Deserts
Deserts
Level I/15
Social Studies
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategies •• Draw Conclusions •• Summarize Information Phonemic Awareness
•• Manipulating medial sounds
Phonics
•• Variant vowel oo •• Word family -old
High-Frequency Words
•• enough, most, much
Content Vocabulary •• Desert words
Grammar/Word Study
•• Words that tell how much or how many
Social Studies Big Idea
•• Deserts have a complete ecosystem that includes plants and animals.
• Small Group Reading Lesson • Skills Bank • Reproducible Activities
B
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
Small Group Reading Lesson K-W-L Topic: Learning about deserts K W L (What I know (What I want to (What I learned) or think I know) know)
Deserts are hot.
Where are deserts?
Deserts have What kinds lots of sand. of animals Camels live live in the in the desert. desert?
All deserts are dry. Some deserts are hot. Some are cold.
Animals and plants have special ways of surviving It doesn’t in the desert. rain much in How are deserts formed? the desert. A cactus grows in the desert.
What kinds of plants grow in the desert?
Before Reading Activate Prior Knowledge Encourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer “K-W-L” (left) or copy the organizer on chart paper, leaving the columns blank. Find out what students already know about deserts. Record their responses in the “K” column of the chart. Ask students to think about what they would like to learn about deserts from reading the book. Write their responses in the “W” column. Inform students that they will come back to the graphic organizer when they have finished reading the book.
Preview the Book Read the title and names of the authors to students. Ask: Visual Cues • Look for familiar vowel patterns. (CVCe pattern in shade and hole) • Look for familiar chunks within the word. (with in without; goose in mongoose) • Break the word into syllables and sound out each part. (an/i/mal; Sa/ha/ra) Structure Cues • Think about whether the sentence sounds right. • Look for repeated language patterns. (“Some animals...”) Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the meaning of the word.
• What do you see on the cover? • How can you tell it is a desert? Show students the title page. Ask: • What does the table of contents tell us about the information in the book? • What page would you turn to if you wanted to find out if animals live in the desert? Preview the photographs and graphic features with students, reinforcing the language used in the text. For example, say: Look at the map of the world on pages 2 and 3. The map shows where the deserts are. Can you tell from the map where the largest desert is? (Northern Africa) Do you think all these deserts look alike?
Set a Purpose for Reading Have students turn to page 2 and read the book silently. Say: I want you to find out about deserts and the plants and animals that live there. Let’s see if we can find information to add to our K-W-L chart. Monitor students’ reading and provide support when necessary.
Review Reading Strategies Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words.
Deserts
2
© 2011 Benchmark Education Company, LLC
During Reading Observe and Prompt Reading Strategies Observe students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently.
After Reading Reflect on Reading Strategies After students have completed their reading, encourage them to share the reading strategies they used. Reinforce the good reading behaviors you noticed by saying: • I noticed, [student’s name], that when you came to a word you didn’t know, you went back and reread the sentence. Did this help you figure out the word? • [Student’s name], I saw you try to sound out the word cactus. You divided the word into syllables and used what you know about short vowels to sound out each syllable. Then you looked at the picture to check if you were right. That’s what good readers do.
Build Comprehension Ask and Answer Questions Help students review the text content and relate it to what they already know by asking some or all of the following questions. • What does the book tell us about how plants survive in the desert? Let’s write what we learned in the “L” column of our chart. (Cactus plants keep water in their stems, p. 14; the baobab tree sends roots deep into the ground to find water, p. 15) (Locate facts) • Let’s look at our K-W-L chart. Were any of our questions answered? (Answers will reflect information throughout the book. Students should find evidence for their answers in the text.) (Compare and contrast) • What kinds of challenges would you face if you lived in the desert? Use your own ideas and what you learned from the book. (Answers will vary. One possible answer: It would be hard to find food and water.) (Make inferences) • Does the addax live in a hot desert or a cold desert? (hot, pp. 11 and 6) (Draw conclusions) • Would you like to visit a desert? Would you like to live in one? Why or why not? (Answers will vary.) (Use creative thinking) © 2011 Benchmark Education Company, LLC
Teacher Tip Using the Skills Bank Based on your observations of students’ reading behaviors, you may wish to select activities from the Skills Bank (pp. 6–8) that will develop students’ reading strategies.
