TEACHER S GUIDE. Ocean Exploration. Includes: Lesson Plans Learning Masters Pre- and Post-Test Assessments

Transcription

1 TEACHER S GUIDE Includes: Lesson Plans Learning Masters Pre- and Post-Test Assessments

2 Copyright 2008 The Hampton-Brown Company, Inc., a wholly owned subsidiary of The National Geographic Society, publishing under the imprints National Geographic School Publishing and Hampton-Brown. 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 an information storage and retrieval system, without permission in writing from the Publisher. National Geographic and the Yellow Border are registered trademarks of the National Geographic Society. National Geographic School Publishing Hampton-Brown P.O. Box Carmel, California Printed in the United States of America. ISBN

3 Contents Program Overview About the Program Accessible Academic Content Flexible Use Lessons Lesson Overview Lesson A Lesson B Lesson C Lesson D Lesson E Learning Masters Build Background Understand the Big Idea Take a Closer Look Make Connections Zoom in on Words Research and Write Family Focus Pre- and Post-Test Assessments Answer Key Pre-Test Post-Test

4 PROGRAM OVERVIEW About the Program Content and Literacy Development for Diverse Language Learners National Geographic s Reading Expeditions: Language, Literacy & Vocabulary program is designed for today s classroom diverse, challenging, and complex. It provides carefully scaffolded literacy instruction and grade-level content at accessible readabilities. The program meets the needs of students facing language challenges be they English language learners from diverse first-language backgrounds, at-risk students who struggle with the academic vocabulary of the classroom, or students with learning issues that affect their ability to acquire and process language. National Geographic s Language, Literacy & Vocabulary program has been carefully developed to meet the needs of diverse language learners. Throughout the nation, teachers told us they needed materials that developed grade-level content for students but provided additional language, literacy, and vocabulary support. The Language, Literacy & Vocabulary program meets this need through: Essential grade-level content at low readabilities Academic vocabulary development Age-appropriate and engaging nonfiction texts Considerate text with strong picture-text correspondence Scaffolded, multi-level instruction for students at different levels of language proficiency Springboards to related reading, writing, and research Customized instruction for ELLs Research-based instructional strategies Rich and varied teacher support and tools 2

5 Consulting Author: Linda Hoyt Linda Hoyt is an educational consultant who strives to help teachers and school districts implement best practices in literacy instruction. She has had a rich array of experiences in education, ranging from classroom teaching to working as a reading specialist, curriculum developer, Title I teacher, staff developer, and Title I District Coordinator. She is the author of numerous books, articles, and videos and conducts presentations and workshops on literacy throughout the country. About the Program Program Advisor: Mary Hawley Mary Hawley is an educational consultant who has worked with teachers, educators, and publishers to implement best practices for teaching students with diverse language backgrounds. She has taught English as a Second Language in Mexico, worked with migrant and refugee children in Indiana, and studied in Latin America. In recent years, she has been instrumental in developing Spanish reading programs and products for English language learners. Program Reviewers Nancy Beleckis, Teacher, Berkman Elementary, Round Rock, Texas Susan Brandt, Director of Staff Development and Support Programs, Arlington Heights School District 25, Arlington Heights, Illinois Theresa Castelan, English Language Development Resource Teacher, Clovis Unified School District, Clovis, California Dr. Beverly Ann Chin, Professor of English, University of Montana Sandra Mercuri, TESOL Program Director; Bilingual/Bi-literacy Program Director, School of Education, Fresno Pacific University Paula Olson, retired teacher, Fairfax County Public Schools, Fairfax, Virginia Adam Sugerman, Modern Languages Editor, Education Update Dr. Emma Violand-Sanchez, English for Speakers of Other Languages/High Intensity Language, Training Programs and Services, Arlington Public Schools, Arlington, Virginia; Adjunct Professor, Georgetown University, Washington, D.C. 3

6 PROGRAM OVERVIEW Accessible Academic Content Accessible Content to Achieve Academic Success Achieving academic success is essential for students to make adequate yearly progress and for continued academic growth. Conclusive data and research show that students who do not master academic content and vocabulary fall further and further behind their peers as they advance through the grade levels. To help close this achievement gap, National Geographic s Reading Expeditions: Language, Literacy & Vocabulary program gives students access to the core grade-level content they need for standards-based academic success through these features: Focused, targeted standards-based content Alignment with TESOL standards Key vocabulary repeated and applied in different contexts Low readabilities Vocabulary definitions on page Glossary of content vocabulary Simple, yet engaging page layouts Strong picture-text correspondence Familiar language and simple sentence structures Build background feature Recap and summarize feature Opportunities for research and writing 4

7 One Program for Your Diverse Classroom National Geographic s Language, Literacy & Vocabulary program recognizes that every classroom includes diverse language learners. Teachers told us they wanted one program that they could use with English language learners, at-risk students, and students with learning issues that affect their ability to acquire and process language. With appropriate modifications for different needs, Language, Literacy & Vocabulary gives teachers a sound, research-based instructional plan to meet the common needs among diverse language learners. Accessible Academic Content 5

