Transcript Earthquake Terror 2010 - Vocabulary and Skillsx

Day 1
Mrs. Williams
5 th Grade
Teacher Read Aloud: The Wreck of E.S. Newman
http://www.curriculumcompanion.org/public/lite/houghtonMifflin/
hm05/pdf/hm05_ra_t1s1_newman.pdf
S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.
 n. The remains of something broken or destroyed;
rubble. The bulldozer pushed the debris into the corner
of the lot.
 Word History: The Old French verb debrisier meant
"to break into pieces" or "crush." The French word
débris means "something that has been broken or
crushed," and this is the origin of the English word.
S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.
 n. Destruction or ruin. The floods brought devastation
to much of the coast.
S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.
 n. A break in a rock mass caused by
a shifting of the earth's crust. An
active fault runs through the center
of our town.
S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.
 n. The striking of one object against another. The
impact of the bike hitting the fence knocked the
flowerpots to the ground.
S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.
 n. A sudden jerk or bump. When the car went over the
speed bump, the passengers got quite a jolt.
S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.
 v. To suddenly shake, vibrate, or quiver. The house
shuddered every time a heavy truck drove by.
S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.
 adj. Easily affected. In the winter Maria had to be
careful as she was particularly susceptible to colds.
S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.
 adj. Moving in waves or with a smooth, wavy
motion. The undulating water raised and
lowered the rowboat.
Word History: The Latin word for a wave,
unda, contributes the sense of rising and
falling in the word undulating.
S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.
 n. A lifting or upward movement of the earth's crust.
The mountain range was created by a great upheaval.
(R5-S1C6-01)
Predict text
content
using prior
knowledge
and text
features.
R5-S1C6-06) Use reading strategies to comprehend text.
(
Day 2
 Mrs. Williams
 5th Grade
(R5-S1C6-06) Use reading strategies to comprehend text.
Together we will discuss and answer in complete
sentences, questions 1-7 on page 46 of your text. You
may look back in your text if you need to. When you're
finished begin thinking about the following questions.
How does the main
character change
within the story?
Pick out two FACTS
and OPINIONS from
the story.
What is the main
idea of the story?
Summarize the story
in 15 words or less.
 debris
 The remains of something broken
or destroyed
 devastation
 Destruction or ruin
 earthquake
 A trembling or shaking of the ground
caused by movements far below the
earth’s surface
 fault
 A break in a rock mass caused by
a shifting of the earth’s crust
 impact
 The striking of one body against
another
 jolt
 A sudden jerk or bump
 shuddered
 shook or vibrated
 susceptible
 Easily affected
S1C4PO2, 04 We can identify and use new vocabulary words by speaking, listening, and reading with a partner.
Day 3
 Mrs. Williams
 5th Grade
 Sequence of Events is the order in which
events happen
 An author may tell events in
chronological order, the order in which
the events happened.
 Words to help recognize sequence of
events
 while, as soon as, and, ever, since, then
 Any others?
Time Shifts
Authors can shift from present
to past events to give extra
information such as thoughts,
feelings or history of a character.
Page
Present Event
35
The ground drops
away beneath
Jonathon’s feet.
41
Jonathon
wondered if his
parents had felt
the quake.
Sometimes, he
knew, earthquakes
can be felt in other
areas.
43
Past Event
When Abby had
her accident,
Moose was
Jonathon’s comfort
and companion.
Words that
signal time shifts
Day 4
 Mrs. Williams
 5th Grade
Step 1
Step 2
Step 3
• Read the Story Summery to yourself one time.
• Be sure to use good hand gestures to help you as you read.
• Turn to your shoulder partner and partner read the story with lots of
expression.
• Don’t forget the gestures that you have practiced.
• Take turns asking and answering at least five questions each about
the text.
• Remember to both ask and answer questions with high enthusiasm.
 With your partner, read pages 48-51 from your text
using the skills mentions in the yellow column on the
left of page 48 and filling out the Main Idea and
Supporting Details graphic organizer. When you are
finished discuss these questions with your partner.
What causes El
Nino?
How does El Nino create
weather extremes?
How are some
scientists able to draw
conclusions about
how long El Nino has
been affecting the
weather?
How are earthquakes
and El Nino alike?
How are they
different?
Day 5
 Mrs. Williams
 5th Grade
After you finish your Weekly Skills Test:
1. Make sure your name, date, and assignment
are written clearly on the top left of the
paper.
2. Turn your test paper to me and put your
answer key in the reading basket.
3. Finish your Mountain Language.
4. Read a book of your choice.
Why does the author
say that Jonathan felt
as if he were on a
surfboard? (pg. 33)
Why do you think
Jonathan tells Abby
“it’s only an
earthquake”?
How does the story
remind you of any
real-life experiences?
What does the author
mean in the passage when
it says: That was school.
This is Magpie Island?
(pg. 35)
How does the fallen
tree provide them
with shelter?
How is Jonathan
protective of
Abby?
Why would Abby
get upset if
Jonathan makes a
fuss about her cut?
What would you like to
ask Jonathan about his
experience? What would
you like to ask Abby?
Using a Multi-Flow Map, choose an important event in the
story and give three actual or possible causes and effects of
that event.
Similes
Sometimes, in order to describe an object, person, or event,
an author compares it to something else, using words as
like or as. This comparison is called a simile. For example,
the simile “the ground swelled and retreated, like
ocean waves” creates a vivid picture of the earth’s
movements.
 Find other instances in the story where the author has used
similes.
 Choose one of the similes, and change it. For example,
what picture is created if “the ground swelled and
retreated” like ripples on a pond?
 This story is told from Jonathan’s perspective. The
reader experiences the same sounds, smells,
memories, and sensations as Jonathan. How would
the story be different if it were told from the
perspective of Abby or Moose?
 For Abby, consider her age, her physical limitations, and
her feelings toward her brother.
 For Moose, consider his extra sensitive senses of smell
and hearing, and his inability to speak to Abby and
Jonathan.
Choose one of the Newspaper articles available and on a
piece of notebook paper, answer the following questions
about the article you chose.
Where and when is
the article talking
about?
What is the article
about?
Why did it happen
and why is this
important?
Who is the article about?