Question Types Students need to understand that they can use information from various places in the book, as well as background knowledge, to answer different types of questions. These lessons provide four types of questions, designed to give students practice in understanding the relationship between a question and the source of its answer. • Questions that require students to go to a specific place in the book. • Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book. • Questions that require students to combine background knowledge with information from the book. • Questions that relate to the book topic but require students to use only background knowledge and experience, not information from the book. Deserts
3
Small Group Reading Lesson
(continued)
Build Comprehension Summarize Information
Teacher Tip Monitoring Comprehension • Are students able to revisit the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to match the wording of the question to the wording in the text to help them locate answers. • Are students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer.
Model Create an overhead transparency of the graphic organizer on page 1 or copy it on the board. Review the information in the book. Begin with a discussion of the types of deserts. Then discuss characteristics of hot and cold deserts. Model for students how to record this information on the chart. Use the following think-aloud. When I read nonfiction material, I can better remember what I have read if I organize the information on a chart. On this chart I can summarize the details about hot and cold deserts, and the plants and animals that live in each. When I summarize I write only the most important words from the text. The book tells me that the Sahara Desert is a hot desert. I will write this detail here. Now let’s summarize the rest of the information together. Practice and Apply Help students locate details about hot and cold deserts in the book. Model how to record the information from the book on the graphic organizer. When students can complete the organizer independently, distribute copies and monitor their work. Allow time for students to share their recorded information.
• Can students combine their background knowledge with information from the text to draw conclusions? If they are having difficulty, model how you would answer the question. • Are students’ answers to creative questions logical and relevant to the topic? • Do students’ completed graphic organizers reflect an ability to summarize information? If students are having difficulty, provide more modeling.
Summarize Information Topic:
Deserts
Hot
Cold
Sahara Desert
Gobi Desert
Animals
Plants
Animals
camel addax hedgehog
cactus
camel mongoose
Plants
Deserts
4
© 2011 Benchmark Education Company, LLC
Small Group Writing Use the information from the graphic organizer completed during the Build Comprehension segment of the lesson to help students write a summary paragraph describing one of the types of deserts. Use the following writing steps. • Use the information on the graphic organizer to help students summarize aloud the information about one type of desert. • Guide them in creating sentences, using the information on the chart, that you record on the board. • Read through the sentences with students. Ask for suggestions about ways the sentences can be improved. Ask: Does the order of the sentences make sense? Do we need to add details to make the description clearer? • Discuss how the photographs in the book provide readers with a better understanding of the content. Have students suggest a visual feature to include with their paragraph.
Write Independently Remind students of the importance of carefully planning their writing. Explain that students are going to use the same graphic organizer to plan their own descriptive paragraph. Use the following writing steps. • Distribute copies of the blank graphic organizer.
Reread for Fluency You may wish to read sections of the book aloud to students to model fluent reading of the text. Model using appropriate phrasing, intonation, expression, volume, and rate as you read. Some students may benefit from listening to you read a portion of the text and then reading it back to you. Have students reread Deserts with a partner. Have one partner read a page and ask the partner a question about it. Stu dents should take turns reading a page and asking the questions.
• Ask students to choose a topic, such as mountains, oceans, or their house. • Help students label the circles on the organizer. For example, students writing about their house might label the first-tier box “My House,” the second-tier boxes “Upstairs” and “Downstairs,” and so on. • Have students write details in the appropriate boxes. • Ask students to expand on the details and create sentences about their topics for their written paragraphs. • Tell students that they can work with a partner to edit their paragraphs.
Connect to Home Have students read the take-home version of Deserts to family members. Encourage students to share their descriptive paragraphs with family members.
Deserts © 2011 Benchmark Education Company, LLC
5
Skills Bank Phonemic Awareness: Manipulating medial sounds Say the word root. Ask students what vowel sound they hear in the middle. (/oo /) Ask them what word you would have if you changed the vowel sound to / i /. (right) Now ask them what word you would have if you changed the / i / to /a/. (rat) Tell students that you want to change the middle sound in the word live. Ask them what word you would have if you changed the /i/ sound in live to /e / (leave). Continue manipulating sounds to create new words: leave to love; look to like; food to fed; drop to drip; rain to run; hot to hit, hat, and hut.