8 PROGRAM OVERVIEW Flexible Use Reading Expeditions: Language, Literacy & Vocabulary is designed to be used in a variety of classroom situations. This flexibility allows you to custom fit the program to match your scheduling and program needs. Regular Classrooms The chart below shows the suggested pacing for use in the regular classroom. Each topic can be completed in five days. PACING GUIDE: One Week for One Topic Day 1 Lesson A Build Background Day 2 Lesson B Understand the Big Idea Day 3 Lesson C Take a Closer Look Day 4 Lesson D Make Connections Day 5 Lesson E Extend Learning Assess Administer Pre-Test Prepare to Read Preview the Text Read and Discuss Teach Key Concept Words Review High-Utility Words Teach the Comprehension Strategy Read Review Lesson A Read Part 1: Understand the Big Idea Practice the Comprehension Strategy Read and Respond Read Review Lesson B Read Part 2: Take a Closer Look Practice the Comprehension Strategy Read and Respond Read Review Lesson C Read Part 3: Make Connections Read and Respond Apply the Comprehension Strategy Extend Learning Zoom in on Words Extend Word Practice Build Language Skills for ELLs Research and Write Assess Administer Post-Test 6

9 After-School Programs Language, Literacy & Vocabulary works within a variety of after-school programs. Whether your after-school program meets every day or only three days a week, the program can easily be adjusted to meet your scheduling needs. For programs that meet every day, one topic can be completed each week of the program. Use the Pacing Guide on page 6. For programs that meet three times per week, one topic can be completed every two weeks. Use the suggested plan shown below. Flexible Use Week 1 Day 1 Lesson A Build Background Administer Pre-Test Preview the Text Read and Discuss Teach Key Concept Words Week 1 Day 2 Lesson B Understand the Big Idea Review Lesson A Read Part 1: Understand the Big Idea Practice the Comprehension Strategy Read and Respond Week 1 Day 3 Lesson C Take a Closer Look Review Lesson B Read Part 2: Take a Closer Look Practice the Comprehension Strategy Read and Respond PACING GUIDE: Two Weeks for One Topic Review High-Utility Words Teach the Comprehension Strategy Week 2 Day 1 Lesson D Make Connections Review Lesson C Read Part 3: Make Connections Read and Respond Apply the Comprehension Strategy Week 2 Day 2 Begin Lesson E Extend Learning Zoom in on Words Extend Word Practice Build Language Skills for ELLs Week 2 Day 3 Complete Lesson E Extend Learning Research and Write Administer Post-Test Summer School Programs Language, Literacy & Vocabulary is the perfect fit for your summer school program. When time is short and results matter, your class time must be productive. The five-day lesson plan allows you to complete one topic during each week of your summer school program. Whether your summer school plan includes a four-, five-, or six-week program, you can select developmentally appropriate themes that focus on the content areas of science and social studies while developing strong literacy skills. Four-Week Program Choose four topics. Five-Week Program Choose five topics. Six-Week Program Choose six topics. 7

10 Overview Ocean Exploration STANDARDS Academic Language/ELD Use academic vocabulary in the content area of earth science Use appropriate language forms to determine importance Develop fluency in reading, writing, listening to, and speaking English Science Explain that the ocean covers most of Earth s surface and is home to many living things Describe the ocean and how scientists explore it Explain how scientists use special equipment to explore the deep ocean Make connections to related concepts and experiences Reading/Language Arts Learn and apply the target comprehension strategy: Determining Importance Use adverbs and adjectives in reading, writing, listening, and speaking Conduct research and write about an ocean zone Lesson A* Teacher s Guide, pages Prepare to Read Preview the Text Read and Discuss Teach Key Concept Words Review High-Utility Words Teach the Comprehension Strategy Lesson Planner Lesson B Teacher s Guide, pages Read Review Lesson A Read Part 1: Understand the Big Idea Practice the Comprehension Strategy Read and Respond Lesson C Teacher s Guide, pages Read Review Lesson B Read Part 2: Take a Closer Look Practice the Comprehension Strategy Read and Respond 8 *Before you begin Lesson A, you can administer the Pre-Test on Learning Masters, page 44 to assess students prior knowledge.

11 Instructional Highlights Big Idea The ocean covers most of Earth s surface and is home to many kinds of living things. Comprehension Strategy Determining Importance Key Concept Words ocean trench shoreline water pressure submersible High-Utility Words explore withstand narrow zones surface Extend Learning Zoom in on Words Adverbs and Adjectives Research and Write Write About an Ocean Zone Read and Compare Read More About the Ocean Readability Level Fry 3.1 ASSESSMENT Pre-Test MATERIALS Pre-Test Audiolesson 5 Learning Masters, pages Transparencies 13, 14, 15, E Learning Masters / page 44 Reading Expeditions: Language, Literacy & Vocabulary 1. Look at the pictures. Circle the tools used to explore shallow parts of the ocean. 2. Look at the pictures. Draw an arrow that points to the tool used to explore the deepest parts of the ocean. 3. Describe how shallow parts of the ocean are different from the deepest parts of the ocean. Write the letter of the correct definition next to each word. 4. water pressure a. a small boat that can travel in deep ocean water 5. submersible b. a light made by living things 6. scuba c. equipment connected to an air tank that lets a person breathe underwater 7. bioluminescence d. the weight of water on objects or living things Lesson D Teacher s Guide, pages Read Review Lesson C Read Part 3: Make Connections Read and Respond Apply the Comprehension Strategy Lesson E Teacher s Guide, pages Extend Learning Zoom in on Words Extend Word Practice Build Language Skills for ELLs Research and Write Extend Reading Opportunities Teacher s Guide, page 24 Assess Learning Teacher s Guide, page 25 Home Connection Teacher s Guide, page 25 Circle the letter of the correct answer. 8. What are long narrow valleys in the deepest part of the ocean called? a. submersibles b. ocean zones c. trenches d. shorelines 9. Which ocean zone is the top layer of the ocean? a. midnight b. abyssal c. twilight d. sunlight 10. What is Earth s largest ocean? a. Pacific Ocean c. Indian Ocean b. Arctic Ocean d. Atlantic Ocean Optional Pre-Test 9

