfactory Incorrect The response is an incomplete sentence that does not rela
91. s a former Director of Literacy for the Education Commission of the States Director of Statewide Curriculum Initiatives for Texas including the Reading and Math Initiatives Director of Reading for Texas professor in literacy and special education at Northern Illinois University and special educator Margit E McGuire Ph D is Director and Professor of Teacher Education at Seattle University and a former president of the National Council for the Social Studies She is the recipient of the Washington Award for Excellence in Teacher Preparation and has presented nationally and internationally on topics related to social studies and teacher preparation She is the author of the Storypath Program and is engaged in a number of research projects on the Storypath approach both in Seattle Washington and Sydney Australia James A Shymansky Ph D is an E Desmond Lee Professor of Science Education at the University of Missouri St Louis He currently directs the Science Cooperatives Project a five year NSF systemic reform effort involving 1 200 elementary school teachers from 36 school districts in rural Missouri and lowa He has authored an elementary science textbook series and a K 12 science review series He has also authored more than 100 research publications book chapters and monographs on teaching and learning elementary school science He is the past editor of the Journal of Research in Science Teaching and currently senior editor of the Int
92. s variables were considered including nonfiction vocabulary sentence complexity concept density concept complexity and text density Vocabulary growth moves from words that are easy familiar highly frequent and usually short to words that are less common less frequent and more abstract or technical Multisyllabic words increase as texts become more challenging The number of content words highlighted and included in the glossary increas es across levels Sentence structure moves from simple predictable language patterns to more complex patterns with more embedded ideas Sentence length increases as levels become more challenging The three Key Concepts in each theme are developed in all levels Additional related concepts expand the Key Concepts as the books become more challenging Ideas are carefully developed across all levels but greater prior knowledge is assumed at the more challenging levels Concept development at more challenging levels require more analysis and critical abilities The amount of text per page and the length of paragraphs generally increase as books become more challenging Easier more familiar topics such as animals may include less text than abstract less familiar topics such as energy from Level A Forest Animals Key Concept 2 There are many different habitats on Earth Animals live in habitats that meet their needs What Every Animal Needs Animals live in ha
93. scriptions Descriptions O 2007 National Geographic Society O 2007 National Geographic Society ELECTRICITY AT SCHOOL ELECTRICITY AT WORK Name Name Vocabulary Concept Map Vocabulary Concept Map The words below are from Electricity at School Find each word in the glossary of your book The words below are from Electricity at Work Find each word in the glossary of your book Write a short definition on the first line On the lines write words that the vocabulary word Write a short definition on the first line On the lines write words that the vocabulary word Is and is not Then write words that describe the word Finally write a sentence using the is and is not Then write words that describe the word Finally write a sentence using the vocabulary word vocabulary word 1 v 2 el v 1 2 el Y circuit i electricit circuit Y electricity A QJ 47 QJ y Definition Definition Definition Definition What it is What it is not What it is What it is not Descriptions Descriptions 4 electric current 3 electron ay 4 resistance Definition Definition Definition 3 electron ay Definition What it is What it is not What it is What it is not Descriptions Descriptions O 2007 National Geographic Society O 2007 National Geographic Society Activity Master 64 Name 3 11 1 title Comprehension Model Visualizing Using Electricity Of all the different types of energy
94. sson Notes for Electricity at Work Review reading a how to book Have students bring their Content Reading Guide Masters to the discussion Have them turn to page 21 in their how to book Say I m going to read about how to use a forklift truck Here is the title of the how to book Forklift Truck User Manual Read the introduction and list of parts point out the number labels on the illustration Continue reading and pointing out other important features of the user manual Say I see that the user manual gives a list of safety precautions It is very important to read through these before using a forklift truck Continue making observations about the user manual that will help students draw conclusions about the important features of a how to book Reread parts of the user manual Have students flip through the how to books Have them notice the diagrams and bulleted lists Say We are going to take turns rereading the user manual for the forklift truck The first time we read we will learn more about the topic Have students take turns reading the user manual As needed stop and explain any words or concepts stu dents may need help understanding After students have finished reading say Weve just read a forklift truck user manual Now let s use your Content Reading Guide o discuss the important features you found and things to consider Have students read the user manual and point out the important features of
