Away We Go! Features of This Text. Focus for Instruction

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1 TM Celebration Press Reading DRA2 Level 34 Guided Reading Level O Genre: Nonfiction Informational Reading Skill: Use Nonfiction Features Away We Go! By Nat Gabriel Since the late 1700s, people have used hot-air balloons to travel, test the weather, and protect countries during war. Hot-air balloons have changed and improved over time. People around the world continue to fly them farther and faster for fun and work. Features of This Text Supportive Features New vocabulary is defined in text Photographs expand on the meaning of text Little text on each page Challenging Features Complex sentence structures Historical references Multiple technology concepts and terms (helium, gondola, air movement) Focus for Instruction Reading Skill: Use Nonfiction Features: Photographs and Labels Word Study Mini-lesson: Comparatives Vocabulary aloft (p. 4) rise (p. 5) entire (p. 15) soar (p. 8) gondola (p. 7) voyages (p. 9) Additional Activities Vocabulary: Word Origins Writing: Write a Caption Use this book to inform instruction in the following area: Model and support how to interpret nonfiction text features Use the following Words Their Way: Word Study in Action sort with this book: Level D, Sort 32 Shared Reading Connections: Unit 5, Week 4 (pp ) Unit 6, Week 4 (pp ) Unit 7, Week 2 (pp ) DRA2 Level 34 Teaching Plan 2

2 Guiding the Reading Day 1 (pp. 2 7) In This Section The Montgolfier brothers tested the first hot-air balloon in The brothers understood that hot air is lighter than cold air. Therefore, when a passenger balloon is filled with hot air and the air is kept warm, the balloon can rise. Before Reading Focus Attention Explain to students that this type of book is called informational nonfiction. This type of book gives facts about an interesting subject, hot-air balloons. Many nonfiction books also use photographs to help make the information clear and interesting. Have students read the title and the author s name. Then have them examine and comment on the cover photograph. Ask: Would you like to ride in one of these balloons? Write the word balloon on the board. Ask students what they know about balloons, specifically hot-air balloons. Encourage students to describe any they have seen, such as on TV, and to explain how they think these balloons fly. Encourage anyone who has ever ridden in a hot-air balloon to describe the experience. To set a purpose for reading, ask students what they want to learn about hot-air balloons from the book. Vocabulary Explain to students that aloft (p. 4) means high above the ground. Flip through the book, and invite students to describe things they see or could see in the sky, using the word aloft, such as: The people went aloft in a plane. The bird stayed aloft for several minutes. Other Words to Know rise (p. 5): to go up gondola (p. 7): a cabin that hangs under a balloon for carrying passengers, motors, and instruments Use Nonfiction Features Discuss with students how a photograph and an illustration are alike and different. Point out that an illustration is the artist s view of something. A photograph shows an exact image. Explain to students that authors include photographs in books to show what they are talking about. If the reader carefully examines the photograph, much can be learned from it. You might want to let students use magnifying glasses to study the photographs. To help students understand how to use photographs to get information, model your thought process: This book has photographs. These are real pictures of hot-air balloons. I can use these photographs to understand the meaning of the text. For example, the photograph on page 6 has three labels. I can connect the words and the parts of the hot-air balloon to understand how it works. When I read other sections of the book that refer to these parts, I can turn back to this photograph. Also, by carefully looking at the photographs I get a better sense of what these balloons look like and how they work. I can even imagine what it must be like to ride in one. As they read pages 2 7, have students talk about how the photographs help them understand what they are reading. Ask them to point to and describe important details in the photographs. During Reading Prompt for understanding, as appropriate. Possible prompts include the following: How are you using the photographs to help you understand the ideas in the book? What is different about the illustrations on pages 2 4 and the rest of the illustrations in the book? How can you use what you already know to help you understand the information in the book? What is the ending on that word?

3 After Reading Use Nonfiction Features Ask students to take a picture walk through pages 2 7. Draw their attention to the old illustrations on pages 2 3 and 4. Talk about why these pages use drawings instead of photographs. Encourage students to share information they learn from the illustrations and photographs with the group. Discuss the Text Compare and Contrast Have students reread the information about the first two hot-air balloon flights. Ask them how the flights were alike and how they were different. Have students make a list or a Venn diagram to show their comparisons. Remind students that to compare things, we tell how they are alike. To contrast things, we tell how they are different. Make Connections Ask students to summarize what causes a hot-air balloon to rise. Have students relate the explanation to their own lives by asking questions such as: Do you think it is easier to keep a room warm on the first floor or the second floor of a house? Why? Use Context Clues Direct students to page 6, and ask them what a gas burner is. Discuss how the text and the photographs helped them understand what it is. Encourage students to think of other questions they would like to know about gas burners and how they work. Assessment Checkpoint Does the student use photographs to add to his or her understanding of the text? Is the student able to make connections between his or her life experiences and the information in the text? Day 2 (pp. 8 16) In This Section Helium balloons are special balloons filled with helium, rather than hot air. These balloons are used for different types of trips than hot-air balloons. In fact, there are many different uses for hot-air balloons, such as for travel, for weather forecasting, and for use by the military. Today, hot-air balloons are stronger, safer, and faster than those of the past. Before Reading Focus Attention Set a purpose for reading by asking students what information they would like to find out about hot-air balloons that they didn t learn in the first part of the book. Ask students to flip through the last part of the book, and have them predict what information this section of the book might cover. Vocabulary Ask students to determine the meaning of the word soar (p. 8) based on this sentence: I saw the eagle soar above the trees. Confirm that it means to fly or glide high in the air. Brainstorm things or animals that could soar. Other Words to Know voyages (p. 9): long journeys to a distant place entire (p. 15): complete or whole During Reading Prompt for understanding, as appropriate. Possible prompts include the following: How does the photograph help you understand the information in the text? What are some uses for hot-air balloons? How is helium different from regular air?