12 Lesson A Build Background Student Book, pages 2 5 OBJECTIVES Learn the comprehension strategy: Determining Importance Use text features to predict content: headings, words in bold print, photos, captions, and labels MATERIALS Audiolesson 5, Track A Learning Masters, pages Transparencies 13, 14, 15, E Transparency 13 Preview the Text Distribute copies of. Read aloud the title and the name of the author. Ask students to identify the objects shown on the cover. (coral, fish, diver) Then have students turn to pages 2 3. Read the caption aloud. Ask: What is happening in this photo? Have you ever seen the ocean or pictures of the ocean? What did the ocean look like? What does this photo tell you about the ocean? What questions do you have about this photo? What do you think this book will be about? Invite students to preview. As they page through the book, do the following: Read the headings and captions. Explain unfamiliar words in the headings. Connect the captions to the photos. Talk about the photos. Invite students to name or describe objects or situations shown in the photos that are familiar. Let students look through pages on their own. Ask students to make predictions about what they will learn. Read and Discuss Display Transparency 13 and have students turn to pages 4 5 in. Lead the following activities: Talk about the photo of Earth. Have students describe the colors of Earth s land and water and compare the amounts of land and ocean. Point out that the white swirls in the photo are clouds. Help students use the pie chart to estimate how much of Earth s surface is covered by water. (almost three-fourths) Read aloud the text and captions on pages 4 5, or play Audiolesson 5. Invite students to respond to the questions on page 4. Key Concept Word ocean 10

13 Create an Ocean Main-Idea Diagram Make a main-idea diagram about Earth s ocean. Write the main idea on the board: Most of Earth s surface is covered by ocean water. Have students suggest details about the ocean that relate to the main idea. Have students refer to page 4 for details. If students know other details about the ocean, encourage them to share the information to add to the diagram. Main Idea: Most of Earth s surface is covered by ocean water. Detail: Detail: Detail: Detail: Choose from these options to support students at various proficiency levels: Customize Instruction for ELLs Learning Masters / page 28 Newcomers/Beginning Allow students to make suggestions in their home languages. If possible, restate their details in English and add them to the main-idea diagram. Developing As students suggest details to add to the diagram, expand their language by asking questions: Why does Earth look blue when seen from outer space? What kinds of living things are found in the ocean? Then have students tell about Earth s surface by using sentence patterns such as: Most of Earth s surface is covered by. The rest of Earth s surface is covered by. Reading Expeditions: Language, Literacy & Vocabulary Ocean Details Web BUILD BACKGROUND Make a details web about the ocean. In each circle, write one detail about the ocean. Expanding/Bridging Encourage students to think of additional details about the ocean that can be added to the diagram. Model sentences such as: The ocean is deep. The ocean is huge. Many living things live in the ocean. Independent Practice Assign Learning Masters, page 28. Have students fill in the webs with features of Earth s ocean. Save the webs for later reference. Earth s Ocean 11

14 Lesson A continued BUILD BACKGROUND Transparency 14 Learning Masters / page 29 Exploring the Ocean Look at the pictures. Read the sentences about the pictures. Fill in each blank with a Key Concept Word. Reading Expeditions: Language, Literacy & Vocabulary KEY CONCEPT WORDS ocean shoreline submersible trench water pressure Teach Key Concept Words Use Transparency 14 to introduce the Key Concept Words. Invite students to talk about the pictures. Say: ocean Most of Earth s surface is covered by the ocean. (Point to the ocean in all three pictures.) Earth has four major ocean areas. submersible This small boat is a submersible. (Point to Picture #2.) A submersible can travel through deep ocean water. Scientists may travel in submersibles to study the deep parts of the ocean. water pressure Water pressure is the weight of water on objects or living things. As you go deeper into the ocean, the water pressure increases because there is more water above you. (Point to Picture #2) This submersible can travel through deep water because it is strong enough to withstand the great pressure of deep water. shoreline The place where the ocean meets the land is called the shoreline. (Point to the shoreline in Picture #3.) Sometimes the shoreline is a beach where you can play in the sand. The shoreline can also be cliffs or rocks. trench A trench is a long, narrow valley in the ocean floor. (Point to Picture #3.) The deepest parts of the ocean are in trenches. Scientists use submersibles to explore some of these trenches. Scientists have discovered unusual animals living deep in the trenches. Practice Key Concept Words Write the Key Concept Words on note cards. Have students take turns picking a word and using it in a sentence. Choose from these options to support students at various proficiency levels: Customize Instruction for ELLs There are many tools that scientists use to explore the and ocean life. Scientists use a to explore the deep parts of the ocean. This small boat can withstand the great of the deep ocean. Scientists use submersibles to travel to the bottom of the ocean. A is a long, narrow valley in the ocean floor. It is the deepest part of the ocean. Scientists use scuba gear so they can breathe underwater. This equipment allows them to explore shallow parts of the ocean. The water at the is often shallow. Write your own sentence about one of the pictures. Newcomers/Beginning Allow students to repeat others sentences rather than make up their own. Ask students to illustrate their classmates sentence. Developing Have students refer to Transparency 14 to get ideas for their sentences. Expanding/Bridging Allow students to write their sentences on the board and read them aloud. 12 Have students work alone or with a partner to complete Learning Masters, page 29.