Phonics: Variant vowel oo
c oo l
l oo k
f oo d
g oo d
fold
mold
gold
sold
hold
told
Write the words cool and food on the board and have a volunteer read them aloud. Ask students what sounds the same in the two words. (The words have the same vowel sound.) Circle the letters oo in each word. Then write the words look and good on the board. Have another volunteer read these words. Ask students what sounds the same in these two words. (The words also have the same vowel sound.) Circle the letters oo in look and good. Explain to students that the letters oo can make both the /oo / sound, as in food, and the /u^/ sound, as in good.
Phonics: Word family -old Write the word cold on the board. Read the word with students. Erase the c in cold and write b in its place. Ask students to read the new word. (bold) Write ___old on the board six times. Ask students to give you other examples of -old words and tell you what letter to write in the blank to make the word. If they are having difficulty, guide students to identify fold, gold, hold, mold, sold, and told.
Deserts
6
© 2011 Benchmark Education Company, LLC
High-Frequency Word Vocabulary Write the words most, enough, and much on the board. Ask students to copy the words onto index cards. Say sentences using the words, but leave out the high-frequency word. For example, say: I like strawberries very ____ or _____ deserts are very hot. Ask students to hold up the card with the word on it that completes the sentence.
Content Vocabulary: Desert words Ask students to brainstorm words associated with the desert, such as dry, hot, cold, rocks, sand, palm trees, cactus, lizards, snakes, and camel. List their suggestions on the board. Draw two overlapping circles on the board to create a Venn diagram. Label one circle “Hot deserts” and the other “Cold deserts.” Go through the list one word at a time and ask students whether the word goes with hot deserts, cold deserts, or both. Write the words in the appropriate place on the Venn diagram.
most enough much
Grammar/Word Study: Words that tell how much or how many Ask students to brainstorm a list of words or phrases that tell how much or how many, such as some, much, enough, very, little, more, and a lot. Have students search the book to see how these words are used. Then ask them to choose several words and write sentences of their own.
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN# 978-1-4108-0132-6
7
Skills Bank Build Comprehension Draw Conclusions ••Explain Create an overhead transparency of the graphic organizer “Deserts” or draw it on the board. Say: An author can’t give us every bit of information in a book. We figure out some things on our own. We use the author’s words, photographs, and information we already know for clues. Figuring something out using three or more clues is called drawing a conclusion. ••Model Say: Let’s draw a conclusion about Deserts. On pages 2 and 3, we see a world map showing where deserts are found. There are medium size deserts in North and South America. There are very large deserts in Africa, the Middle East, Asia, and Australia. I know that North and South America are in the Western Hemisphere. Record this evidence in the first Clues box on the graphic organizer. Say: Now we need to use the clues to draw a conclusion. We can conclude that deserts cover a larger area of land in the Eastern Hemisphere than in the Western Hemisphere. Write this in the first Conclusion box. ••Guide Say: Now let’s draw a conclusion about water in deserts. Look at pages 4 through 6. What do we learn about deserts on these pages? (Allow time for students to respond, assisting if needed.) Yes, we learn that all deserts are dry. Some deserts go years without rain. Most deserts are very hot. We also know that hot weather makes bodies of water evaporate and dry up. Record this evidence in the second Clues box on the graphic organizer. Ask: What can we figure out from these clues? (Again allow time for students to respond.) Yes, deserts do not have large bodies of water like lakes or rivers. Record this sentence in the second Conclusion box on the graphic organizer. ••Apply Ask students to work with a partner to draw several more conclusions from the book. Remind them to use word and photograph clues, as well as information they already know, to figure out things the author doesn’t say. After the partnerships share, record their ideas on the graphic organizer. Finally, invite volunteers to read the completed graphic organizer aloud.
