Gold TG
Level P/38
Gold For Grade 3–8+ students reading at Literacy Level P/38, including: •• Struggling Readers •• Advanced English-Language Learners
Science
Skills & Strategies
Comprehension Strategies
•• Identify Main Idea and Supporting Details •• Draw Conclusions •• Summarize Information •• Use Graphic Features to Interpret Information •• Use Text Features to Locate Information
Metacognitive Strategy •• Make connections
Vocabulary
•• Develop academic content vocabulary
Phonics/Word Study
•• Recognize comparative words
Grammar and Usage
•• Use the preposition with
Fluency
•• Read commas
Bridges Theme: Rocks and Minerals ••Diamonds (Level N/30) ••Iron (Level O/34) ••Gold (Level P/38)
Science Big Idea:
Readers learn about the properties of gold, where it comes from, how it is mined, and what it is used for. B
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Prepare to Read Build Comprehension
Words To Think About
Pictures To Think About
• Have students turn to the Words To Think About spread. Ask them to study the word map for karat and think of other characteristics and examples to add. Then read the last paragraph on page 27 and ask: What characteristics and examples could you add now? What do you think the word karat means? (a unit of measure for the fineness of gold) • Ask students to study the word bench for alloy. Explain that this term is made up of two word parts from the Latin language. Read the parts aloud for students. Say: Put the word parts together. “To to join” doesn’t make sense, but what about “to join to”? Then read page 7 and ask: What do you think the word alloy means? (a mixture of two or more metals) • Ask students to study the word pedestal for corrode and think of other answers. Then read the last paragraph on page 6 and ask: What information can we add now? What do you think the word corrode means? (to wear away, little by little) • Remind students that good readers use their own knowledge and the text to figure out the meanings of words.
• Hand out the books. Read the title aloud. Ask students to tell what they see on the cover. • Tell students that gold is a valuable metal. • Have students turn to the page titled Pictures To Think About. Tell them they will use information on these pages to help recall and add to what they already know about gold. • Use the picture in the center to point out a gold object made long ago. • On the board, create a chart with two columns labeled What is it? and What do I know about it? Have students make a copy on paper. • Ask partners to study each picture, starting with the top picture on the left-hand page and moving clockwise. Have students complete as much of the chart as they can on their own and then share their ideas with the class. • Use the sample chart below to help them fill in any missing information. • Invite students to find each photograph in the book and read its caption.
Pictures To Think About
2
Photograph
What is it?
What do I know about it?
1
gold jewelry
Gold is often used to make jewelry.
2
gold instruments
Gold can be used in tools and instruments.
3
miners
Gold is mined from the ground.
4
piece of gold
Gold is found in different forms.
© 2011 Benchmark Education Company, LLC. All rights reserved. No 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: 978-1-4108-9923-1
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Before Reading and Do Not Know. Say: I know the word mineral. I will write mineral in the first column. I do not know the word ductile. I will write ductile in the last column. I have heard of the word luster, but I do not know much about it. I will write luster in the center column. Ask students to make their own charts and sort the terms according to their current understanding of each one. Explain that as they learn more about these terms, they can move them to different columns.
Preview the Book • Turn to the Table of Contents and read the chapter headings aloud. Ask student partners to discuss what they think they will learn while reading this book. • Turn to the Index. Explain that an index lists the topics in alphabetical order and the pages they are found on. Ask students to find the term technology in the Index and then again on the correct pages in the book.
Introduction
Set Learning Goals • Pair students and ask them to generate a learning-goal statement about the book’s topic, such as I want to learn why gold is so valuable. Have pairs share their statements with the group. • Post the learning-goal statements on the board in the classroom.
Build Vocabulary for Comprehension • Write the terms karat, alloy, and corrode on the board. Remind students they have already discussed these three important terms. Tell them you will now share additional terms they will need to know, adding compound, crust, ductile, element, luster, magma, malleable, mantle, mineral, ore, and property to the list on the board. Read each term and ask students to pronounce it. • Model how to sort the terms on a threecolumn chart labeled Know, Think I Know,
Know
Think I Know Do Not Know
mineral
luster
ductile
• Ask students to turn to the Introduction on pages 2 and 3. Explain that an introduction tells what a book is about. • Ask students to discuss what they see in the pictures and why they think the author put these here. • Invite students to read the Introduction silently. Then say: Page 3 says you will learn about gold, how people find gold, and why gold is valuable. Which interests you most? Why? Turn to a partner and discuss your answers. After partners confer, invite them to share their thinking with the group.
Text and Graphic Features Use this table to help students see how text and graphic features provide extra information to readers. Chapter
Feature Prompts
2
diagram (p. 8)
1. What is the thinnest layer of Earth? 2. What layer is located between the crust and the outer core?
1. The crust is the thinnest layer of Earth. 2. The mantle is located between the Earth’s crust and its outer core.
3
diagram (p. 15)
1. What is the first step in removing gold from ore? 2. What happens to the gold-coated steel wool after the steel wool is used to separate the gold from the cyanide solution?
1. The gold ore is crushed to a powder. 2. A chemical called flux melts the steel wool.
5
sidebar (p. 25)
Why do you think the newspaper included the detail about gold-coated visors?
