language development 20–25 minutes describing · pdf filedescribing volcanoes ... have...

Describing VolcanoesThis week we will be reading a story

about volcanoes. Write the word volcano

on the board. To get ready to read

that story, let’s find out what you know

about volcanoes. Has anyone ever seen or

read about a volcano? What do you know

about volcanoes?

As students share their prior knowl-

edge, display the Picture-Word Card of

a volcano. Add labels to the picture as stu-

dents mention various features. Be sure to

include the terms hot rock, ash, steam, and

lava. Supply additional vocabulary as neces-

sary, but avoid being overly technical or scien-

tific. Next, discuss with students the process

by which melted rock beneath the earth’s

surface moves upward until it erupts or

bursts forth from the ground and how the

lava cools and hardens.

Now that we have described volcanoes, let’s read a poem

about them. Display the poem “Volcano” and read it aloud. As you

read, point to the picture of the volcano to indicate where the actions are occur-

ring in the volcano. Use hand gestures and other body movements to show the

flow of the molten rock up through the volcano. Finally, have students read the

poem with you and do the motions as they read.

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THEME 1/SELECTION 3

Volcanoes

THEME 1: Nature’s Fury

Vocabularyvolcano, hot rock, ash,steam, lava, melted rock,eruption

Materials• chart paper• Picture-Word Cards

volcano(See Master ELL 1–9.)

Show where down in the earth is.Show the middle.Show the top.

What happens atthe bottom of a vol-cano? Are there anyvolcanoes in yourstate or your nativecountry? If so, whatare their names?

Would you like tovisit a volcano? Why orwhy not? Tell a partnerabout a volcano youknow about.

VolcanoWay down in the earth’s hot heart,That is where volcanoes start.Up, up from the fiery deep,Red hot rock begins to creep.

Through the mountain’s middle it goes.What comes next? Science knows.The red hot rock will not stopUntil the mountain blows

itstop!

Draw something that would stop the lava.

Grade 5 Theme 1: Nature’s Fury Language Development ELL 1–7

Name

Master ELL 1–7 Volcanoes

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Master ELL 1–7

Get Set for ReadingCD-ROMVolcanoes

Education Placewww.eduplace.comVolcanoes

Audio CDVolcanoesAudio CD for Nature’s Fury

LANGUAGE DEVELOPMENT 20–25 MINUTES

Act It Out

38

Get Set to ReadThe World of Volcanoes, pages 82–83

Have students open their Anthology to pages 82–83. Let’s read the title

together. What is a volcano? Do you know the name of some volcanoes? Look

at the illustrations. Let’s read the name of each volcano. What do you see in

these photographs? What is happening in some of them?

Point to the map and explain that it shows the earth’s surface and indicates the

location of each of the volcanoes in the photographs. Tell students that they will

be reading a story about volcanoes in different parts of the world.

VolcanoesSegment 1, pages 84–90

Lead students on a picture walk, using these prompts.

Pages 84–87: What is shown in the illustrations on these pages?

Pages 88–89: Is there a difference between the two photographs on page 88?

What do you think happened? Why do you think the author included a map

in the story?

Page 90: What is happening on page 90?

Word Roots -struct and -ruptWrite the word erupt on the board. Say the word several times and have stu-

dents repeat. Erupt means “to burst or to explode.” Further explain the

meaning by drawing pictures on the board or pantomime if necessary.

Underline the word root -rupt. Explain that the root itself means “to break.”

Write additional words containing -rupt such as interrupt and disrupt. Call stu-

dents to the board to underline the word root. Say each word and have students

repeat. Help students look up the words in a dictionary.

Repeat this process with the word root -struct, which means “to build,”

using words such as construct, destructive, instruct.

SELECTION 3: Volcanoes DAY 10

Skill ObjectiveStudents read and under-stand words with the roots -struct and -rupt.

Academic Language• root word

LITERATURE FOCUS 10–20 MINUTES

SKILL FOCUS: STRUCTURAL ANALYSIS 10–15 MINUTES

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Land Features Have students find these sentences from the second paragraph on Anthology

page 85: Pele moved constantly from one Hawaiian island to another. Finally,

Pele settled in a mountain called Kilauea, on the big island of Hawaii. Read

the sentences aloud with students.