8
Deserts ©2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date __________________
Deserts Draw Conclusions Clues
©2011 Benchmark Education Company, LLC
Conclusion
Notes
10
Deserts ©2011 Benchmark Education Company, LLC
Notes
Deserts ©2011 Benchmark Education Company, LLC
11
Name _______________________________________________________ Date ___________________
Summarize Information Topic:
© 2011 Benchmark Education Company, LLC
Level I/15
Social Studies
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategies •• Draw Conclusions •• Summarize Information Phonemic Awareness
•• Manipulating medial sounds
Phonics
•• Variant vowel oo •• Word family -old
High-Frequency Words
•• enough, most, much
Content Vocabulary •• Desert words
Grammar/Word Study
•• Words that tell how much or how many
Social Studies Big Idea
•• Deserts have a complete ecosystem that includes plants and animals.
• Small Group Reading Lesson • Skills Bank • Reproducible Activities
B
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
Small Group Reading Lesson K-W-L Topic: Learning about deserts K W L (What I know (What I want to (What I learned) or think I know) know)
Deserts are hot.
Where are deserts?
Deserts have What kinds lots of sand. of animals Camels live live in the in the desert. desert?
All deserts are dry. Some deserts are hot. Some are cold.
Animals and plants have special ways of surviving It doesn’t in the desert. rain much in How are deserts formed? the desert. A cactus grows in the desert.
What kinds of plants grow in the desert?
Before Reading Activate Prior Knowledge Encourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer “K-W-L” (left) or copy the organizer on chart paper, leaving the columns blank. Find out what students already know about deserts. Record their responses in the “K” column of the chart. Ask students to think about what they would like to learn about deserts from reading the book. Write their responses in the “W” column. Inform students that they will come back to the graphic organizer when they have finished reading the book.
Preview the Book Read the title and names of the authors to students. Ask: Visual Cues • Look for familiar vowel patterns. (CVCe pattern in shade and hole) • Look for familiar chunks within the word. (with in without; goose in mongoose) • Break the word into syllables and sound out each part. (an/i/mal; Sa/ha/ra) Structure Cues • Think about whether the sentence sounds right. • Look for repeated language patterns. (“Some animals...”) Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the meaning of the word.
• What do you see on the cover? • How can you tell it is a desert? Show students the title page. Ask: • What does the table of contents tell us about the information in the book? • What page would you turn to if you wanted to find out if animals live in the desert? Preview the photographs and graphic features with students, reinforcing the language used in the text. For example, say: Look at the map of the world on pages 2 and 3. The map shows where the deserts are. Can you tell from the map where the largest desert is? (Northern Africa) Do you think all these deserts look alike?
Set a Purpose for Reading Have students turn to page 2 and read the book silently. Say: I want you to find out about deserts and the plants and animals that live there. Let’s see if we can find information to add to our K-W-L chart. Monitor students’ reading and provide support when necessary.
Review Reading Strategies Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words.
Deserts
2
© 2011 Benchmark Education Company, LLC
During Reading Observe and Prompt Reading Strategies Observe students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently.
After Reading Reflect on Reading Strategies After students have completed their reading, encourage them to share the reading strategies they used. Reinforce the good reading behaviors you noticed by saying: • I noticed, [student’s name], that when you came to a word you didn’t know, you went back and reread the sentence. Did this help you figure out the word? • [Student’s name], I saw you try to sound out the word cactus. You divided the word into syllables and used what you know about short vowels to sound out each syllable. Then you looked at the picture to check if you were right. That’s what good readers do.
Build Comprehension Ask and Answer Questions Help students review the text content and relate it to what they already know by asking some or all of the following questions. • What does the book tell us about how plants survive in the desert? Let’s write what we learned in the “L” column of our chart. (Cactus plants keep water in their stems, p. 14; the baobab tree sends roots deep into the ground to find water, p. 15) (Locate facts) • Let’s look at our K-W-L chart. Were any of our questions answered? (Answers will reflect information throughout the book. Students should find evidence for their answers in the text.) (Compare and contrast) • What kinds of challenges would you face if you lived in the desert? Use your own ideas and what you learned from the book. (Answers will vary. One possible answer: It would be hard to find food and water.) (Make inferences) • Does the addax live in a hot desert or a cold desert? (hot, pp. 11 and 6) (Draw conclusions) • Would you like to visit a desert? Would you like to live in one? Why or why not? (Answers will vary.) (Use creative thinking) © 2011 Benchmark Education Company, LLC
Teacher Tip Using the Skills Bank Based on your observations of students’ reading behaviors, you may wish to select activities from the Skills Bank (pp. 6–8) that will develop students’ reading strategies.