It is interesting; it indicates the many special details that had to be attended to in sending people to the moon.
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Answers
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Chapters 1–2 Before Reading Build Vocabulary for Comprehension • Write the terms mineral, property, luster, malleable, element, compound, crust, mantle, magma, and ore on the board. •S ay: The author uses the words Minerals are on page 4 to let us know she is defining the word mineral. Ask students to define mineral. Repeat with property on page 4, element on page 6, compound on page 7, and crust on page 8. •S ay: The author defines luster on page 5 with a synonym by using a comma and the word or. What word has the same meaning as luster? (shine) Repeat with magma on page 8. • Guide students to see that malleable is described on page 5. Ask: What clues does the author provide to help us define the word? (It is a soft metal; gold is easy to hammer or press into different shapes.) Ask students to define malleable. Repeat the process with mantle on page 8 and ore on page 11.
Model Monitor-Reading Strategy: Make Connections •S ay: One way to better understand what I read is to make connections to my own life, to the world, or to other texts I have read. • Use a real-life example of making connections. Explain that today students will connect the information in Chapters 1 and 2 with their own lives. • Read page 4 aloud while students follow along. Say: I have noticed the color, weight, and shininess of gold. This helps me understand what the author means when she describes gold.
Set Purpose for Reading • Ask students to read pages 4–11 silently. Encourage them to make connections between the text and their own lives to help them better understand the information. • Tell students they will read to answer the questions What are the properties of gold? and Where do you find gold?
During Reading Observe and Prompt Reading Strategies • As students read, watch as they make
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connections between their own lives and the information in the chapters. Document who is and is not using this monitor-reading strategy. • Take note of students who have difficulty.
After Reading Discuss the Reading • Ask students to share the connections they made in Chapters 1 and 2. • Have students answer the questions What are the properties of gold? and Where do you find gold? • To focus on text and graphic features for Chapter 2, use the diagram prompt from the chart on page 3 of this guide. • Use the Bridges: Gold Comprehension Question Card for text-dependent questions that refer to this section.
Review Vocabulary • Ask students to restate the direct definitions given for mineral, property, element, compound, and crust; the synonyms given for luster and magma; and the descriptions given for malleable, mantle, and ore. • Ask students to locate the terms on their vocabulary charts and decide if they want to move any to another column.
Summarize Information • Explain that a summary gives the key ideas from a book. • As a group, decide on the key ideas for Chapter 1 and have a student write the information on chart paper. (Gold, a mineral, is yellow with a bright luster. It is malleable and does not corrode. It is a soft metal that can be mixed with other metals such as silver or copper to make it stronger. Gold can be part of a compound.) • Repeat for Chapter 2. (Most gold is found in Earth’s crust. Some scientists think gold gets in the crust when magma pushes into cracks in the crust. Others think that rain goes through cracks in the crust, hits hot spots, boils, and dissolves gold in the rock. Later, the water and gold push up through the cracks. Gold ore is rare and is found in different places. It is hard to mine.) • K eep the key ideas posted. Say: After we select the key ideas from the rest of the book, we will write a summary together.
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Chapters 3–4 Before Reading
After Reading
Build Vocabulary for Comprehension
Discuss the Reading
• Although no glossary words appear in Chapters 3 and 4, use this opportunity to introduce additional content words. Write the terms geologist, placer gold, lode gold, and alchemy on the board. • Guide students to see that geologist is described on page 12. Ask: What clue does the author provide to help us define the word? (These scientists study the land.) Ask students to define geologist. • Point out that placer gold is directly defined on page 16. Say: The author uses the words This is to show she is defining the word. Ask students to define placer gold using the text. Repeat the process with lode gold on page 16 and alchemy on page 19.
• Ask students to share the connections they made in the chapters and explain how making connections helped them understand how gold is mined and the history of gold. • Have students answer the questions How is gold mined? and What is the history of gold? • To focus on text and graphic features for Chapter 3, use the diagram prompt from the chart on page 3 of this guide. • Use the Bridges: Gold Comprehension Question Card for text-dependent questions that refer to this section.
Guide Monitor-Reading Strategy: Make Connections • Remind students they have connected the information in the book to their own lives. Say: Now we will make connections to other texts we have read. • Read page 13 aloud as students follow along. Say: This reminds me of a book I read about coal miners. Then ask students to share other texts they have read about coal miners or other types of miners. • After reading page 14, ask: What connections can you make between the information on the page and other texts you have read?
Set Purpose for Reading • Ask students to read Chapters 3 and 4 and to make connections to other texts they have read. • Tell students they will read to answer the questions How is gold mined? and What is the history of gold?
During Reading Observe and Prompt Reading Strategies • As students read, observe them carefully. For students who struggle with making connections, model it again. Then read page 18 aloud. Ask students to make connections between the information on the page and other texts they have read.
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Review Vocabulary • Ask students to restate the description given for geologist and the direct definitions given for placer gold, lode gold, and alchemy. • Invite students to add the terms to a column on their charts.