95. ster Name 1 1 1 1 Comprehension Strategy Visualizing Use this chart as you read Write words that help you visualize in column 1 and what you see in your mind in column 2 Add your questions and responses in column 3 Words that help me visualize What see in my mind Questions and responses Activity Master ELECTRICITY AT HOME ELECTRICITY AT PLAY Activity Master Name 0 0 Name Word Cards Electricity at Home Word Cards Electricity at Play Cut along the dotted lines Mix your cards with a partners Deal 7 cards to each of you Place Cut along the dotted lines Mix your cards with a partners Deal 7 cards to each of you Place the rest in a pile in the center of the table To find a match ask for the card that goes with the the rest in a pile in the center of the table To find a match ask for the card that goes with the vocabulary word or definition you have on your card If your partner does not have a match vocabulary word or definition you have on your card If your partner does not have a match then go fish from the center pile then go fish from the center pile eS Ss SS ON eS HN ee m ee ncn n Qi nr n c D Dn n n nt n e m m cm p meom t qum Lr n m I l l i i atoms tiny particles that make up matter atoms tiny particles that make up matter i HORE
96. t be bulb and light Next have students look for words that describe the word circuit and write these words in the center under the two lists of what the word is and is not Some describing words might be flowing powering closed and open Ask students to look for pictures in their books that help to show what the word means Invite students to point to or explain which pictures help them understand the meaning of the word or relate to the word Then students can think of a sentence using the word circuit Write this sentence at the bottom of the board Continue in this way for the words electricity and elec trons Students will use this concept map for specific book vocabulary words later in this Lesson 35 Lesson 1 Lesson 1 With the Teacher gt With the Teacher Begin Reading Pages 6 16 227 IB Electricity at Home ton With the Teacher Begin Reading e introduce words difficult for students to read e ntroduce book vocabulary e Begin reading the article in sections e Check comprehension following each section Pairs Vocabulary Concept Map To each student distribute the Electricity at Home Vocabulary Master Students can work in pairs to complete this Master Electricity at Play IE Pairs Vocabulary Definition Chart To each student distribute the Electricity at Play Vocabulary Master Students can work in pairs to complete this Master With th
97. te to the diagram The response does not refer to the route that electricity takes from the power station to a factory Question 8 Complete The response identifies the second step of the diagram as traveling by wires to substations Partial The response includes identifying the second step as wires or substations Unsatisfactory Incorrect The response does not identify the appropriate step 87 Notes NATIONAL GEOGRAPHIC THEME SETS SOCIAL STUDIES TITLES A Historical Look at Native Americans Ancient Civilizations Colonial America Communication Around the World Communities and Their Locations Cultures and Celebrations Immigration to the United States Immigration Today Inventions Bring Change Providing Goods Trade Across Time and Cultures Westward Expansion SCIENCE TITLES Animals in Their Habitats Cells at Work Energy Extreme Weather Life Cycles Our Solar System Plants in Their Habitats Shaping Earth s Surface Using Earth s Resources Using Electricity Using Simple Machines Weather and Climate For details on individual titles or more information call 1 800 368 2728 or visit our website at www ngschoolpub org Using Electricity Level A Level B Level C Level D NATIONAL GEOGRAPHIC School Publishing Product 4P 1005192
98. this diagram E mostly about A carry their babies in pouches B have webbed feet C have adaptations to survive in the forest D live in the shrub layer B Explain how adaptations can help animals survive Use two examples of adaptations vour answer B How does the canopy help animals in other levels Test Answers FOREST ANIMALS Answers to Multiple Question 7 Compiste The epoca is a Choice Questions bula wes th 1 B 1 The imprese bs rompila Se erie im eel He mum m parjh Mx Meares The Scoring Guides readers rus provide pesponses That an Question B iA Compete dhan hose Dy Res Complete The responce ci Warea misceri Question 6 Camgleia he mipis inckdes deliniion el Dons Ape heed De The incid ire no nosion ried 1 i earn Sa 59 21 Program Overview Extend Your Reading For additional reading National Geographic provides many related titles to support Using Electricity Students can use these books for independent reading for research or to extend their interest in the subject matter Related titles for Using d 1 E er T kiero Lis i ma eg L cA i q I PEL Electricity i Elec tricity i icity n Electricity at Home 9 X ud
99. ticle Comprehension Strategy Visualizing TG p 65 Prereading 3 Column Chart p 59 Word Cards Electricity at Home TG p 66 Word Cards Electricity at Play TG p 67 Think About the Key Concepts p 17 Key Concept Questions TG p 69 e Discuss and complete the Key Concept questions e Discuss Visual Literacy Visual Literacy Flow Diagram pp 18 19 How to Books pp 20 26 Fluency Practice TG p 70 Content Reading Guide TG p 71 e Discuss the Genre Study How to Books e Begin reading the second article How to Books pp 20 26 e Finish reading the second article e Begin Key Concept Activities Research and write Apply the Key Concepts AT Research and Write pp 28 29 Prewriting TG p 72 Day 1 Research and Write Day 2 Research and Write Day 3 Sharing Your Work Sharing Your Work p 30 34 Lesson 1 Whole Class e Introduce Theme and Books Introduce the Theme 45 Activate Prior Knowledge Explain that everyone will be reading about a different place where electricity is used Some students will be reading about the electricity at home while others will be reading about electricity at play at school or at work Ask What are some ways you use electricity every day How does electricity help you do work How would you do these things differently without electricity Distribute the Prereading Master found in this Teacher s Guide page 59