Question Types Students need to understand that they can use information from various places in the book, as well as background knowledge, to answer different types of questions. These lessons provide four types of questions, designed to give students practice in understanding the relationship between a question and the source of its answer. • Questions that require students to go to a specific place in the book. • Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book. • Questions that require students to combine background knowledge with information from the book. • Questions that relate to the book topic but require students to use only background knowledge and experience, not information from the book. Deserts
3
Small Group Reading Lesson
(continued)
Build Comprehension Summarize Information
Teacher Tip Monitoring Comprehension • Are students able to revisit the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to match the wording of the question to the wording in the text to help them locate answers. • Are students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer.
Model Create an overhead transparency of the graphic organizer on page 1 or copy it on the board. Review the information in the book. Begin with a discussion of the types of deserts. Then discuss characteristics of hot and cold deserts. Model for students how to record this information on the chart. Use the following think-aloud. When I read nonfiction material, I can better remember what I have read if I organize the information on a chart. On this chart I can summarize the details about hot and cold deserts, and the plants and animals that live in each. When I summarize I write only the most important words from the text. The book tells me that the Sahara Desert is a hot desert. I will write this detail here. Now let’s summarize the rest of the information together. Practice and Apply Help students locate details about hot and cold deserts in the book. Model how to record the information from the book on the graphic organizer. When students can complete the organizer independently, distribute copies and monitor their work. Allow time for students to share their recorded information.
• Can students combine their background knowledge with information from the text to draw conclusions? If they are having difficulty, model how you would answer the question. • Are students’ answers to creative questions logical and relevant to the topic? • Do students’ completed graphic organizers reflect an ability to summarize information? If students are having difficulty, provide more modeling.
Summarize Information Topic:
Deserts
Hot
Cold
Sahara Desert
Gobi Desert
Animals
Plants
Animals
camel addax hedgehog
cactus
camel mongoose
Plants
Deserts
4
© 2011 Benchmark Education Company, LLC
Small Group Writing Use the information from the graphic organizer completed during the Build Comprehension segment of the lesson to help students write a summary paragraph describing one of the types of deserts. Use the following writing steps. • Use the information on the graphic organizer to help students summarize aloud the information about one type of desert. • Guide them in creating sentences, using the information on the chart, that you record on the board. • Read through the sentences with students. Ask for suggestions about ways the sentences can be improved. Ask: Does the order of the sentences make sense? Do we need to add details to make the description clearer? • Discuss how the photographs in the book provide readers with a better understanding of the content. Have students suggest a visual feature to include with their paragraph.
Write Independently Remind students of the importance of carefully planning their writing. Explain that students are going to use the same graphic organizer to plan their own descriptive paragraph. Use the following writing steps. • Distribute copies of the blank graphic organizer.
Reread for Fluency You may wish to read sections of the book aloud to students to model fluent reading of the text. Model using appropriate phrasing, intonation, expression, volume, and rate as you read. Some students may benefit from listening to you read a portion of the text and then reading it back to you. Have students reread Deserts with a partner. Have one partner read a page and ask the partner a question about it. Stu dents should take turns reading a page and asking the questions.
• Ask students to choose a topic, such as mountains, oceans, or their house. • Help students label the circles on the organizer. For example, students writing about their house might label the first-tier box “My House,” the second-tier boxes “Upstairs” and “Downstairs,” and so on. • Have students write details in the appropriate boxes. • Ask students to expand on the details and create sentences about their topics for their written paragraphs. • Tell students that they can work with a partner to edit their paragraphs.
Connect to Home Have students read the take-home version of Deserts to family members. Encourage students to share their descriptive paragraphs with family members.
Deserts © 2011 Benchmark Education Company, LLC
5
Skills Bank Phonemic Awareness: Manipulating medial sounds Say the word root. Ask students what vowel sound they hear in the middle. (/oo /) Ask them what word you would have if you changed the vowel sound to / i /. (right) Now ask them what word you would have if you changed the / i / to /a/. (rat) Tell students that you want to change the middle sound in the word live. Ask them what word you would have if you changed the /i/ sound in live to /e / (leave). Continue manipulating sounds to create new words: leave to love; look to like; food to fed; drop to drip; rain to run; hot to hit, hat, and hut.