Summarize Information • As a group, decide on the key ideas from Chapter 3 and add them to the Chapters 1 and 2 summaries. (To mine gold, geologists take samples of rocks and minerals from an area and map where gold is located. Miners dig tunnels and pits. They blast the rock into pieces, carry them to the surface, and pick out the rocks with gold. To extract the gold, they can use cyanide. It dissolves gold, and gold drains from the rock. The gold is then taken out and refined. But cyanide is not safe for the environment.) • Repeat the process for Chapter 4. (Scientists think gold was the first metal used by humans. They made it into jewelry and decorations. They used placer gold, which is washed into riverbeds as rivers erode rocks. They picked up sand containing gold and washed it through sheepskin. Gold stuck to the fleece. The fleece was burned, leaving tiny globs of gold. In 1519, the Spanish explorer Cortéz sailed to Mexico and conquered the Aztec Empire to take its gold. It made Spain rich. People studied alchemy to try to change lead to gold; in the 1700s, scientists found that other metals could not be changed into gold.)
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Chapter 5 and Conclusion Before Reading
After Reading
Build Vocabulary for Comprehension
Discuss the Reading
• Write the terms ductile and karat on the board. Review the definition for karat using the spread at the beginning of the book and the text on page 27. • Have students turn to page 20. Say: The author directly defines ductile. She uses the words That means to show she is defining the word. Ask students to define ductile using the text.
• Ask students to share their experiences with making connections to parts of Chapter 5 and the Conclusion. •A sk: How did making connections help you understand how gold is used? Discuss students’ responses. • Have students answer the question What are some uses of gold? • To focus on text and graphic features for Chapter 5, use the sidebar prompt from the chart on page 3 of this guide. • Read and discuss the checkpoint on page 27. • Use the Bridges: Gold Comprehension Question Card for text-dependent questions that refer to this section.
Apply Monitor-Reading Strategy: Make Connections • Remind students they have connected the information in the book to their own lives and to other texts. Say: Now we will make another connection to other texts we have read. • Read page 24 aloud as students follow along. Say: This reminds me of an article I read about the first astronauts on the moon. It described the spacesuits and visors they wore. Then ask students to share other texts they have read about astronauts. •S ay: Making connections helps you better understand what you read. Encourage students to make text-to-text connections as they finish reading the book.
Set Purpose for Reading • Ask students to read Chapter 5 and the Conclusion and to make connections between the information and other texts they have read. • Tell students they will read to answer the question What are some uses of gold?
During Reading Observe and Prompt Reading Strategies • As students read, watch them to see if they make connections between the chapter and other texts they have read. • Ask yourself Who is still struggling with this strategy? How can I help them? and provide support as needed.
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Review Vocabulary • Ask students to restate the direct definition given for ductile and decide if they want to move the term to another column on their charts.
Summarize Information • Have students turn to Chapter 5. Ask: What are the key ideas from Chapter 5? (Gold is the most ductile metal on Earth and is one of the best metals for conducting electricity, so gold wires are used to connect electronic parts. Gold can be used to fill cavities because it does not corrode, but it is costly. Space helmets and spacecraft are coated with gold to protect astronauts from the sun. Since gold is the most malleable metal, it is often used for jewelry. Gold is often combined with other metals to make it stronger. A karat is a unit of measurement that tells how much gold is in an item.) • Tell students they will write a summary of the book later on in the lesson.
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After Reading Build Comprehension Draw Conclusions •M odel Say: Authors can’t tell readers everything about a topic. Readers have to “read between the lines.” Good readers draw conclusions based on three or more clues. For example, I notice on pages 4–6 the author says gold is a mineral and minerals are solids, gold is easily hammered and made into jewelry, and gold does not dissolve or corrode. From these clues I can conclude that gold is solid. • Draw a chart on the board with three columns labeled Page, Clues, and Conclusions and ask students to create similar charts on paper. Record information for the conclusion from pages 4–6 while students do the same. • Guide Help students locate clues and evidence on pages 13–14 that support a conclusion about the difficulty of mining gold. Record their responses on your chart as students do the same. • Apply Reread the chart and then explain that student partners will draw conclusions based on clues they find on pages 20–26. • Ask students if they have any questions before they begin. Monitor their work and intervene if they have difficulty. If students draw conclusions different from those in the
sample, be sure each one is supported by clues in the text. • Review the completed graphic organizer.
Shared Writing Summarize the Book •S ay: We have selected key ideas from each chapter. Now we will work together to write a summary of the entire book. • Review the key ideas recorded on chart paper, and then ask: How can we summarize the book in our own words? Ask one or two students to serve as scribes as the class forms summary sentences.
Sample Summary for Gold The mineral gold is yellow, has a bright luster, is malleable, and does not corrode. Mining gold is hard. Humans have valued gold for ages. In 1519, Cortéz conquered the Aztec Empire for its gold. Gold is ductile and a good conductor, so gold wires are used in electronics. Equipment for space travel is coated with gold for sun protection. The most malleable metal, gold is often used for jewelry. It can be mixed with other metals for strength. A karat measures how much gold an item contains.
Draw Conclusions Page
Clues
Conclusions
4–6
• Gold is a mineral, and minerals are solid. • Gold is easily hammered and used to make jewelry. • Gold does not dissolve or corrode.
