Our Solar System CTDR
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OUR SOLAR SYSTEM CHAPTERS 1 & 2 Vocabulary • Use context clues to determine word meaning: What does the word rotating mean in this book? Let’s find clues for the meaning of this word on page 7. (spinning; like a toy top)
Find It! Level 1 Comprehension • Identify facts and details: How many days on Earth equal one day on Mercury? (59, p. 8) • Identify facts and details: “The red planet” is a nickname for... (Mars, p. 13)
LEVEL 40/Q
Look Closer! Level 2 Comprehension • Use graphic features to interpret information: Which two planets have orbits that intersect? (Neptune and Pluto, p. 3)
Venus very hot clouds made of sulfuric acid rotates east to west has no moon
Earth has all the right orbit the Sun conditions for humans, similar animals, and plants size to survive
Both
rotates west to east
• Compare and contrast: How is Venus like Earth? How is it different? Use a Venn diagram for help in answering this question. (The planets are about the same size, and both orbit the Sun; Venus is very hot, has clouds made of sulfuric acid, rotates east to west, and has no moon; Earth has all the right conditions for humans, animals, and plants to survive; rotates west to east; and has a moon. pp. 10–12)
has a moon
Prove It! Level 3 Comprehension • Summarize information: How can information about why Earth has day and night be summarized? (Earth rotates on its axis; it is daytime when our part of Earth faces the Sun and nighttime when our part of Earth is turned away from the Sun. p. 7) • Identify main idea: What is Chapter 2 mainly about? (the four inner planets and what they are like. pp. 8-13) • Make inferences: Why is it not possible to live on Venus? (Answer: It is too hot. Clues/Evidence: The Soviet Union sent a spaceship without people to gather information about Venus, and within two hours of the information being transmitted back, the heat destroyed all the transmitting equipment. p. 10)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: The author presents information in Chapter 1 to... (give an overview of the solar system; Clues/Evidence: She writes about the Sun, the planets, the moons, and asteroids—all things that make up the solar system.)
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CHAPTER 3 Vocabulary • Use context clues to determine word meaning: What does the word tilted mean in this book? Let’s find clues for the meaning of this word on page 17. (looks as if it’s lying on its side)
Find It! Level 1 Comprehension • Identify facts and details: Which planet has the stormiest weather in the solar system? (Neptune, p. 18)
Look Closer! Level 2 Comprehension • Use text features to locate information: Which planets are made of rock? (Mercury, Venus, Earth, and Mars, p. 14) CAUSE:
Jupiter is much bigger than Earth.
• Identify cause and effect: Why would you weigh two and a half times your Earth weight on Jupiter? Use a cause-and-effect chart for help in answering this question. (Jupiter is much bigger than Earth, so its gravity is far greater. p. 15)
Prove It! Level 3 Comprehension M EFFECT:
Its gravity is far greater.
• Identify main idea: What do you think Chapter 3 is mostly about? (It describes the five outer planets: Jupiter, Saturn, Uranus, Neptune, and Pluto. pp. 14-20) • Make inferences: What can you infer from the information about Jupiter’s gravity? (Answer: The larger a planet is, the greater its gravity. Clues/Evidence: If you stood on Jupiter, you would weigh two and a half times what you weigh on Earth. p. 15)
M EFFECT:
You would weigh two and a half times your Earth weight there.
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: Why did the author include a trick to remember the names of the planets in the book? (She thinks it is important to learn the names in order; she knows it might be hard to remember the names without help. p. 20)
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CHAPTERS 4 & 5 Vocabulary • Use context clues to determine word meaning: What does the phrase science-fiction mean in this book? Let’s find clues for the meaning of these words on page 21. (movie; disastrous consequences; chances of this happening in real life are extremely slim)
Find It! Level 1 Comprehension • Identify facts and details: What are moving balls of dust, ice, and rock called? (comets, p. 22)
Look Closer! Level 2 Comprehension • Identify sequence or steps in a process: How does an asteroid become a meteorite? Use a flowchart for help in answering this question. (If the asteroid comes near Earth, it becomes a meteoroid; if the meteoroid enters Earth’s atmosphere, it becomes a meteor; if the meteor strikes Earth’s surface, it becomes a meteorite. pp. 27–28) • Use text features to locate information: How could you help name an asteroid? (Get many people to e-mail the Astronomical Union’ Small Bodies Names Committee with a particular suggestion. p. 26)
asteroid nears Earth
M
meteoroid enters Earth’s atmosphere M
Prove It! Level 3 Comprehension
meteor strikes Earth’s surface
• Make inferences: When a meteorite hits Earth, it hits with a… (Answer: powerful impact; Clues/Evidence: It makes a huge hole or crater. p. 28) • Identify main idea: The chapter “Unanswered Questions” is mostly about... (scientists still trying to learn more about the solar system. Clues/Evidence: There is still much to be learned. There are also some issues that scientists have different opinions about. p. 30)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: The author uses a descriptive text structure to give information about the solar system. Give examples of this in the text. (Comets are moving balls of ice, dust and rock; the Sun is a huge ball of spinning gases made up of helium and hydrogen.)