15 Review High-Utility Words The following High-Utility Words appear in and many other science texts. You may wish to review these words and their meanings with students. explore (page 3) narrow (page 10) surface (page 4) withstand (page 11) zones (page 12) Transparency E Teach the Comprehension Strategy Determining Importance Introduce Discuss the strategy of determining the most important ideas when reading. Say: When we read an article, some infor - mation is more important than other information. The important ideas are what the article is mostly about. Have students identify important things they noticed as they looked through Ocean Exploration, such as headings, captions, and words in bold print. Display and discuss Transparency E, a checklist to help students determine the most important ideas. Model Tell students: Let s find the important ideas as we read. Display Transparency 15, page 13 of. Read the page aloud, pausing at key points to model the strategy: I look for key words in the heading. This heading tells me that the text will be about tools used in the ocean. I study the features in the text to get clues about the important ideas. The words scuba and submersibles are in bold print. At the bottom of the page, I read the definitions. The picture and caption tell me more about submersibles. I read the first and last sentences of each paragraph to look for important ideas. In the first paragraph, I learn that scientists use scuba gear to breathe underwater as they study the ocean. The second paragraph tells me that scientists must use submersibles to study the deep parts of the ocean because the water pressure is great there. I separate the important idea from the interesting details. The most important idea is that scientists use special tools to help them study the ocean. The description of submersibles is interesting but not the most important idea on the page. Guide students to use this strategy as they read. Practice and Apply Students will practice and apply the strategy of determining importance as they read. See lesson notes on pages 15, 16, and 19 of this guide. Transparency 15 13

16 Lesson B OBJECTIVES Explain that the ocean covers most of Earth s surface and is home to many living things Describe the ocean and how scientists explore it Practice the comprehension strategy: Determining Importance MATERIALS, pages 6 15 Audiolesson 5, Track B Learning Masters, pages Transparency 14 OPTIONS FOR READING Read Aloud/Shared Reading Read aloud Understand the Big Idea on pages Small Group Reading Use the Lesson Guide provided here for instruction, or play Audiolesson 5. Independent/ Partner Reading Have students complete Learning Masters, pages as they reread the selection alone, with a partner, or with the Audiolesson. 14 Understand the Big Idea How Do People Explore the Ocean? Student Book, pages 6 15 Review and Recall Display the main-idea diagram and ask students to list unique features of Earth s ocean. Then display Transparency 14 and ask: What is scuba gear? What does a submersible do? What is water pressure? Small Group Reading Pages 6 7 Build Background/ Set Purpose Discuss the photo on page 7. Ask students to identify the ocean life shown. (shark, coral) Point out that the diver is using scuba gear to breathe underwater. Then read aloud the Big Idea and Set Purpose statements. Read aloud Questions You Will Explore: What are some features of the ocean? How do scientists explore the ocean? Check Understanding How do people study what is in the ocean? (They use tools.) Pages 8 9 Support Comprehension Have students find on the map each ocean name listed on the chart. Ask them to point to the areas where the ocean water is coldest and warmest. Then have students use the chart to compare the sizes of the areas of the ocean. Practice the Comprehension Strategy: Determining Importance Use page 8 to model the strategy of determining importance. Let s find the most important idea on page 8. First, look for key words in the heading. Next, study the features, such as the map and chart, to get clues about the important idea. Then, read the first and last sentences of the paragraph. (Pause for silent reading.) I think the most important idea is that Earth s ocean is divided into different areas, each with its own name. Then I ask myself, What details are interesting, but are not the most important ideas? The sizes of the different oceans are interesting details.

17 Check Understanding Which area of the ocean is the largest? (Pacific Ocean) Which area of the ocean has Earth s coldest water? (Arctic Ocean) Pages Key Concept Words shoreline, trench, water pressure Support Comprehension Point out that the words shallow and deep mean the opposite. Tell students that words that have opposite meanings are called antonyms. Check Understanding Where is ocean water deeper near a shoreline or in a trench? (in a trench) How does water pressure change as water gets deeper? (It gets stronger.) Pages Key Concept Word submersible Support Comprehension Have students imagine being inside a submersible. Ask them to identify the order of ocean zones they would pass through as they traveled from the ocean s surface to the ocean floor. Ask students to draw a picture of what they might see as they travel through the different zones in a submersible. Check Understanding Why do scientists use submersibles to study the deep ocean? (Submersibles are strong enough to withstand the great pressure of deep water.) Pages Support Comprehension Point out that the top layer of the ocean is called the sunlight zone because the most sunlight reaches this zone. Check Understanding Which ocean zone has the most sunlight? (sunlight zone) Which ocean zone has the most kinds of plants and animals? (sunlight zone) Stop and Think! Have students respond to the question on page 15: How do scientists study the different ocean zones? (Scientists use scuba gear to study shallow parts of the ocean. Scientists use submersibles to study the deepest parts of the ocean.) Read and Respond Have students complete Learning Masters, pages as they reread pages 6 15 of. Then ask: Which ocean zone would you most like to visit? What tools would you need to visit this ocean zone? Reading Expeditions: Language, Literacy & Vocabulary Study Guide Pages 6 7 Read Questions You Will Explore on page 6 of. Write what you already know about each question. Questions 1. What are some features of the ocean? 2. How do scientists explore the ocean? Learning Masters / page 30 UNDERSTAND THE BIG IDEA What I Already Know About This Pages 8 9 Read pages 8 9 of. In the left column of the chart, write the names of the four areas of the ocean. In the right column, write one fact about each area. Areas of the Ocean UNDERSTAND THE BIG IDEA Study Guide Facts Read pages of. Write the name of the ocean zone that fits each description in the chart. More than one zone may fit a description. Description of the Zone directly above midnight zone deepest highest water pressure explored with submersibles lowest water pressure explored with scuba gear bottom layer of the ocean has the most kinds of living things dark water directly above abyssal zone Answer the questions. Learning Masters / page 31 Reading Expeditions: Language, Literacy & Vocabulary of the Zone 1. What tool do scientists use to explore the shallow parts of the ocean? 2. What tool do scientists use to explore the deep parts of the ocean? Stop and Think! How do scientists study the different ocean zones? 15

18 Lesson C OBJECTIVES Take a Closer Look Dive Into the Deep Student Book, pages Review and recall key concepts Explain how scientists use special equipment to explore the deep ocean Practice the comprehension strategy: Determining Importance MATERIALS, pages Audiolesson 5, Track C Learning Masters, pages OPTIONS FOR READING Read Aloud/Shared Reading Read aloud Take a Closer Look on pages Small Group Reading Use the Lesson Guide provided here for instruction, or play Audiolesson 5. Independent/ Partner Reading Have students complete Learning Masters, pages as they reread the selection alone, with a partner, or with the Audiolesson. 16 Review and Recall Have students take turns recalling a fact they read about the ocean on pages Then have students turn to page 16 of and respond to the Recap: Explain how scientists explore different parts of the ocean. Small Group Reading Pages Build Background/ Set Purpose Read the title on pages 16 17, Dive Into the Deep. Tell students that the unusual animal in the photo lives in the deep part of the ocean. Explain that it produces a red light. Ask students to predict why the deepsea jellyfish would be glowing. Then read the Set Purpose statement and the introduction on page 16. Check Understanding How do you know that the jellyfish in the photo is in a deep part of the ocean? (The ocean water is dark.) Pages Support Comprehension Point out that a robot is a machine that performs tasks normally done by people. Have students recall the meaning of the word trench. Explain that the Monterey Canyon is a trench on the floor of the Pacific Ocean. Practice the Comprehension Strategy: Determining Importance Ask: What features on these pages help us find the most important ideas? (key words in the headings, pictures, captions, and the first and last sentences of the paragraphs) Have students study these features. Then ask: What are the most important ideas on these pages? (Tiburon is a robot submersible that has many tools that scientists can control from a ship. Scientists used Tiburon to explore the deep ocean of the Monterey Canyon.) Ask: What is an interesting detail on these pages? (Possible response: Tiburon can travel through ocean water as deep as 3,600 meters.)

19 Check Understanding What is Tiburon? (a robot submersible) From where do scientists control Tiburon? (from a ship) What kinds of tools does Tiburon have that help scientists study the deep ocean? (It has lights and cameras for seeing underwater and tools for catching animals.) Pages Support Comprehension Explain that the light made by many animals living in the deep ocean helps them survive in the dark waters. Ask students if they have ever seen fireflies, which glow in the dark. Tell students that the light made by fireflies is also bioluminescence. Check Understanding How have scientists used Tiburon to learn about a mysterious ocean animal? (They used Tiburon to see the animal in the deep ocean and then take the animal out of the ocean to study it.) Stop and Think! Have students respond to the question on page 23: How does Tiburon help scientists learn about the ocean? (Tiburon can travel in deep ocean water. It has lights and cameras that send pictures to scientists on a ship. Tiburon can catch animals and bring them to the ship for closer study.) Read and Respond Reading Expeditions: Language, Literacy & Vocabulary Study Guide Learning Masters / page 32 Pages Read pages of. Answer the questions. 1. Look at the title of this section. What part of the ocean will you read about? 2. What is one question you have about this section of the book? TAKE A CLOSER LOOK Pages Practice the Comprehension Strategy: Determining Importance Read pages of. Fill in the chart with the key words and clues about the important ideas on these pages. Write the most important idea on each page. Page 18 Page 19 Key Words Clues Most Important Idea Key Words Clues Most Important Idea ih l 69 Check Understanding What is bioluminescence? (light that animals make in their bodies) Pages Support Comprehension Explain that the word mys - terious describes something about which little is known. Ask students to name some mysterious things. Discuss why most people would consider deep-sea animals to be mysterious. Have students complete Learning Masters, pages as they reread Ocean Exploration, pages Then have students draw a picture that shows how scientists used Tiburon to explore the deep ocean. Have students label their drawing and write a caption. TAKE A CLOSER LOOK Study Guide Read pages of. Scientists who study the ocean sometimes see unusual living things in the deep water. Fill in the chart with the names of three animals and information about the animals. Unusual Animals Answer the question. 1. What is bioluminescence? Learning Masters / page 33 Reading Expeditions: Language, Literacy & Vocabulary Characteristics Stop and Think! How does Tiburon help scientists learn about the ocean? 17