Gold is solid.
13–14
• Miners dig tunnels and pits. • They blast rock into pieces and haul it to the surface. • Cyanide is used to extract gold. • Cyanide is not safe and can harm the environment.
Mining gold and extracting gold from ore are difficult, complicated, and dangerous.
20–26
• Fifty miles of wire can be formed from one troy ounce of gold. • Gold is used for filling teeth and holding false teeth. • Gold is used to coat space helmets. • Gold can be beaten into gold leaf thinner than a strand of hair.
Pure gold is easy to stretch, flatten, and shape.
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Intervention Support for Struggling Readers and ELLs Phonics/Word Study Comparatives • Ask students to locate the word whiter on page 7. Write whiter on the board. Say: Authors sometimes compare two things by putting -er at the end of a word. The word whiter compares gold without an alloy and gold with an alloy. Ask students to locate the word highest in the sidebar on page 14. Say: Sometimes authors want to compare three or more things. They put -est at the end of a word. The word highest compares the award Arana won with all other human-rights awards in his nation. Ask students to locate the words most malleable on page 26. Say: The comparative forms of some words are made by putting more, most, less, or least in front of the word. Other words have irregular comparative forms: good, better, best; bad, worse, worst. • Help students find other examples of comparatives in the book, such as stronger on page 7, largest on page 13, earliest on page 16, lighter and heavier on page 17, purest on page 19, best on page 21, and thinner on page 26. For each example, ask: What things does the author compare? and What is added to the word, or how is the word changed, to make the comparative form? • Ask students to work with a partner and make up three new sentences using the words named above. Then have them tell what is being compared in each sentence and how the word is changed to show the comparison. • See SpiralUp Phonics Skill Bag #24 from BEC for more in-depth instruction.
with this method describes the word problem. • Ask students to find other examples of the preposition with on pages 9, 15, 18, 23, and 27. For each example, ask: Which word does the phrase that begins with the preposition with describe? or What question—how, when, or where—does the phrase answer? • Pair students. Ask partners to make up sentences using phrases that begin with the preposition with. As they share their sentences with the group, ask them to determine whether each with phrase describes a word or tells when, how, or where about something.
Fluency Read Commas •S ay: As good readers, we do not run all our words together. Instead, we watch for commas to see when we should pause. • Ask students to turn to page 9. Read the page without pausing at commas. Then read it again, pausing at each comma. Say: I know I need to pause because I see a comma. Pausing makes the sentences sound right. Have students read the sentences aloud as modeled. Repeat the process with a sentence on one of the following pages: 8, 10, 14, 17, 18, 19, 21, 22, 23, 24, or 27. • Invite students to read a self-selected page to a partner. Remind them to pause when they see a comma.
Grammar and Usage Preposition with •S ay: Authors sometimes use phrases that begin with the preposition with. Ask students to read the last sentence of the first paragraph on page 6 with you: It does not mix easily with other elements. Say: The phrase with other elements describes the word mix. The phrase with other elements answers the question “How?” about the word mix. Then ask students to read the first sentence of the last paragraph on page 14 with you: The problem with this method is cyanide. Say: The phrase
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Skills Bank Build Comprehension Identify Main Idea and Supporting Details • Explain Create an overhead transparency of the graphic organizer “Gold” or draw it on the board. Say: Nonfiction books have main ideas and supporting details. The main idea is the important idea that carries through the whole text. Details give information to help us understand the main idea. The author may state the main idea, but often readers must study the details and figure out the main idea. • Model Say: We know from the title that the book is about gold. Each chapter gives a different kind of information about gold. No one sentence in the text states the main idea, so we will think about the details to decide the main idea. Ask volunteers to read the pages in Chapter 1 aloud and then say: This chapter defines gold by telling about its physical and chemical properties. Gold is a soft, shiny yellow metal that can be hammered into different shapes. It is also chemically stable and long-lasting. This information provides a supporting detail about gold. Write soft, shiny, malleable yellow metal; chemically stable and long-lasting in the first detail box on the graphic organizer. • Guide Say: Let’s find some more details. Read Chapter 2. (Allow time for students to read the chapter.) What does this chapter tell about gold? Yes, this chapter tells where gold can be found. Ask students to read Chapter 3. Ask: What detail did we learn about the location of gold? Yes, this chapter tells us that gold is found in Earth’s crust in vein-like lines. What detail did we learn about how gold got there? Yes, it was brought up from Earth’s mantle in magma or water. Continue in this way with the remaining chapters. As students call out responses, add the words to the Detail boxes on the graphic organizer. • Apply Review the supporting details, and then ask each student to work with a partner to develop a main idea statement for the book. Remind them that the main idea is a general statement that all the details support. Once each partnership has shared, agree on how to word the main idea and add it to the graphic organizer. Finally, ask volunteers to read the completed graphic organizer aloud.