M
meteorite
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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
2:40 PM
Page 45
OUR SOLAR SYSTEM CHAPTERS 1 & 2 Vocabulary • Use context clues to determine word meaning: What does the word rotating mean in this book? Let’s find clues for the meaning of this word on page 7. (spinning; like a toy top)
Find It! Level 1 Comprehension • Identify facts and details: How many days on Earth equal one day on Mercury? (59, p. 8) • Identify facts and details: “The red planet” is a nickname for... (Mars, p. 13)
LEVEL 40/Q
Look Closer! Level 2 Comprehension • Use graphic features to interpret information: Which two planets have orbits that intersect? (Neptune and Pluto, p. 3)
Venus very hot clouds made of sulfuric acid rotates east to west has no moon
Earth has all the right orbit the Sun conditions for humans, similar animals, and plants size to survive
Both
rotates west to east
• Compare and contrast: How is Venus like Earth? How is it different? Use a Venn diagram for help in answering this question. (The planets are about the same size, and both orbit the Sun; Venus is very hot, has clouds made of sulfuric acid, rotates east to west, and has no moon; Earth has all the right conditions for humans, animals, and plants to survive; rotates west to east; and has a moon. pp. 10–12)
has a moon
Prove It! Level 3 Comprehension • Summarize information: How can information about why Earth has day and night be summarized? (Earth rotates on its axis; it is daytime when our part of Earth faces the Sun and nighttime when our part of Earth is turned away from the Sun. p. 7) • Identify main idea: What is Chapter 2 mainly about? (the four inner planets and what they are like. pp. 8-13) • Make inferences: Why is it not possible to live on Venus? (Answer: It is too hot. Clues/Evidence: The Soviet Union sent a spaceship without people to gather information about Venus, and within two hours of the information being transmitted back, the heat destroyed all the transmitting equipment. p. 10)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: The author presents information in Chapter 1 to... (give an overview of the solar system; Clues/Evidence: She writes about the Sun, the planets, the moons, and asteroids—all things that make up the solar system.)
33327-33464_A_CTDR.qxd:Nav A Gr4 CTDR cards
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Page 46
CHAPTER 3 Vocabulary • Use context clues to determine word meaning: What does the word tilted mean in this book? Let’s find clues for the meaning of this word on page 17. (looks as if it’s lying on its side)
Find It! Level 1 Comprehension • Identify facts and details: Which planet has the stormiest weather in the solar system? (Neptune, p. 18)
Look Closer! Level 2 Comprehension • Use text features to locate information: Which planets are made of rock? (Mercury, Venus, Earth, and Mars, p. 14) CAUSE:
Jupiter is much bigger than Earth.
• Identify cause and effect: Why would you weigh two and a half times your Earth weight on Jupiter? Use a cause-and-effect chart for help in answering this question. (Jupiter is much bigger than Earth, so its gravity is far greater. p. 15)
Prove It! Level 3 Comprehension M EFFECT:
Its gravity is far greater.
• Identify main idea: What do you think Chapter 3 is mostly about? (It describes the five outer planets: Jupiter, Saturn, Uranus, Neptune, and Pluto. pp. 14-20) • Make inferences: What can you infer from the information about Jupiter’s gravity? (Answer: The larger a planet is, the greater its gravity. Clues/Evidence: If you stood on Jupiter, you would weigh two and a half times what you weigh on Earth. p. 15)
M EFFECT:
You would weigh two and a half times your Earth weight there.
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: Why did the author include a trick to remember the names of the planets in the book? (She thinks it is important to learn the names in order; she knows it might be hard to remember the names without help. p. 20)
33327-33464_A_CTDR.qxd:Nav A Gr4 CTDR cards
11/23/10
2:40 PM
Page 47
CHAPTERS 4 & 5 Vocabulary • Use context clues to determine word meaning: What does the phrase science-fiction mean in this book? Let’s find clues for the meaning of these words on page 21. (movie; disastrous consequences; chances of this happening in real life are extremely slim)
Find It! Level 1 Comprehension • Identify facts and details: What are moving balls of dust, ice, and rock called? (comets, p. 22)
Look Closer! Level 2 Comprehension • Identify sequence or steps in a process: How does an asteroid become a meteorite? Use a flowchart for help in answering this question. (If the asteroid comes near Earth, it becomes a meteoroid; if the meteoroid enters Earth’s atmosphere, it becomes a meteor; if the meteor strikes Earth’s surface, it becomes a meteorite. pp. 27–28) • Use text features to locate information: How could you help name an asteroid? (Get many people to e-mail the Astronomical Union’ Small Bodies Names Committee with a particular suggestion. p. 26)
asteroid nears Earth
M
meteoroid enters Earth’s atmosphere M
Prove It! Level 3 Comprehension
meteor strikes Earth’s surface
• Make inferences: When a meteorite hits Earth, it hits with a… (Answer: powerful impact; Clues/Evidence: It makes a huge hole or crater. p. 28) • Identify main idea: The chapter “Unanswered Questions” is mostly about... (scientists still trying to learn more about the solar system. Clues/Evidence: There is still much to be learned. There are also some issues that scientists have different opinions about. p. 30)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: The author uses a descriptive text structure to give information about the solar system. Give examples of this in the text. (Comets are moving balls of ice, dust and rock; the Sun is a huge ball of spinning gases made up of helium and hydrogen.)
M
meteorite
33327-33464_A_CTDR.qxd:Nav A Gr4 CTDR cards
11/23/10
2:40 PM
Page 48
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.