4 After Reading Use Nonfiction Features Point out that photographs in a nonfiction book are another way for students to learn about a subject. Have partners choose a photograph in the book that they find particularly interesting. Then have them work together to complete the reproducible on the back cover. Ask pairs to share their answers with the rest of the group and review what the group has learned. Discuss the Text Determine Main Ideas and Details Ask students to reread pages 8 9. Have partners write the main idea of this section of text. Then have them write three details that support the main idea. Encourage students to discuss the details they chose. Allow students who selected different details to explain their thinking. Use Labels Direct students attention to pages Have students read the sentences on these pages and then read the label of the balloon that matches the description. Ask students to suggest longer captions for these photographs. Draw Conclusions Have students look through the book and discuss what they thought was the most interesting information they learned. Then ask students to summarize how hot-air balloon travel has changed over time. Have them draw a conclusion about future hot-air balloon travel. Make Inferences Have students look at the photograph of the balloon Brian Jones and Bertrand Piccard used in their trip around the world. Ask students to use what they have learned about ballooning to infer what the trip would be like. Encourage students to describe their thoughts to the group. Assessment Checkpoint Is the student able to make connections to understand technolgoical concepts? Is the student able to use nonfiction text features, including photographs and labels, to understand and enjoy the text? Can the student explain the concepts to a peer?

5 Options for Further Instruction Digging Deeper Vocabulary: Word Origins Point out to students that understanding the source of a word can add to their understanding of the meaning of the word. For example, English has borrowed many words from other languages, such as tortilla from Spanish, café from French, ond pasta from Italian. Explain that the word gondola comes from an Italian word which means to roll or rock. The word gondola (p. 7) was first applied to the cabin (where the people stand) that hung from a balloon or airship in the 1890s. Later, the word also applied to narrow boats used on rivers. Help students use a dictionary to find the origin of the word balloon. Point out the abbreviations used for languages, such as Sp for Spanish and Fr for French. Word Study Mini-lesson Comparatives Write the word warmer (p. 5) on the board, and underline the ending -er. Remind students that the -er ending means more and is used to compare two things. Model how to use and write words that compare: On page 5, I see the word lighter. I know that -er was added to light and the comparison is light/lighter. In the next sentence, I see the word heavier. I know how to spell heavy. [Write heavy on the board.] I see that the y was changed to i before -er was added. Now I can remember how to read and spell that word. Ask students to find other comparative words in Away We Go!: colder (p. 5), warmer (p. 5), higher (p. 11), stronger (p. 14), safer (p. 14), faster (p. 16). Have them write the words, discuss any spelling changes, and use them in sentences. Writing Write a Caption Remind students that a caption is a short explanation that goes with a photograph or illustration. Invite students to draw a picture of a hot-air balloon. Encourage them to include as many details as possible. Then have them write a caption for their illustration. As an alternative, have students choose two favorite photographs or illustrations from the book and write captions for them. Support Write the following numerals, number words, and phrases on the board: 1783; eight minutes; two miles; five and one-half miles; 120,000; 25 minutes; 200; 1700s; Review with students how to say the words and numbers in English. Then have students find the words and numbers in the book and use them in a sentence about the information they learned.

6 Name Date Choose a photograph from the book. Page Describe the photograph. Tell how the photograph helped you understand the text. Write a label or caption for the photograph. Celebration Press Reading: Good Habits, Great Readers Copyright 2007 by Pearson Education, Inc., publishing as Celebration Press, an imprint of Pearson Learning Group, 299 Jefferson Road, Parsippany, NJ All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher, except for the Back Cover Reproducible, which may be reproduced for classroom use only. For information regarding permission(s), write to Rights and Permissions Department. Pearson is a registered trademark of Pearson PLC. Celebration Press is a registered trademark of Addison-Wesley Educational Publishers, Inc. Developmental Reading Assessment and the DRA logo are registered trademarks and DRA is a trademark of Pearson Education, Inc. Words Their Way is a trademark of Pearson Education, Inc. Printed in the United States of America ISBN: