After the Earthquake CTDR
33327-33464_A_CTDR.qxd:Nav A Gr4 CTDR cards
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AFTER THE EARTHQUAKE CHAPTERS 1 & 2 Vocabulary • Use context clues to determine word meaning: What does the word shifting mean in this book? Let’s find clues for the meaning of this word on page 4. (shaking; moving)
Find It! Level 1 Comprehension • Identify facts and details: What are mini-quakes that occur after the main part of an earthquake called? (aftershocks, p. 6)
Look Closer! Level 2 Comprehension LEVEL 40/R
An earthquake occurs under the ocean.
• Compare and contrast: How are landslides and avalanches similar? How are they different? (They both slide down the side of a mountain; they both cause damage; a landslide is made of dirt and rocks; an avalanche is made of ice and snow. pp. 8–9) • Identify sequence or steps in a process: How can tsunamis on the ocean endanger people on land? Use a flow chart for help in answering this question. (When an earthquake occurs under the ocean, the shocks create huge ripples in the water. When the ripples travel to land, they turn into giant waves that crash over the shore. p. 7)
M
The shocks create huge ripples in the water. M
The ripples travel to land.
M
The ripples turn into giant waves that crash over the shore.
Prove It! Level 3 Comprehension • Use graphic features to interpret information/ Make inferences: How might people react to an earthquake of 2.5 on the Richter scale? (Answer: Most people would not even know it had happened. Clues/Evidence: At 2.5 an earthquake is described as “generally not felt”; if an earthquake is not felt, then most people would not know it had happened. p. 6) • Identify main idea: The main idea of the information on page 13 is... (Answer: that people all over the world respond to earthquakes by sending food and supplies; Clues/Evidence: After an earthquake in India, the International Red Cross, doctors from Norway and Finland, medical teams from France, and supplies from Denmark, Britain, Germany, and Switzerland arrived.) • Make inferences: Avalanches occur in places where there is... (Answer: lots of snow; Clues/Evidence: During an avalanche, ice and snow slide down a mountain. p. 9)
Take It Apart! Level 4 Comprehension • Evaluate author’s point of view: The reader can tell by the way earthquakes are described in Chapter 1 that the author thinks that they are... (Answer: frightening; Clues/Evidence: It is scary when the ground shakes; you can be thrown up or down; windows can shatter; people can be killed. p. 2) • Analyze text structure and organization: The author uses descriptive details to tell the effects of a strong earthquake. Give examples of this from the text. (“Cracks might appear in the ground”; “windows might shatter”; “snap electrical wires”, pp. 2–3)
33327-33464_A_CTDR.qxd:Nav A Gr4 CTDR cards
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CHAPTERS 3 & 4 Vocabulary • Use context clues to determine word meaning: What does the word clearing mean in this book? Let’s find clues for the meaning of this word on page 15. (cleaning up; bulldozers and cranes can move rubble)
Find It! Level 1 Comprehension • Identify facts and details: In what year was part of the town of Valdez, Alaska, sucked into the ocean? (1964, p. 20)
Look Closer! Level 2 Comprehension • Identify supporting details: What services that people buy might not be available after an earthquake? Use a semantic map for help in answering this question. (telephone, gas, electricity, plumbing, and water, pp. 16–17) • Use graphic features to interpret information: What was the worst earthquake to hit San Francisco? In what year was there more than one major earthquake? (The Great San Francisco Earthquake in 1906 was the worst; two major earthquakes occurred in 1980. pp. 18–19)
Prove It! Level 3 Comprehension • Identify main idea: What is the main idea of Chapter 4? (Answer: People choose to rebuild after an earthquake for many reasons. Clues/Evidence: People want to stay where they work, play, go to school, and have family and friends. pp. 18-21)
water M
plumbing
telephone M
M
• Evaluate author’s purpose: Why did the author choose to call Chapter 3 “Afterward”? (It describes events that occur in the days after an earthquake.) • Evaluate author’s purpose: Why did the author include the captions that go with the pictures on page 21? (They explain that the reader is seeing before-and-after views of the same building.)
Services
M
electricity
Take It Apart! Level 4 Comprehension
M
gas
33327-33464_A_CTDR.qxd:Nav A Gr4 CTDR cards
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CHAPTERS 5 & 6 Vocabulary • Use context clues to determine word meaning: What does the word withstand mean in this book? Let’s find clues for the meaning of this word on page 24. (survive; resist)
Find It! Level 1 Comprehension • Identify facts and details: A machine used to shake and test model buildings is called... (an earthquake table, p. 23)
Look Closer! Level 2 Comprehension • Identify cause and effect: What stripped away the trees along the Lituya Bay in Alaska in 1958? Use a cause-and-effect chart for help in answering this question. (An earthquake caused a debris avalanche, which caused a tsunami, which stripped the trees. p. 26) • Use text features to locate information: What are some things the Federal Emergency Management Agency says you should not do if you are in a crowded public place during an earthquake? (Do not rush for the doors; do not get in an elevator. p. 30)
Prove It! Level 3 Comprehension • Draw conclusions: One can conclude from the chapter “Building to Survive” that after the next big earthquake... (Answer: many buildings will still be standing; Clues/Evidence: Scientists now have a way to test how well a building will stand up through an earthquake; they use a machine called an earthquake table to test the building. pp. 22-27) • Identify main idea: Chapter 6 is mostly about... (Answer: predicting earthquakes; Clues/Evidence: Scientists who study earthquakes are seismologists; they do experiments to learn more about what causes earthquakes and how to predict them. pp. 28-30)
CAUSE:
An earthquake occurred.
M EFFECT:
The earthquake caused a debris avalanche.
M EFFECT:
The avalanche caused a tsunami. M
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: How did the author present information about earthquakes around the world? (sequential or time order, describing what causes earthquakes, related problems, rescue efforts, rebuilding, preventive measures, and safety precautions)
EFFECT:
The tsunami stripped the trees.
33327-33464_A_CTDR.qxd:Nav A Gr4 CTDR cards
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TIPS FOR ANSWERING TEXT-DEPENDENT QUESTIONS
Vocabulary
Reread and look for clues to help you define the unfamiliar word. Can you find a synonym, a definition, text clues, or picture clues?
Find It! Level 1 Comprehension
The answers are right in the text. Reread to locate facts and details to answer the questions.
Look Closer! Level 2 Comprehension
The answers are in the text, but you may need to look in more than one place to find them.
Prove It! Level 3 Comprehension
You’ll have to be a detective. You won’t find the exact answers to these questions, but you will find clues and evidence to support your inferences and conclusions.
Take It Apart! Level 4 Comprehension
As you reread, ask yourself, “How did the author organize the information? Why did she/he write the book?”
Navigators Grade 4 Set A Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. This card may be photocopied for classroom use only. Based on the Comprehension Through Deductive Reasoning Model developed by Margaret Kilgo.
11/23/10
2:39 PM
Page 5
AFTER THE EARTHQUAKE CHAPTERS 1 & 2 Vocabulary • Use context clues to determine word meaning: What does the word shifting mean in this book? Let’s find clues for the meaning of this word on page 4. (shaking; moving)
Find It! Level 1 Comprehension • Identify facts and details: What are mini-quakes that occur after the main part of an earthquake called? (aftershocks, p. 6)
Look Closer! Level 2 Comprehension LEVEL 40/R
An earthquake occurs under the ocean.
• Compare and contrast: How are landslides and avalanches similar? How are they different? (They both slide down the side of a mountain; they both cause damage; a landslide is made of dirt and rocks; an avalanche is made of ice and snow. pp. 8–9) • Identify sequence or steps in a process: How can tsunamis on the ocean endanger people on land? Use a flow chart for help in answering this question. (When an earthquake occurs under the ocean, the shocks create huge ripples in the water. When the ripples travel to land, they turn into giant waves that crash over the shore. p. 7)
M
The shocks create huge ripples in the water. M
The ripples travel to land.
M
The ripples turn into giant waves that crash over the shore.
Prove It! Level 3 Comprehension • Use graphic features to interpret information/ Make inferences: How might people react to an earthquake of 2.5 on the Richter scale? (Answer: Most people would not even know it had happened. Clues/Evidence: At 2.5 an earthquake is described as “generally not felt”; if an earthquake is not felt, then most people would not know it had happened. p. 6) • Identify main idea: The main idea of the information on page 13 is... (Answer: that people all over the world respond to earthquakes by sending food and supplies; Clues/Evidence: After an earthquake in India, the International Red Cross, doctors from Norway and Finland, medical teams from France, and supplies from Denmark, Britain, Germany, and Switzerland arrived.) • Make inferences: Avalanches occur in places where there is... (Answer: lots of snow; Clues/Evidence: During an avalanche, ice and snow slide down a mountain. p. 9)
Take It Apart! Level 4 Comprehension • Evaluate author’s point of view: The reader can tell by the way earthquakes are described in Chapter 1 that the author thinks that they are... (Answer: frightening; Clues/Evidence: It is scary when the ground shakes; you can be thrown up or down; windows can shatter; people can be killed. p. 2) • Analyze text structure and organization: The author uses descriptive details to tell the effects of a strong earthquake. Give examples of this from the text. (“Cracks might appear in the ground”; “windows might shatter”; “snap electrical wires”, pp. 2–3)
33327-33464_A_CTDR.qxd:Nav A Gr4 CTDR cards
11/23/10
2:39 PM
Page 6
CHAPTERS 3 & 4 Vocabulary • Use context clues to determine word meaning: What does the word clearing mean in this book? Let’s find clues for the meaning of this word on page 15. (cleaning up; bulldozers and cranes can move rubble)
Find It! Level 1 Comprehension • Identify facts and details: In what year was part of the town of Valdez, Alaska, sucked into the ocean? (1964, p. 20)
Look Closer! Level 2 Comprehension • Identify supporting details: What services that people buy might not be available after an earthquake? Use a semantic map for help in answering this question. (telephone, gas, electricity, plumbing, and water, pp. 16–17) • Use graphic features to interpret information: What was the worst earthquake to hit San Francisco? In what year was there more than one major earthquake? (The Great San Francisco Earthquake in 1906 was the worst; two major earthquakes occurred in 1980. pp. 18–19)
Prove It! Level 3 Comprehension • Identify main idea: What is the main idea of Chapter 4? (Answer: People choose to rebuild after an earthquake for many reasons. Clues/Evidence: People want to stay where they work, play, go to school, and have family and friends. pp. 18-21)
water M
plumbing
telephone M
M
• Evaluate author’s purpose: Why did the author choose to call Chapter 3 “Afterward”? (It describes events that occur in the days after an earthquake.) • Evaluate author’s purpose: Why did the author include the captions that go with the pictures on page 21? (They explain that the reader is seeing before-and-after views of the same building.)
Services
M
electricity
Take It Apart! Level 4 Comprehension
M
gas
33327-33464_A_CTDR.qxd:Nav A Gr4 CTDR cards
11/23/10
2:39 PM
Page 7
CHAPTERS 5 & 6 Vocabulary • Use context clues to determine word meaning: What does the word withstand mean in this book? Let’s find clues for the meaning of this word on page 24. (survive; resist)
Find It! Level 1 Comprehension • Identify facts and details: A machine used to shake and test model buildings is called... (an earthquake table, p. 23)
Look Closer! Level 2 Comprehension • Identify cause and effect: What stripped away the trees along the Lituya Bay in Alaska in 1958? Use a cause-and-effect chart for help in answering this question. (An earthquake caused a debris avalanche, which caused a tsunami, which stripped the trees. p. 26) • Use text features to locate information: What are some things the Federal Emergency Management Agency says you should not do if you are in a crowded public place during an earthquake? (Do not rush for the doors; do not get in an elevator. p. 30)
Prove It! Level 3 Comprehension • Draw conclusions: One can conclude from the chapter “Building to Survive” that after the next big earthquake... (Answer: many buildings will still be standing; Clues/Evidence: Scientists now have a way to test how well a building will stand up through an earthquake; they use a machine called an earthquake table to test the building. pp. 22-27) • Identify main idea: Chapter 6 is mostly about... (Answer: predicting earthquakes; Clues/Evidence: Scientists who study earthquakes are seismologists; they do experiments to learn more about what causes earthquakes and how to predict them. pp. 28-30)
CAUSE:
An earthquake occurred.
M EFFECT:
The earthquake caused a debris avalanche.
M EFFECT:
The avalanche caused a tsunami. M
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: How did the author present information about earthquakes around the world? (sequential or time order, describing what causes earthquakes, related problems, rescue efforts, rebuilding, preventive measures, and safety precautions)
EFFECT:
The tsunami stripped the trees.
33327-33464_A_CTDR.qxd:Nav A Gr4 CTDR cards
11/23/10
2:39 PM
Page 8
TIPS FOR ANSWERING TEXT-DEPENDENT QUESTIONS
Vocabulary
Reread and look for clues to help you define the unfamiliar word. Can you find a synonym, a definition, text clues, or picture clues?
Find It! Level 1 Comprehension
The answers are right in the text. Reread to locate facts and details to answer the questions.
Look Closer! Level 2 Comprehension
The answers are in the text, but you may need to look in more than one place to find them.
Prove It! Level 3 Comprehension
You’ll have to be a detective. You won’t find the exact answers to these questions, but you will find clues and evidence to support your inferences and conclusions.
Take It Apart! Level 4 Comprehension
As you reread, ask yourself, “How did the author organize the information? Why did she/he write the book?”
Navigators Grade 4 Set A Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. This card may be photocopied for classroom use only. Based on the Comprehension Through Deductive Reasoning Model developed by Margaret Kilgo.