20 Lesson D Make Connections Student Book, pages OBJECTIVES Summarize key concepts Make connections to related concepts and experiences Apply the comprehension strategy: Determining Importance MATERIALS, pages Audiolesson 5, Track D Learning Masters, pages OPTIONS FOR READING Read Aloud/Shared Reading Read aloud Make Connections on pages Small Group Reading Use the Lesson Guide provided here for instruction, or play Audiolesson 5. Independent/ Partner Reading Have students complete Learning Masters, pages as they reread the selection alone, with a partner, or with the Audiolesson. 18 Review and Recall What do scientists use to study the deepest parts of the ocean? (submersibles) Have students turn to page 24 of and respond to the Recap: Explain how robot submersibles help scientists study the deep ocean. Small Group Reading Pages Summarize Key Concepts/ Set Purpose Read the main text on page 24. Point out that each bulleted sentence tells an important idea from the book. Have students answer the question on the bottom of page 24. Then read the Set Purpose statement. Check Understanding What are two ways in which the sunlight zone and the deeper zones of the ocean are different? (Possible responses: Sunlight reaches the sunlight zone; the deep zones are dark. Many kinds of living things live in the sunlight zone; few kinds of living things live in the deeper zones. Scientists use scuba gear to explore the sunlight zone; they use submersibles to explore the deeper zones.) Pages Support Comprehension Have students look back at the map on page 25. Have them find the east coast of Australia to locate the Great Barrier Reef. Check Understanding How does the robot submersible Hercules help Robert Ballard explore shipwrecks? (It can brush sand and dirt off a wreck and pick up and carry treasures to the surface of the ocean.) What is a coral reef made of? (the skeletons of dead coral animals)

21 Pages Support Comprehension Explain to students that oil floats in ocean water, staying on the water s surface. Animals that come into contact with the surface are most harmed. This includes not only fish, but also birds and mammals such as sea otters. Check Understanding Why are marine sanctuaries important? (They are places in the ocean where ocean animals and plants are protected.) Read and Respond Apply the Comprehension Strategy: Determining Importance Have students complete Learning Masters, pages as they reread Ocean Exploration, pages On page 71, they will sum - marize the key concepts, and on page 72, they will apply the comprehension strategy of determining importance. Then have students each tell one thing they learned about ocean exploration from this book. Reading Expeditions: Language, Literacy & Vocabulary Summarize Key Concepts Think about what you have learned about ocean exploration. Fill in the missing word for each key concept by choosing a word from the Word Box. Then write one sentence about each key concept. Use information from. 1. The largest areas of the are the Pacific Ocean, Atlantic Ocean, Indian Ocean, and Arctic Ocean. Sentence: 2. Many kinds of plants and animals live in the ocean s sunlight. Sentence: 3. Fewer kinds of animals live in parts of the ocean. Sentence: 4. Scientists use to explore the ocean. Sentence: Learning Masters / page 34 MAKE CONNECTIONS WORD BOX deeper ocean tools zone Learning Masters / page 35 MAKE CONNECTIONS Reading Expeditions: Language, Literacy & Vocabulary Study Guide Practice the Comprehension Strategy: Determining Importance Read pages of. Fill in the chart with the key words and clues about the important ideas on these pages. Write the most important idea on each page. Page 26 Page 27 Key Words Key Words Clues Clues Most Important Idea Most Important Idea Page 28 Page 29 Key Words Key Words Clues Most Important Idea Clues Most Important Idea 72 ih l 19

22 Lesson E Extend Learning Student Book, pages OBJECTIVES Understand and practice using adverbs and adjectives Practice and use vocabulary and High-Utility Words Conduct research and write about an ocean zone MATERIALS Learning Masters, pages Reading Expeditions titles: The Oceans Around Us Wonders of Water Science at the Sandy Shore Adverbs and Adjectives For each sentence, fill in each blank with an adverb or an adjective from the chart. 1. The waters of the deep ocean are cold. 20 Learning Masters / page 36 Reading Expeditions: Language, Literacy & Vocabulary 2. The pilot of the submersible stops the ship. 3. The lights of the submersible help the scientist see the living things in the water. ZOOM IN ON WORDS Adverbs 4. The scientist spots a animal that he has seen before. The submersible scares the animal, which swims away. Write about the ocean scene shown above. Include at least two adverbs and two adjectives. Underline the adverbs and circle the adjectives. Adjectives carefully quickly bright dark rarely very mysterious robot Zoom in on Words Teach Adverbs On the board, write: The very tall boy often runs very quickly. Tell students that all the underlined words are adverbs. Remind them that adverbs are words that tell more about the meaning of a verb, an adjective, or another adverb. Using page 30, do the following: Read aloud the text and captions. Ask students to identify the adverbs in the captions. Have students decide whether the adverb tells when, how, what kind, or how much. Teach Adjectives Ask students to describe a person, place, or thing they know. Write the descriptions on the board and circle the describing words. Remind students that words that describe people, places, or things are called adjectives. Using page 31, do the following: Read aloud the text and captions. Ask students to identify the adjectives in the captions. Have students identify the person, place, or thing that each adjective describes. Extend Word Practice Optional Using Adverbs to Answer Questions Have partners write sentences and then ask a question about the sentence that can be answered by adding an adverb. (The girl is singing. How is the girl singing? The girl is singing quietly.) Word Search Have partners create a two-column chart with the headings Adverbs and Adjectives. Tell them to look through the book and add examples of adverbs and adjectives to their chart. Have students write sentences using the words in the chart. Independent Practice Assign Learning Masters, page 36. Have students share the sentences they write about exploring the deep ocean.