Display a topographical map of the U.S. or the world and point to

Hawaii. How can you tell that Hawaii is an island? Display the

Picture-Word Cards. Have students point out various land features, such as ocean,

island, mountain, lake, and river. Write these features on self-sticking notes and

post them on the map. Discuss with students what each of these features is like.

Point out several cities on the map. Describe their location with sentences such

as Reno is near a lake. Las Vegas is in the desert.

Have students call out chorally the land features at or near other places

you point to. Once students have practiced together several times, invite

them to respond individually.

Have students go to the map, point to a place on the map, and

ask classmates to name any nearby land features. Have students

write their classmates’ answers on the board.

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LOOK

Vocabularyisland, ocean, mountain,lake, river, desert

Materials• Anthology• topographical map of the

U.S.• self sticking notes• markers• Picture-Word Cards

mountain, island(See Master ELL 1–9.)


THEME 1/SELECTION 3: Volcanoes

Beginning/PreproductionSee Master ELL 1–7.

Show students a map.Have them point tooceans, islands,mountains, lakes andrivers as you mentioneach land feature.

Have students work inpairs to make a simplemap with each of thefollowing land fea-tures: ocean, island,lake, river, mountain.Then have themexchange maps withanother pair to labeland describe the land features.

Describe a visityou made to a placelike a mountain, lake,or desert. What didyou see there? Whatdid you like or dislikeabout the place? What other kind ofplace would you like to visit? Why?

Read the poem “Volcano” withstudents. List on the boardthe words creep, goes, stop,blows. Ask students to repeateach word after you, makingappropriate gestures to showthe movement. Have partnerswrite the words on indexcards. Partners can taketurns saying and acting outeach word.


Name It

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VolcanoesSegment 2, pages 91–99

Lead students on a picture walk, using these prompts.

Pages 92–93: What is happening on page 92? What happened on page 93?

Pages 94–96: The photographs on these pages show the four different kinds of

volcanoes. Can you tell what looks different about each of them?

Singular and Plural NounsExplain that a noun names a person, place, thing, or idea. Continue to explain

that a singular noun is used for one person, place, thing, or idea and that a plural

noun refers to more than one person, place, thing, or idea.

Show a drawing or photo of a bear and write bear on the board. Say bear, hold

up one finger, and have students repeat. Then show two bears and repeat the

process. Underline the plural -s. Continue with additional examples.

Present the plural -es in the same way using watch as the example. Make sure

students understand that the ending depends on the last sound of the base word.


Skill ObjectiveStudents identify singular andplural nouns and determinethe plural forms of nouns.

Academic Language• singular nouns• plural nouns


SKILL FOCUS: GRAMMAR 15–20 MINUTES

Provide Picture-WordCards for five singularnouns such as a tree,a star, (Theme 1), ahat, a cloud (Theme2), and a house(Theme 3). Help stu-dents read each word.Then have studentsmake their ownlabeled drawings forthe plural forms foreach of these nouns.

Have partners writepairs of sentencesusing a singular nounin one sentence andthen using the pluralnoun in the other sen-tence. Use words suchas the following:beach, computer, pen-cil, address, picture.

Have partners createand illustrate chartsshowing singular andplural forms for twonouns from theAnthology selectionthat use –s, and twonouns that use es.

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Telling TimeHave students find the next-to-last sentence on Anthology page 86. Read it aloud

with them: Suddenly, at 8:32 a.m., Mount St. Helens erupted with incredible

force. Scientists often need to know the times in which different events

happen. Of course it’s also useful for us to know what time it is. So today we’re

going to practice telling time.

Write on the board What time is it?, along with the sentence frame It’s

___ o’clock. Display a large clock with adjustable hands. Have students

call out chorally different times that you show. Begin with hours only.

Write this sentence on the board: It’s half past one, or one thirty. Show

this time on the clock. Explain that the expression half past refers to the

same time as thirty. Repeat the process to show the equivalence of the expres-

sions quarter after/past two, fifteen and quarter to/of to forty-five, using these

sentences: It’s a quarter after/past three, or three fifteen. It’s quarter to/of nine,

or eight forty-five. Next, display various times on the clock and have students say

them chorally.

Have students come and change the time on the clock and

ask other classmates to tell the time. Have students write the

times on the board.