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Name _______________________________________________________ Date __________________
Gold Identify Main Idea and Supporting Details
Main Idea:
Detail:
Detail:
Detail:
Detail:
Detail:
Detail:
Detail:
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Notes
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Notes
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Gold For Grade 3–8+ students reading at Literacy Level P/38, including: •• Struggling Readers •• Advanced English-Language Learners
Science
Skills & Strategies
Comprehension Strategies
•• Identify Main Idea and Supporting Details •• Draw Conclusions •• Summarize Information •• Use Graphic Features to Interpret Information •• Use Text Features to Locate Information
Metacognitive Strategy •• Make connections
Vocabulary
•• Develop academic content vocabulary
Phonics/Word Study
•• Recognize comparative words
Grammar and Usage
•• Use the preposition with
Fluency
•• Read commas
Bridges Theme: Rocks and Minerals ••Diamonds (Level N/30) ••Iron (Level O/34) ••Gold (Level P/38)
Science Big Idea:
Readers learn about the properties of gold, where it comes from, how it is mined, and what it is used for. B
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Prepare to Read Build Comprehension
Words To Think About
Pictures To Think About
• Have students turn to the Words To Think About spread. Ask them to study the word map for karat and think of other characteristics and examples to add. Then read the last paragraph on page 27 and ask: What characteristics and examples could you add now? What do you think the word karat means? (a unit of measure for the fineness of gold) • Ask students to study the word bench for alloy. Explain that this term is made up of two word parts from the Latin language. Read the parts aloud for students. Say: Put the word parts together. “To to join” doesn’t make sense, but what about “to join to”? Then read page 7 and ask: What do you think the word alloy means? (a mixture of two or more metals) • Ask students to study the word pedestal for corrode and think of other answers. Then read the last paragraph on page 6 and ask: What information can we add now? What do you think the word corrode means? (to wear away, little by little) • Remind students that good readers use their own knowledge and the text to figure out the meanings of words.
• Hand out the books. Read the title aloud. Ask students to tell what they see on the cover. • Tell students that gold is a valuable metal. • Have students turn to the page titled Pictures To Think About. Tell them they will use information on these pages to help recall and add to what they already know about gold. • Use the picture in the center to point out a gold object made long ago. • On the board, create a chart with two columns labeled What is it? and What do I know about it? Have students make a copy on paper. • Ask partners to study each picture, starting with the top picture on the left-hand page and moving clockwise. Have students complete as much of the chart as they can on their own and then share their ideas with the class. • Use the sample chart below to help them fill in any missing information. • Invite students to find each photograph in the book and read its caption.
Pictures To Think About
2
Photograph
What is it?
What do I know about it?
1
gold jewelry
Gold is often used to make jewelry.
2
gold instruments
Gold can be used in tools and instruments.
3
miners
Gold is mined from the ground.
4
piece of gold
Gold is found in different forms.
© 2011 Benchmark Education Company, LLC. All rights reserved. No 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: 978-1-4108-9923-1
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Before Reading and Do Not Know. Say: I know the word mineral. I will write mineral in the first column. I do not know the word ductile. I will write ductile in the last column. I have heard of the word luster, but I do not know much about it. I will write luster in the center column. Ask students to make their own charts and sort the terms according to their current understanding of each one. Explain that as they learn more about these terms, they can move them to different columns.
Preview the Book • Turn to the Table of Contents and read the chapter headings aloud. Ask student partners to discuss what they think they will learn while reading this book. • Turn to the Index. Explain that an index lists the topics in alphabetical order and the pages they are found on. Ask students to find the term technology in the Index and then again on the correct pages in the book.
Introduction
Set Learning Goals • Pair students and ask them to generate a learning-goal statement about the book’s topic, such as I want to learn why gold is so valuable. Have pairs share their statements with the group. • Post the learning-goal statements on the board in the classroom.
Build Vocabulary for Comprehension • Write the terms karat, alloy, and corrode on the board. Remind students they have already discussed these three important terms. Tell them you will now share additional terms they will need to know, adding compound, crust, ductile, element, luster, magma, malleable, mantle, mineral, ore, and property to the list on the board. Read each term and ask students to pronounce it. • Model how to sort the terms on a threecolumn chart labeled Know, Think I Know,
Know
Think I Know Do Not Know
mineral
luster
ductile
• Ask students to turn to the Introduction on pages 2 and 3. Explain that an introduction tells what a book is about. • Ask students to discuss what they see in the pictures and why they think the author put these here. • Invite students to read the Introduction silently. Then say: Page 3 says you will learn about gold, how people find gold, and why gold is valuable. Which interests you most? Why? Turn to a partner and discuss your answers. After partners confer, invite them to share their thinking with the group.
Text and Graphic Features Use this table to help students see how text and graphic features provide extra information to readers. Chapter
Feature Prompts
2
diagram (p. 8)
1. What is the thinnest layer of Earth? 2. What layer is located between the crust and the outer core?
1. The crust is the thinnest layer of Earth. 2. The mantle is located between the Earth’s crust and its outer core.
3
diagram (p. 15)
1. What is the first step in removing gold from ore? 2. What happens to the gold-coated steel wool after the steel wool is used to separate the gold from the cyanide solution?
1. The gold ore is crushed to a powder. 2. A chemical called flux melts the steel wool.
5
sidebar (p. 25)
Why do you think the newspaper included the detail about gold-coated visors?