23 Build Language Skills for ELLs Optional Teach High-Utility Words Review the High-Utility Words. Have students find the sentences that use the words: explore (page 3); surface (page 4); narrow (page 10); withstand (page 11); zones (page 12). Then create a chart like this one. Encourage students to find the definitions for each word and then answer the question that uses the word. Have students answer the question with a complete sentence. Build Oral Language Skills Have groups of students of mixed proficiency levels prepare a television news report about a team of scientists exploring the ocean. Tell students that their report should describe the tools the scientists Word Definition Question Answer explore to travel to little-known lands or seas used and what they saw during their exploration. Encourage students to include Glossary Words and High-Utility Words. Choose from these options to allow students of various proficiency levels to participate: High-Utility Words What tools do scientists use to explore the ocean? narrow not wide What is a long, narrow valley found on the ocean floor called? surface the top of the ground or of a body of water withstand to stand up against, resist zone a region or an area Customize Instruction for ELLs Newcomers/Beginning Allow students to use the photos and drawings in as visual aids for their report. Students can point to the visuals at appropriate times during the report. Developing Have students refer to for language they can adapt for their report. Provide a language format such as: The scientists used [tool] and [tool] to explore the ocean. The [tool] was used to explore the shallow parts of the ocean. The [tool] was used to explore the deep parts of the ocean. Expanding/Bridging Have students use additional resources to gather information for their report, including the library and the Internet. Have them answer any questions about their report that other students might ask. What is most of Earth s surface covered with? How is a submersible able to withstand the great water pressure of the deep ocean? Which ocean zone has the most kinds of living things? Scuba gear and submersibles are used to explore the ocean. A trench is a long, narrow valley found on the ocean floor. The ocean covers most of Earth s surface. The strong walls of submersibles help them withstand great water pressure. The sunlight zone has the most kinds of living things. 21

24 Lesson E continued RESEARCH AND WRITE Note-Taking Chart Reading Expeditions: Language, Literacy & Vocabulary Fill in the name of the ocean zone you want to research. Then use the note-taking chart to record information about the animals that live in that ocean zone. Write notes and draw pictures in the chart. Record the names and page numbers of the books, reference materials, or online sources where you found the information. Ocean Zone: Title Page Title Page Title Page Title Page Source Learning Masters / page 37 Writing Frame Information About the Animals in the Ocean Zone Reading Expeditions: Language, Literacy & Vocabulary You have researched kinds of animals in one of the ocean zones. Use this writing frame to write about the animals that live there. The Learning Masters / page 38 Title: Animals in the (name of zone) RESEARCH AND WRITE Zone (name of zone) zone of the ocean has (number) Research and Write Have students read the Research and Write activity on page 32. Then guide their research and writing with these steps. 1 Prewriting Plan the Research Distribute Learning Masters, page 37. Tell students to write on the line the name of the ocean zone they chose. Have them record in the note-taking chart the sources they use to research information about the animals that live in that ocean zone. Point out classroom and library resources, including home-language materials, that students can use to research the information. Visit Organize Information Guide students to complete the note-taking chart with important and interesting information they found about the ocean animals. Students can draw or col lect images to support the information. Have them circle the facts they will write about. 2 Drafting Have students use their note-taking charts to write drafts. Encourage them not to worry about mistakes. Show a completed sample of Learning Masters, page 38 as a writing model. The model describes animal life in the twilight zone of the ocean. Then choose from these options to support students at various proficiency levels: Writing Model Title: Animals in the Twilight Zone The twilight zone of the ocean has few kinds of animals. That is because there is little sunlight in this zone. Some of the kinds of animals that live in the twilight zone include fish, squid, and octopuses. If you visited this zone, you would see the animals floating around in the dark. kinds of animals. That is because there is Some of the kinds of animals that live in the (amount) sunlight in this zone. (name of zone) Customize Instruction for ELLs zone include. If you visited this zone, (names of animals) you would see the animals. (something the animals do) An interesting animal that lives in the (name of zone) zone is the. It is interesting because (name of animal). (reason) Revising and Editing Checklist When you revise, ask: When you edit, ask: Is my information clear? Did I spell words correctly? Can I add more details? Do the subjects and verbs agree? 22 Newcomers/Beginning Allow students to draw pictures of the animals and to work with a more proficient partner to dictate labels or captions for their pictures. Developing Have students write their drafts by filling in the writing frame on Learning Masters, page 38. Expanding/Bridging Students can use the writing frame on Learning Masters, page 38 as a reference, but encourage them to write their drafts in their own words.