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Have students showthe time on the clockfor several activitiesthey do during the day,such as waking up,going to school, goingout to recess, etc.

At what timedoes class begin? Atwhat time is the firstrecess? At what timeis lunch? At what timedo you go home? Atwhat time do you getup in the morning? Atwhat time do you doyour homework?

Give each student aphotocopied page froma daily planner. Write down the thingsyou do every day. Thentake turns with a part-ner asking and answer-ing questions aboutwhat time you dothose things.

Vocabularysuddenly, erupted

Materials• Anthology• large clock with

adjustable hands• photocopied page of

a daily planner


Read the poem “Volcano” asa group. Then cover the wordscreep, goes, stop, and blowswith self-sticking notes.Distribute the index cardsfrom Day 2. Say: I’m going to read the poem aloud. When I get to a covered word, hold up the flashcardthat shows the word. Say theword aloud. Read the poemtwice. Have pairs or groupsrepeat the activity.


Tell the Time

42

Dictionary: DefinitionsReview with students how to look up an entry word in the dictionary, using

guidewords. Then explain that each entry word has several parts that follow it to

explain how to pronounce the word, what part of speech the word is, the word’s

definition or meaning, and an example sentence using the word.

Write a simple dictionary entry on the board, such as the following: chair

(‘cher) n. A seat having four legs and a back for one person. Roberto is sitting

on the red chair. Use different-colored chalk to highlight each different part of

the entry.

Continue in the same way with several additional dictionary entries. Call stu-

dents to the board to underline the different parts of the entry.


Skill ObjectiveStudents identify and writedictionary entries.

Academic Language• definition• entry word• part of speech

Create a worksheetwith two simple dic-tionary entries. Havepartners work togetherto highlight the differ-ent parts of eachentry with different colors. For example,students highlight thepronunciation in red,the definition in green,and so on.

Have partners go backthrough the Anthologyselection to find threeunfamiliar words. Thenhave them look thewords up in the dic-tionary and write onedefinition for the word.

Have partners go backthrough the selectionto find five unfamiliarwords. Then havethem look the wordsup in the dictionary,write one definition for the word, and then use the word in a new sentence.

SKILL FOCUS: VOCABULARY 20–25 MINUTES

Leveled ReaderNature’s FuryDangerous Watersby Barbara Brooks SimonsThis selection offers instructional support andpractice of strategies andskills at an easier readinglevel than the main selection.

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ShapesHave students find the first sentence in the second paragraph on Anthology page

94. Read it aloud with them: Cinder cone volcanoes look like upside-down ice

cream cones.

We have read about volcanoes this week. The writer describes one kind of

volcano as cone shaped.

Have a student draw an upside-down ice cream cone on the board, and

label it. What other shape does a cone look like? What other

shapes do you know? Display the Picture-Word Cards, and have students draw

these shapes on the board and label them.

Draw several simple pictures on the board, such as a tree, a car, a house,

and a cat, that comprise basic geometric shapes. Have students name the

shapes that they see in each picture. As they do, label the shapes on the board.

Have students cut the shapes out from construction paper.

Have them combine the shapes to make pictures similar

to the ones on the board. Have them name the shapes they used in each

picture. They can then use the shapes to make new pictures of their own

and describe them.

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Vocabularyupside-down, cone

Materials• Anthology• construction paper• scissors• markers• Picture-Word Cards

cone, square, circle, rectangle, ruler, map scale(See Master ELL 1–9.)


Read the poem “Volcano”aloud. Point out that thewords deep and creep bothhave the letters ee, and pthat together stand for theeep sound. Then read aloudthese words: sleep, dip, drop,weep. Have students clapwhen they hear words thatrhyme with deep and creep.Write all the words on theboard. Have students circlethose ending with the eepsound. Repeat the process forknows/blows (rows, shows,pots, mows, rocks) andstop/top (hop, pop, trip, snap, shop).

Use the Picture-WordCards of the basicgeometric shapes from the lesson. Have students point to each shape as youmention it.

What shape is aclock? a ruler? a win-dow? a soccer field?Which shape is thehardest for you todraw? Which one isthe easiest? Why?