100. tions about the genre such as When reading the user manuals was it easy to find important information How are the user manuals similar How are they different Content Reading Guide ow Important features Things to consider parts of the toaster safety precavtions setting UP and the toaster The browning control can be set lower or higher parts of the DVD player safety Precautions USING and caring tor the DVD player Do not put the machine or the cord in water DVD player parts of an overhead projector safety precautions setting up and using the overhead projector lf the bulb burns ovt it can be replaced overhead projector parts of a forklift truck safety forklift truck precautions operating and Caring for the MN forklift truck A forklift truck should never be left on a sloping Partially completed class chart Whole Class e Introduce Key Concept Activities Introduce Key ius Concept Activities Have students turn to page 27 in their books Read the title of the page and point out that there is one activity for each Key Concept statement summarize each activity and make sure students understand what the product of each activity should be a concept web a drawing and a paragraph Use the art next to each activity to aid in the discussion Remind students that they can use information from the informational and genre articles to complete each activit
101. ts bring their Content Reading Guide Masters to the discussion Have them turn to page 21 in their how to book Say I m going to read about how to use an overhead projector Here is the title of the how to book Overhead Projector User Manual Read the introduction and list of parts point out the number labels on the illustration Continue reading and pointing out other important features of the user manual Say I see that the user manual gives a list of safety precautions It is very important to read through these before using the overhead projector Continue making observations about the user manual that will help students draw conclusions about the important features of a how to book Reread parts of the user manual Have students flip through the how to books Have them notice the diagrams and bulleted lists Say We are going to take turns rereading the user manual for the overhead projector The first time we read we will learn more about the topic Have students take turns reading the user manual As needed stop and explain any words or concepts stu dents may need help understanding After students have finished reading say We ve just read an overhead projector user manual Now let s use your Content Reading Guide fo discuss the impor ant features you found and things to consider Have students read the user manual and point out the important features of a user manual Lesson b With the Teacher at Le
102. udents will come together as a class to share what they have learned Say You have each read an article about how electricity is used in a place Not everyone has read the same book but all books have the same Key Concepts Now as you complete the Key Concept Questions Master think about what you ve learned from reading When we come together as a class to discuss the completed Key Concept Questions Masters you can compare what you have learned to what others have learned about how electricity is used in a place Review the Key Concept Questions Master with students answering any questions they may have Students should address these main ideas in their responses to the Key Concept questions 1 Electricity is the energy of moving electrons The movement of electrons is necessary for there to be electricity 2 Conductors such as wires move electricity Insulators are used to cover the wires to protect people from the electrical energy 3 The switch controls the flow of electrical current It makes it possible to open and close an electrical circuit 4 Electrical energy can change to heat light sound or mechanical energy Electricity is the energy of moving electrons When electrons move they create electric ener gy Electricity is the energy of moving electrons When electrons move they create an electric current that carries energy This energy is electricity Possible Responses to Key Concept Questions
103. uestions For each question have students support their answers by reading relevant sections from the text Key Concept 1 e What are the parts of an atom e What is the difference between a conductor and an insulator Key Concept 2 e How does a circuit work Key Concept 3 e What is one way electricity is used at work e Explain one way that electrical energy can change 41 Lesson 2 42 Check Understanding Review the Comprehension Strategy Remind students that when they read they use different strategies to help them better understand what they read Review with them the strategy of visu alizing Look for describing words sense words Look for comparisons Add what you already know to what you read Make a mental movie and edit it as you get new information Select a sample passage from one of the four books Model thinking aloud as you read the passage You could also reuse the Comprehension Model Master Then review with the class their completed Comprehension Strategy Master To begin have students work in pairs Suggest that students review their Comprehension Strategy Master notes and select one example of a visualization they made Ask them to read aloud to their partners the passage that con tains the text they used to visualize After students have practiced thinking aloud to visualize ask volunteers to model this process for the class Be sure to include students who are readin
104. uit electrical current It opens and closes the circuit electrical current It opens and closes the circuit 4 What other forms of energy can electric energy change to Electrical energy can change to heat light sound or mechanical ener gy Electrical energy can change to heat light sound or mechanical energy Electrical energy can change to heat light sound or mechanical ener gy Electrical energy can change to heat light sound or mechanical ener Gy 45 Lesson 3 Visual Literacy Flow Diagram Have students turn to page 18 in their books In all books this page contains the same information about flow diagrams except that the topic of each diagram is specific to each book Say I am going to read pages 16 and 19 from the Electricity at Home book This book shows a flow diagram of how electricity moves from the power station to the home Since you are not all reading the same book you do not have the same flow diagram on this page But the information about flow diagrams is the same After reading the top half of page 18 review the definition of a flow diagram Then read the four steps in the box at the bottom of page 18 After reading the text in the box have students look back at the diagram on page 16 of their books Say While you are looking at the flow diagram in your specific book l m going to look at page 16 in the Electricity at Home book We ve all seen these flow