25 3 Revising and Editing Encourage students to read their drafts aloud to you or to a partner. Have them use the Revising and Editing Checklist on Learning Masters, page 38. You or the partner can also suggest revisions. After students have marked corrections, have them rewrite the paragraphs on a separate sheet of paper. 4 Sharing and Publishing Encourage students to illustrate their writing and to add labels and captions. Have students share their writing with options such as an oral report, a class book, or a classroom display. 5 Assess Writing Use the Scoring Rubric to evaluate the students writing based on their current level of English proficiency. Score Newcomers/Beginning Developing Expanding/Bridging The drawings show detailed information about animal life in one of the ocean zones. The writing includes four or more labels or complete sentences that relate to animal life in one of the ocean zones. The work shows detailed information from the student s research. The drawings show information about animal life in one of the ocean zones. The writing includes at least two labels that relate to animal life in one of the ocean zones. The work shows some information from the student s research. The drawings show little information about animal life in one of the ocean zones. The labels are not related to animal life in one of the ocean zones. The work shows little or no information from the student s research. Scoring Rubric The writing shows an appropriate use of the writing frame or another organizing structure. The writing includes four or more facts about animal life in one of the ocean zones. The writing shows detailed information from the student s research. The writing shows an attempt to use the writing frame or another organizing structure. The writing includes at least two facts about animal life in one of the ocean zones. The writing shows some information from the student s research. The writing does not use an organizing structure such as the writing frame. The writing has no facts about animal life in one of the ocean zones. The writing shows little or no information from the student s research. The writing shows a good organization of ideas. The writing includes four or more facts about animal life in one of the ocean zones. The writing shows detailed information from the student s research. The writing shows a strong understanding of English grammar and spelling conventions. The writing shows some organization of ideas. The writing includes at least two facts about animal life in one of the ocean zones. The writing shows some information from the student s research. The writing shows some understanding of English grammar and spelling conventions. The writing shows little organization of ideas. The writing has no facts about animal life in one of the ocean zones. The writing shows little or no information from the student s research. The writing shows little understanding of English grammar and spelling conventions. 23

26 Wrap-Up Read and Compare Students can expand their knowledge of ocean exploration and explore new concepts by reading one or more of these National Geographic Reading Expeditions titles. For detailed lesson plans, visit Summary This book introduces readers to features of the ocean, such as currents and tides. It also describes the ocean floor and the communities of organisms found around coral reefs. The Oceans Around Us also tells how humans have depended on technology to learn about the oceans. Connect Concepts These concepts will be familiar to students who have read : Earth s oceans undersea trenches Readability Level Fry 5.5 scuba gear coral reefs Summary This book explains the global water cycle. As part of the explanation, the book discusses where tap water comes from and where it goes. Wonders of Water also describes examples of water pollution, water conservation, and water reuse and recycling. Connect Concepts These concepts will be familiar to students who have read : oceans oil in oceans Readability Level Fry 4.7 Summary This book discusses the ocean shoreline, including the effect of tides and the role of dunes in coastal ecology. Science at the Sandy Shore also describes seashore residents, such as mollusks, crabs, and birds. Connect Concepts These concepts will be familiar to students who have read : oceans ocean life coral reefs Readability Level Fry

27 Assess Learning Choose from these options to measure students mastery of the standards listed on page 104 of this guide: Post-Test Administer the Post-Test on Learning Masters, page 45. Accommodate students with varying levels of English proficiency as follows: Customize Instruction for ELLs Newcomers/Beginning Read each item aloud, and allow extra time for students to respond. If the language is too challenging, have students complete only the first three items on the test. Allow them to respond orally to the third item. Developing Read each test item aloud, and allow extra time for students to respond. Allow students to take this as an open-book test. Expanding/Bridging Verify that students understand the directions before they complete the test independently. Have them answer the third item with a complete sentence. ASSESSMENT Post-Test Learning Masters / page 45 Post-Test 1. Look at the picture of the ocean. Label the trench and the shoreline. 2. Draw an arrow that points to the part of the ocean where the water pressure is the greatest. 3. Describe ocean life in the shallow parts of the ocean. Reading Expeditions: Language, Literacy & Vocabulary Write the letter of the correct definition next to each word. 4. scuba a. a light made by living things 5. bioluminescence b. the weight of water on objects or living things 6. submersible c. a small boat that can travel in deep ocean water 7. water pressure d. equipment connected to an air tank that lets a person breathe underwater Circle the letter of the correct answer. 8. Which area of the ocean is the coldest? a. Pacific Ocean b. Atlantic Ocean c. Indian Ocean d. Arctic Ocean 9. Which ocean zone is the deepest layer of the ocean? a. midnight b. sunlight c. abyssal d. twilight 10. Where would scientists need to use a submersible? a. in the midnight zone c. in the sunlight zone b. along the shoreline d. in the ship s laboratory Performance Assessment Evaluate the oral and written work students have completed while reading. Record observations of students progress on the Progress Tracking Form, downloadable online. Learning Masters / page 39 Reading Expeditions: Language, Literacy & Vocabulary Student Self-Assessment To let students assess their own work, use the Self-Assessment Form downloadable online. You may assign one or more sections of the form, or let students choose which sections they want to complete. Home Connection Dear Family, Your child has been reading the book Ocean Exploration. Use this page to talk with your child about how scientists explore the ocean and what they have learned. Thank you. Key Ideas Your child has discussed these important ideas while reading. The largest areas of the ocean are the Pacific Ocean, Atlantic Ocean, Indian Ocean, and Arctic Ocean. Many kinds of plants and animals live in the ocean s sunlight zone. Fewer kinds of animals live in deeper parts of the ocean. Scientists use tools to explore the ocean. FAMILY FOCUS WORDS TO KNOW ocean the large area of water that covers most of Earth s surface shoreline the place where ocean water meets the land submersible a small boat that can travel in deep ocean water trench a long, narrow valley in the ocean floor water pressure the weight of water on objects or living things The Family Focus letters on Learning Masters, pages summarize key concepts about the ocean. In the Share and Learn activity, family members can discuss exploration of the ocean s sunlight zone. Share and Learn Talk about this scene with your child. What ocean zone is shown? What helps this scientist explore this zone? Ask your child to name the things shown in this picture. 25