Have students workwith a partner to do apicture dictation. Askstudents to draw asimple picture andthen tell a partner howto draw the picturewithout showing theirpartner the original.Once their partner fin-ishes drawing, stu-dents can comparetheir two versions ofthe picture.


Name Them

44


Master ELL 1–8

Strategies for Comprehensible Input Use the SelectionSummary and suggested strategies to support student comprehension.

Restate: eruptbecome violently active

Show: Magma pushes up through the cracks, causing an eruption.Demonstrate for students using a small plastic bag filled with water. Open asmall hole in the bag and press it, so the water can come out with force.

Show: Most volcanoes erupt in places where two plates come together.Demonstrate for students using or drawing two jigzaw puzzle pieces. Explainthat volcanoes ususally erupt in the line separating the pieces.

Selection Review

VolcanoesThe selection tells how volcanoes are formed and what

makes them erupt. The earth is made up of layers of rock. Thetop layers are called the earth’s crust. Deep below the crust, thereis melted rock called magma. Volcanoes form when there arecracks in the earth’s crust. Magma pushes up through the cracks,causing an eruption. The hot magma that pours out is called lava.When the lava cools, it hardens into rock.

The earth’s crust is broken into huge pieces called plates.Most volcanoes erupt in places where two plates come together.There are underwater volcanoes, too. When they erupt, they cangrow high enough to form islands.

There are four kinds of volcanoes. Shield volcanoes havegentle slopes. Cinder cone volcanoes look like upside-down icecream cones. Most volcanoes are composite or strato-volcanoes.Volcanoes are formed by layers of cinder, ash, and lava. The lastkind of volcano is a dome volcano. Its sides are made of verythick lava.

Volcanoes that do not erupt anymore are extinct, or dead.The eruption of Mount St. Helens in 1980 shows how destructivean eruption can be.

ELL 1–8 Selection Summary Grade 5 Theme 1: Nature’s Fury


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Comprehension Questions for the Anthology Selection

1. Look at the photographs in this selection. What words could you use to

describe what you see? (Answers will vary. Possible answers: fire, hot, danger,

scared, beautiful, smoke, high, peaceful.)

2. Name the four different groups of volcanoes. (shield, cinder-cone, composite,

and dome volcanoes)

3. Make up some names for new volcanoes as they form around the world.

(Answers will vary.)

More Plural NounsExplain that some nouns have plural forms that do not end in –s or –es.

Introduce irregular plurals such as child-children, man-men, woman-women.

Also explain that some nouns have the same singular and plural form, such as

sheep-sheep, deer-deer.


SKILL FOCUS: GRAMMAR APPLICATION 10–15 MINUTES

45

MeasurementHave students find the first two sentences in the third paragraph on Anthology

page 91. Then read the sentences aloud with them: The largest Hawaiian vol-

cano is Mauna Loa. It is seventy miles long and rises thirty thousand feet from

the ocean floor. Scientists use feet and miles to measure things like moun-

tains and volcanoes. Today we’re going to talk about how to measure dis-

tances using a map. Display the Picture-Word Cards.

Show students a ruler and explain that a ruler is equal to one foot.

Does anyone know how many feet there are in a mile? Write on

the board one mile = 5,280 feet. Next, display a local or state map that has a sim-

ple scale such as 1 inch = 1 mile or 1 inch = 10 miles. (Or, if one is unavailable,

produce a simple map of your own on chart paper.) This map, like most

maps, has a scale that tells how distances shown in inches on the map relate

to distances in miles or kilometers in the real world.

Demonstrate how to use the scale and a ruler to figure out

distances. Then name several places. Have students measure

and describe the distance from your city to each one, completing this cloze

frame: ___ is ___ miles away from our city.

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Assign several objectsof different lengthsaround the classroomand ask students tomeasure the objectsand write down theirmeasurements.

Would you usefeet or miles to meas-ure a classroom? thedistance between twocities? Choose twoplaces on the localmap that are in opposite directions.

Which place isfarther away from ourcity? How many milesaway is it?

Find two placesthat are five milesaway from our city.What places did youfind? What form oftransportation (a bicy-cle, an airplane, or acar) would you take togo some place that isfive miles away? fiftymiles away? 500miles away? Why?