It is interesting; it indicates the many special details that had to be attended to in sending people to the moon.
© 2011 Benchmark Education Company, LLC
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Answers
Gold
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Chapters 1–2 Before Reading Build Vocabulary for Comprehension • Write the terms mineral, property, luster, malleable, element, compound, crust, mantle, magma, and ore on the board. •S ay: The author uses the words Minerals are on page 4 to let us know she is defining the word mineral. Ask students to define mineral. Repeat with property on page 4, element on page 6, compound on page 7, and crust on page 8. •S ay: The author defines luster on page 5 with a synonym by using a comma and the word or. What word has the same meaning as luster? (shine) Repeat with magma on page 8. • Guide students to see that malleable is described on page 5. Ask: What clues does the author provide to help us define the word? (It is a soft metal; gold is easy to hammer or press into different shapes.) Ask students to define malleable. Repeat the process with mantle on page 8 and ore on page 11.
Model Monitor-Reading Strategy: Make Connections •S ay: One way to better understand what I read is to make connections to my own life, to the world, or to other texts I have read. • Use a real-life example of making connections. Explain that today students will connect the information in Chapters 1 and 2 with their own lives. • Read page 4 aloud while students follow along. Say: I have noticed the color, weight, and shininess of gold. This helps me understand what the author means when she describes gold.
Set Purpose for Reading • Ask students to read pages 4–11 silently. Encourage them to make connections between the text and their own lives to help them better understand the information. • Tell students they will read to answer the questions What are the properties of gold? and Where do you find gold?
During Reading Observe and Prompt Reading Strategies • As students read, watch as they make
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connections between their own lives and the information in the chapters. Document who is and is not using this monitor-reading strategy. • Take note of students who have difficulty.
After Reading Discuss the Reading • Ask students to share the connections they made in Chapters 1 and 2. • Have students answer the questions What are the properties of gold? and Where do you find gold? • To focus on text and graphic features for Chapter 2, use the diagram prompt from the chart on page 3 of this guide. • Use the Bridges: Gold Comprehension Question Card for text-dependent questions that refer to this section.
Review Vocabulary • Ask students to restate the direct definitions given for mineral, property, element, compound, and crust; the synonyms given for luster and magma; and the descriptions given for malleable, mantle, and ore. • Ask students to locate the terms on their vocabulary charts and decide if they want to move any to another column.
Summarize Information • Explain that a summary gives the key ideas from a book. • As a group, decide on the key ideas for Chapter 1 and have a student write the information on chart paper. (Gold, a mineral, is yellow with a bright luster. It is malleable and does not corrode. It is a soft metal that can be mixed with other metals such as silver or copper to make it stronger. Gold can be part of a compound.) • Repeat for Chapter 2. (Most gold is found in Earth’s crust. Some scientists think gold gets in the crust when magma pushes into cracks in the crust. Others think that rain goes through cracks in the crust, hits hot spots, boils, and dissolves gold in the rock. Later, the water and gold push up through the cracks. Gold ore is rare and is found in different places. It is hard to mine.) • K eep the key ideas posted. Say: After we select the key ideas from the rest of the book, we will write a summary together.
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Chapters 3–4 Before Reading
After Reading
Build Vocabulary for Comprehension
Discuss the Reading
• Although no glossary words appear in Chapters 3 and 4, use this opportunity to introduce additional content words. Write the terms geologist, placer gold, lode gold, and alchemy on the board. • Guide students to see that geologist is described on page 12. Ask: What clue does the author provide to help us define the word? (These scientists study the land.) Ask students to define geologist. • Point out that placer gold is directly defined on page 16. Say: The author uses the words This is to show she is defining the word. Ask students to define placer gold using the text. Repeat the process with lode gold on page 16 and alchemy on page 19.
• Ask students to share the connections they made in the chapters and explain how making connections helped them understand how gold is mined and the history of gold. • Have students answer the questions How is gold mined? and What is the history of gold? • To focus on text and graphic features for Chapter 3, use the diagram prompt from the chart on page 3 of this guide. • Use the Bridges: Gold Comprehension Question Card for text-dependent questions that refer to this section.
Guide Monitor-Reading Strategy: Make Connections • Remind students they have connected the information in the book to their own lives. Say: Now we will make connections to other texts we have read. • Read page 13 aloud as students follow along. Say: This reminds me of a book I read about coal miners. Then ask students to share other texts they have read about coal miners or other types of miners. • After reading page 14, ask: What connections can you make between the information on the page and other texts you have read?
Set Purpose for Reading • Ask students to read Chapters 3 and 4 and to make connections to other texts they have read. • Tell students they will read to answer the questions How is gold mined? and What is the history of gold?
During Reading Observe and Prompt Reading Strategies • As students read, observe them carefully. For students who struggle with making connections, model it again. Then read page 18 aloud. Ask students to make connections between the information on the page and other texts they have read.
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Review Vocabulary • Ask students to restate the description given for geologist and the direct definitions given for placer gold, lode gold, and alchemy. • Invite students to add the terms to a column on their charts.