105. wers to Multiple Choice Questions A Ce w Q Scoring Guides Struggling readers may provide responses that are less complete than those provided by more advanced read ers You can take this into account when grading stu dents responses Question 6 Complete The response is a complete sentence explaining that a closed circuit is a loop that carries electricity from a power source to the appliance and back to the power source An open circuit has a gap in it that stops the flow of electricity Partial The response is a complete or incomplete sentence explaining that a circuit is a loop but only explains what a closed or open circuit is Unsatisfactory Incorrect The response is an incomplete sentence and includes little or no information about closed and open circuits ELECTRICITY AT HOME Question 7 Complete The response includes two complete sentences that identify the topic of the diagram as the steps in getting electricity from a power station to a home The response includes information related to the route that electricity takes including leaving the power station traveling by wires to substations and traveling by wires to the home Partial The response includes one complete sentence that tells what the diagram is partly about The response includes some information related to the route that electricity takes from the power station to the home Unsatisfactory Incorrect The response is an incomplete
106. y Assigning the Activities During Lesson 5 students can work in pairs or small groups as they begin working on the Key Concept Activities Students can complete as much as they can during this Lesson but they should be able to complete at least one activity Small Groups Finish Reading Pages 20 26 Lesson 5 Whole Class Check Understanding Activity summaries Key Concept Activity 1 This activity asks students to create a concept web about electrons Key Concept Activity 2 This activity asks students to draw an electrical circuit Key Concept Activity 3 This activity asks students to write a paragraph or two about the appliances and machines they use 51 Lesson R 52 Finish Reading Pages 21 26 Bf Electricity at Home D BE Pairs Groups Key Concept Activities Students can work in pairs or small groups to complete Key Concept Activity 1 They can also begin Key Concept Activity 2 at this time Students should use the Student Book to complete these activities Pairs Groups Continue Key Concept Activities Students can continue work ing on Key Concept Activities 2 and 3 Time permitting the teacher can meet with students reading Electricity at Play to assess students progress on the Key Concept activities iad THF gh Ge Electricity amp at Play Pairs Groups Key Concept Activities Stude
107. y Production Speech Emergence Intermediate Fluency Advanced Fluency These students benefit from activities that build listening comprehension and recep tive vocabulary while allowing them to respond through nonverbal means They know almost no vocabulary in English They communicate with gestures actions and a few words They are building their receptive vocabulary and may experience a silent period as they attempt to process the tremendous amount of new informa tion about language culture and school These students benefit from lessons that continue to build vocabulary while encouraging them to produce previously learned language Students can use one word and two word responses and chunks of language drawing upon an English vocabulary of about 1 000 words They can answer who what and where questions with brief responses and can label and categorize information in English They communicate more readily in English and may experience adapta tion fatigue as their frustrations with the new language and culture come to a peak Students use language purposefully and produce complete sentences They can successfully participate in English in small group activities They may feel con tinued frustration or experience relief as their knowledge base in English expands They may actually make more errors as they experiment with more complex lan guage patterns They may feel conflicted about their cultural identity as they adjust to a
108. y to the home For example I can see that electricity goes to a substation before it gets to a home 4 Think about what you learned Say I learned many things I did not already know For example I didn t know that electricity is generated at a power statton Read the text at the bottom of page 19 Give students five minutes to write ideas they have about the diagram Then have a brief class discussion about stu dents ideas related to the diagram Whole Class ntroduce Genre Study Introduce the Genre amp Study How to Books Explain to students that authors have varied purposes for writing Authors can choose the writing form that best suits their purpose for writing These different forms of writing are called genres Say Writers use different forms or genres depending on their purpose for writing Today we are going to learn about a genre or type of writing called how to books Then have students turn to page 20 of their books Read page 20 to the class Say Look at this diagram It shows six different types of how to books Each of these how to books can be used for different purposes We may already know that a cookbook can be used to find recipes But why might you use a user manual Next have students turn to page 21 Explain to students that they will be reading a how to book called a user manual Small Groups Begin Reading Pages 20 26 Lesson 4 Whole Class Check Understanding Th

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