Phonics: Variant vowel oo
c oo l
l oo k
f oo d
g oo d
fold
mold
gold
sold
hold
told
Write the words cool and food on the board and have a volunteer read them aloud. Ask students what sounds the same in the two words. (The words have the same vowel sound.) Circle the letters oo in each word. Then write the words look and good on the board. Have another volunteer read these words. Ask students what sounds the same in these two words. (The words also have the same vowel sound.) Circle the letters oo in look and good. Explain to students that the letters oo can make both the /oo / sound, as in food, and the /u^/ sound, as in good.
Phonics: Word family -old Write the word cold on the board. Read the word with students. Erase the c in cold and write b in its place. Ask students to read the new word. (bold) Write ___old on the board six times. Ask students to give you other examples of -old words and tell you what letter to write in the blank to make the word. If they are having difficulty, guide students to identify fold, gold, hold, mold, sold, and told.
Deserts
6
© 2011 Benchmark Education Company, LLC
High-Frequency Word Vocabulary Write the words most, enough, and much on the board. Ask students to copy the words onto index cards. Say sentences using the words, but leave out the high-frequency word. For example, say: I like strawberries very ____ or _____ deserts are very hot. Ask students to hold up the card with the word on it that completes the sentence.
Content Vocabulary: Desert words Ask students to brainstorm words associated with the desert, such as dry, hot, cold, rocks, sand, palm trees, cactus, lizards, snakes, and camel. List their suggestions on the board. Draw two overlapping circles on the board to create a Venn diagram. Label one circle “Hot deserts” and the other “Cold deserts.” Go through the list one word at a time and ask students whether the word goes with hot deserts, cold deserts, or both. Write the words in the appropriate place on the Venn diagram.
most enough much
Grammar/Word Study: Words that tell how much or how many Ask students to brainstorm a list of words or phrases that tell how much or how many, such as some, much, enough, very, little, more, and a lot. Have students search the book to see how these words are used. Then ask them to choose several words and write sentences of their own.
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN# 978-1-4108-0132-6
7
Skills Bank Build Comprehension Draw Conclusions ••Explain Create an overhead transparency of the graphic organizer “Deserts” or draw it on the board. Say: An author can’t give us every bit of information in a book. We figure out some things on our own. We use the author’s words, photographs, and information we already know for clues. Figuring something out using three or more clues is called drawing a conclusion. ••Model Say: Let’s draw a conclusion about Deserts. On pages 2 and 3, we see a world map showing where deserts are found. There are medium size deserts in North and South America. There are very large deserts in Africa, the Middle East, Asia, and Australia. I know that North and South America are in the Western Hemisphere. Record this evidence in the first Clues box on the graphic organizer. Say: Now we need to use the clues to draw a conclusion. We can conclude that deserts cover a larger area of land in the Eastern Hemisphere than in the Western Hemisphere. Write this in the first Conclusion box. ••Guide Say: Now let’s draw a conclusion about water in deserts. Look at pages 4 through 6. What do we learn about deserts on these pages? (Allow time for students to respond, assisting if needed.) Yes, we learn that all deserts are dry. Some deserts go years without rain. Most deserts are very hot. We also know that hot weather makes bodies of water evaporate and dry up. Record this evidence in the second Clues box on the graphic organizer. Ask: What can we figure out from these clues? (Again allow time for students to respond.) Yes, deserts do not have large bodies of water like lakes or rivers. Record this sentence in the second Conclusion box on the graphic organizer. ••Apply Ask students to work with a partner to draw several more conclusions from the book. Remind them to use word and photograph clues, as well as information they already know, to figure out things the author doesn’t say. After the partnerships share, record their ideas on the graphic organizer. Finally, invite volunteers to read the completed graphic organizer aloud.
8
Deserts ©2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date __________________
Deserts Draw Conclusions Clues
©2011 Benchmark Education Company, LLC
Conclusion
Notes
10
Deserts ©2011 Benchmark Education Company, LLC
Notes
Deserts ©2011 Benchmark Education Company, LLC
11
Name _______________________________________________________ Date ___________________
Summarize Information Topic:
© 2011 Benchmark Education Company, LLC