Summarize Information • As a group, decide on the key ideas from Chapter 3 and add them to the Chapters 1 and 2 summaries. (To mine gold, geologists take samples of rocks and minerals from an area and map where gold is located. Miners dig tunnels and pits. They blast the rock into pieces, carry them to the surface, and pick out the rocks with gold. To extract the gold, they can use cyanide. It dissolves gold, and gold drains from the rock. The gold is then taken out and refined. But cyanide is not safe for the environment.) • Repeat the process for Chapter 4. (Scientists think gold was the first metal used by humans. They made it into jewelry and decorations. They used placer gold, which is washed into riverbeds as rivers erode rocks. They picked up sand containing gold and washed it through sheepskin. Gold stuck to the fleece. The fleece was burned, leaving tiny globs of gold. In 1519, the Spanish explorer Cortéz sailed to Mexico and conquered the Aztec Empire to take its gold. It made Spain rich. People studied alchemy to try to change lead to gold; in the 1700s, scientists found that other metals could not be changed into gold.)
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Chapter 5 and Conclusion Before Reading
After Reading
Build Vocabulary for Comprehension
Discuss the Reading
• Write the terms ductile and karat on the board. Review the definition for karat using the spread at the beginning of the book and the text on page 27. • Have students turn to page 20. Say: The author directly defines ductile. She uses the words That means to show she is defining the word. Ask students to define ductile using the text.
• Ask students to share their experiences with making connections to parts of Chapter 5 and the Conclusion. •A sk: How did making connections help you understand how gold is used? Discuss students’ responses. • Have students answer the question What are some uses of gold? • To focus on text and graphic features for Chapter 5, use the sidebar prompt from the chart on page 3 of this guide. • Read and discuss the checkpoint on page 27. • Use the Bridges: Gold Comprehension Question Card for text-dependent questions that refer to this section.
Apply Monitor-Reading Strategy: Make Connections • Remind students they have connected the information in the book to their own lives and to other texts. Say: Now we will make another connection to other texts we have read. • Read page 24 aloud as students follow along. Say: This reminds me of an article I read about the first astronauts on the moon. It described the spacesuits and visors they wore. Then ask students to share other texts they have read about astronauts. •S ay: Making connections helps you better understand what you read. Encourage students to make text-to-text connections as they finish reading the book.
Set Purpose for Reading • Ask students to read Chapter 5 and the Conclusion and to make connections between the information and other texts they have read. • Tell students they will read to answer the question What are some uses of gold?
During Reading Observe and Prompt Reading Strategies • As students read, watch them to see if they make connections between the chapter and other texts they have read. • Ask yourself Who is still struggling with this strategy? How can I help them? and provide support as needed.
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Review Vocabulary • Ask students to restate the direct definition given for ductile and decide if they want to move the term to another column on their charts.
Summarize Information • Have students turn to Chapter 5. Ask: What are the key ideas from Chapter 5? (Gold is the most ductile metal on Earth and is one of the best metals for conducting electricity, so gold wires are used to connect electronic parts. Gold can be used to fill cavities because it does not corrode, but it is costly. Space helmets and spacecraft are coated with gold to protect astronauts from the sun. Since gold is the most malleable metal, it is often used for jewelry. Gold is often combined with other metals to make it stronger. A karat is a unit of measurement that tells how much gold is in an item.) • Tell students they will write a summary of the book later on in the lesson.
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After Reading Build Comprehension Draw Conclusions •M odel Say: Authors can’t tell readers everything about a topic. Readers have to “read between the lines.” Good readers draw conclusions based on three or more clues. For example, I notice on pages 4–6 the author says gold is a mineral and minerals are solids, gold is easily hammered and made into jewelry, and gold does not dissolve or corrode. From these clues I can conclude that gold is solid. • Draw a chart on the board with three columns labeled Page, Clues, and Conclusions and ask students to create similar charts on paper. Record information for the conclusion from pages 4–6 while students do the same. • Guide Help students locate clues and evidence on pages 13–14 that support a conclusion about the difficulty of mining gold. Record their responses on your chart as students do the same. • Apply Reread the chart and then explain that student partners will draw conclusions based on clues they find on pages 20–26. • Ask students if they have any questions before they begin. Monitor their work and intervene if they have difficulty. If students draw conclusions different from those in the
sample, be sure each one is supported by clues in the text. • Review the completed graphic organizer.
Shared Writing Summarize the Book •S ay: We have selected key ideas from each chapter. Now we will work together to write a summary of the entire book. • Review the key ideas recorded on chart paper, and then ask: How can we summarize the book in our own words? Ask one or two students to serve as scribes as the class forms summary sentences.
Sample Summary for Gold The mineral gold is yellow, has a bright luster, is malleable, and does not corrode. Mining gold is hard. Humans have valued gold for ages. In 1519, Cortéz conquered the Aztec Empire for its gold. Gold is ductile and a good conductor, so gold wires are used in electronics. Equipment for space travel is coated with gold for sun protection. The most malleable metal, gold is often used for jewelry. It can be mixed with other metals for strength. A karat measures how much gold an item contains.
Draw Conclusions Page
Clues
Conclusions
4–6
• Gold is a mineral, and minerals are solid. • Gold is easily hammered and used to make jewelry. • Gold does not dissolve or corrode.