Vocabularyinch, feet, miles, scale

Materials• Anthology• ruler• local or state map• Picture-Word Cards

ruler, map scale(See Master ELL 1–9.)


Write each line of the poem“Volcano” on oaktag strips.Display it and read it chorally.Then give each student onesentence strip. Say: Listen asI read the poem. When youhear the line on your sentencestrip, stand up and read it outloud. Finally, have studentshold up their sentence strips,arrange themselves in theorder of the poem, and readtheir lines in sequence.


Measure It

46

Correcting Sentence FragmentsShow students a broken piece of pottery, a piece of fruit, or a broken cookie.

Ask them to identify what this piece of material is from. Write the word frag-

ment on the board. This is a fragment. It is from a ___. A fragment is a

piece. When we write something that is a just an incomplete piece of a sen-

tence, we call it a sentence fragment.

Review with students that every sentence expresses a complete thought and

needs a subject and a verb. Write several sentence fragments on the board, and

ask students to help you correct them. As needed, prompt the students with

questions such as: Does this sentence have a subject (verb)? What is it? What

subject (verb) can I add?


Skill ObjectiveStudents identify and correctsentence fragments.

Academic Language• fragment• subject • verb

Materials • a broken piece of pottery • a cookie or a fruit

On the board, writefive simple sentencefragments such as thefollowing: Came late toclass. Ana and Paulwith us. Like pizza.Guide students inidentifying the subjectand verb or the miss-ing elements in each.Work as a group.

Provide a worksheetwith five simple sen-tence fragments suchas the following: Wentto soccer game. Myteacher intelligent.Has a lot of money.Ask partners to identi-fy the subject and verbor the missing ele-ments in each. Thenhave students rewritethe sentences correct-ly. Remind them toadd verbs that fit the subjects.

Provide a worksheetwith five sentence frag-ments such as the fol-lowing: Visited us lastweekend. Don’t muchmoney. Going toMiami. Ask partners to identify the subjectand verb or the miss-ing elements in each.Then have studentsrewrite the sentencescorrectly. Finally, havepartners exchangepapers with anotherpair to discuss andcorrect their sentences.

SKILL FOCUS: WRITING 20–25 MINUTES

47

VolcanoWay down in the earth’s hot heart,That is where volcanoes start.Up, up from the fiery deep,Red hot rock begins to creep.

Through the mountain’s middle it goes.What comes next? Science knows.The red hot rock will not stopUntil the mountain blows

itstop!

Draw something that would stop the lava.

Grade 5 Theme 1: Nature’s Fury Language Development ELL 1–7

Name

Master ELL 1–7 VolcanoesC

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VolcanoesThe selection tells how volcanoes are formed and what

makes them erupt. The earth is made up of layers of rock. Thetop layers are called the earth’s crust. Deep below the crust, thereis melted rock called magma. Volcanoes form when there arecracks in the earth’s crust. Magma pushes up through the cracks,causing an eruption. The hot magma that pours out is called lava.When the lava cools, it hardens into rock.

The earth’s crust is broken into huge pieces called plates.Most volcanoes erupt in places where two plates come together.There are underwater volcanoes, too. When they erupt, they cangrow high enough to form islands.

There are four kinds of volcanoes. Shield volcanoes havegentle slopes. Cinder cone volcanoes look like upside-down icecream cones. Most volcanoes are composite or strato-volcanoes.Volcanoes are formed by layers of cinder, ash, and lava. The lastkind of volcano is a dome volcano. Its sides are made of verythick lava.

Volcanoes that do not erupt anymore are extinct, or dead.The eruption of Mount St. Helens in 1980 shows how destructivean eruption can be.

ELL 1–8 Selection Summary Grade 5 Theme 1: Nature’s Fury


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Grade 5 Theme 1: Nature’s Fury Picture-Word Cards ELL 1–9

Name


ELL 1–9

ELL 1–9

ELL 1–9

ELL 1–9

ELL 1–9

ELL 1–9

ELL 1–9

ELL 1–9

ELL 1–9

island mountain volcano

circle square cone

map scale ruler rectangle

ELL 1–9A Picture-Word Cards Grade 5 Theme 1: Nature’s Fury

Master ELL 1–9A Volcanoes

Name

language development 20–25 minutes describing · pdf filedescribing volcanoes ... have...

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