Gold is solid.
13–14
• Miners dig tunnels and pits. • They blast rock into pieces and haul it to the surface. • Cyanide is used to extract gold. • Cyanide is not safe and can harm the environment.
Mining gold and extracting gold from ore are difficult, complicated, and dangerous.
20–26
• Fifty miles of wire can be formed from one troy ounce of gold. • Gold is used for filling teeth and holding false teeth. • Gold is used to coat space helmets. • Gold can be beaten into gold leaf thinner than a strand of hair.
Pure gold is easy to stretch, flatten, and shape.
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Intervention Support for Struggling Readers and ELLs Phonics/Word Study Comparatives • Ask students to locate the word whiter on page 7. Write whiter on the board. Say: Authors sometimes compare two things by putting -er at the end of a word. The word whiter compares gold without an alloy and gold with an alloy. Ask students to locate the word highest in the sidebar on page 14. Say: Sometimes authors want to compare three or more things. They put -est at the end of a word. The word highest compares the award Arana won with all other human-rights awards in his nation. Ask students to locate the words most malleable on page 26. Say: The comparative forms of some words are made by putting more, most, less, or least in front of the word. Other words have irregular comparative forms: good, better, best; bad, worse, worst. • Help students find other examples of comparatives in the book, such as stronger on page 7, largest on page 13, earliest on page 16, lighter and heavier on page 17, purest on page 19, best on page 21, and thinner on page 26. For each example, ask: What things does the author compare? and What is added to the word, or how is the word changed, to make the comparative form? • Ask students to work with a partner and make up three new sentences using the words named above. Then have them tell what is being compared in each sentence and how the word is changed to show the comparison. • See SpiralUp Phonics Skill Bag #24 from BEC for more in-depth instruction.
with this method describes the word problem. • Ask students to find other examples of the preposition with on pages 9, 15, 18, 23, and 27. For each example, ask: Which word does the phrase that begins with the preposition with describe? or What question—how, when, or where—does the phrase answer? • Pair students. Ask partners to make up sentences using phrases that begin with the preposition with. As they share their sentences with the group, ask them to determine whether each with phrase describes a word or tells when, how, or where about something.
Fluency Read Commas •S ay: As good readers, we do not run all our words together. Instead, we watch for commas to see when we should pause. • Ask students to turn to page 9. Read the page without pausing at commas. Then read it again, pausing at each comma. Say: I know I need to pause because I see a comma. Pausing makes the sentences sound right. Have students read the sentences aloud as modeled. Repeat the process with a sentence on one of the following pages: 8, 10, 14, 17, 18, 19, 21, 22, 23, 24, or 27. • Invite students to read a self-selected page to a partner. Remind them to pause when they see a comma.
Grammar and Usage Preposition with •S ay: Authors sometimes use phrases that begin with the preposition with. Ask students to read the last sentence of the first paragraph on page 6 with you: It does not mix easily with other elements. Say: The phrase with other elements describes the word mix. The phrase with other elements answers the question “How?” about the word mix. Then ask students to read the first sentence of the last paragraph on page 14 with you: The problem with this method is cyanide. Say: The phrase
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Skills Bank Build Comprehension Identify Main Idea and Supporting Details • Explain Create an overhead transparency of the graphic organizer “Gold” or draw it on the board. Say: Nonfiction books have main ideas and supporting details. The main idea is the important idea that carries through the whole text. Details give information to help us understand the main idea. The author may state the main idea, but often readers must study the details and figure out the main idea. • Model Say: We know from the title that the book is about gold. Each chapter gives a different kind of information about gold. No one sentence in the text states the main idea, so we will think about the details to decide the main idea. Ask volunteers to read the pages in Chapter 1 aloud and then say: This chapter defines gold by telling about its physical and chemical properties. Gold is a soft, shiny yellow metal that can be hammered into different shapes. It is also chemically stable and long-lasting. This information provides a supporting detail about gold. Write soft, shiny, malleable yellow metal; chemically stable and long-lasting in the first detail box on the graphic organizer. • Guide Say: Let’s find some more details. Read Chapter 2. (Allow time for students to read the chapter.) What does this chapter tell about gold? Yes, this chapter tells where gold can be found. Ask students to read Chapter 3. Ask: What detail did we learn about the location of gold? Yes, this chapter tells us that gold is found in Earth’s crust in vein-like lines. What detail did we learn about how gold got there? Yes, it was brought up from Earth’s mantle in magma or water. Continue in this way with the remaining chapters. As students call out responses, add the words to the Detail boxes on the graphic organizer. • Apply Review the supporting details, and then ask each student to work with a partner to develop a main idea statement for the book. Remind them that the main idea is a general statement that all the details support. Once each partnership has shared, agree on how to word the main idea and add it to the graphic organizer. Finally, ask volunteers to read the completed graphic organizer aloud.
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Name _______________________________________________________ Date __________________
Gold Identify Main Idea and Supporting Details
Main Idea:
Detail:
Detail:
Detail:
Detail:
Detail:
Detail:
Detail:
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Notes
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Notes
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