Math on the Moon
Math on the Moon
Level N/30
Math
Teacher’s Guide Skills & Strategies Anchor Comprehension Strategies
• Make Inferences • Analyze Text Structure and Organization Comprehension • Identify main idea and supporting details • Evaluate author's purpose • Use graphic features to interpret Information • Use text features to locate information
Vocabulary/Word Study Strategies • Use context clues to determine word meaning • Use knowledge of word structures to determine word meaning
Math Big Idea • Earth is part of a system that contains other objects. These objects have similarities and differences.
Theme: Earth and Space Science
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
overview Related Resources Thematic Poetry Connections (in Reading & Writing Poetic Forms) • “Apollo 11” (Marcy Barack) Performance-Based Assessment (in Navigators Assessment Handbook Grade 3) • Test 2: Everyday Inventions Notable Trade Books for Read Aloud • Branley, Franklyn. The International Space Station. HarperCollins, 2000. • Cole, Joanna. The Magic School Bus Lost in the Solar System. Scholastic, 1992. • Pollock, Penny. When the Moon Is Full: A Lunar Year. Little Brown, 2001. Web Site for Content Information • NASA for Kids http://www.nasa.gov/kids.html E xplore space with NASA’s scientists and astronauts.
Math on the Moon
skills and strategies This lesson teaches and/or reinforces the following skills and strategies:
Use Knowledge of Word Structures to Determine Word Meaning (p. 3)
Analyze Text Structure and Organization (pp. 3–5, 8–9)
• Activate Prior Knowledge (p. 4) • Use Context Clues to Determine Word Meaning (pp. 4–6) • Identify Main Idea and Supporting Details (pp. 5–6) • Evaluate Author’s Purpose (p. 6) • Use Graphic Features to Interpret Information (p. 6) • Make inferences (p. 16) Assessed Skills/Strategies in Navigators Assessment Handbook
National contenT standards Math
Science
Number and Operations: a, b, c Measurement: a, b Data Analysis and Probability: a Problem Solving Connections
Science as Inquiry: b Earth and Space Science: a, b Science and Technology: a, b History and Nature of Science: a
table of contents
theme connections Earth, the Moon, and the Planets Mathematical Calculations Space Exploration
Before Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Chapters 1 & 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Chapter 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Writing Workshop and Writing Model . . . . . . . . . . . . . . . . 8, 9 Reproducible Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . .10 Content-Area Extension Activities (BLMs) . . . . . . . . . . . . . . . . 11 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Skills Bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Before Reading
Book Summary Author Erin Sullivan explores everything from the Moon in history to lunar missions. Throughout the book she encourages readers to calculate distances between planets, compare Earth’s circumference to the Moon’s, figure out Moon weight, and much more. By the end of the book, readers will see that the Moon and math have more in common than they may have thought.
Introduce the Book Draw students’ attention to the front cover of the book. Read the title together. Turn to the back of the book and read the blurb and author information. Examine the table of contents. Page through the book, looking at the photographs, illustrations, and captions. While previewing, pose the following questions to encourage students to think about the text before reading. Based on your preview, what do you predict this book is about? What do you think the author will talk about? Do you think the book is fiction or nonfiction? Why? What kinds of features would you expect to find in a nonfiction book? Do you see any of those features here? What do you already know about the Moon? What do you know about space exploration? What do you think you’ll find out? What kinds of special vocabulary words do you think you’ll find in this book?
• • • • •
Set a Purpose for Reading This text provides an excellent opportunity for students to focus on the strategies of using knowledge of word structures to determine word meaning and analyzing text structure and organization. Explain that throughout the book, the author presents concept words related to the topics of the Moon and math. Using what they know about prefixes, suffixes, and root words, readers are challenged to determine word Determining Word Meaning meanings. Page Word Prefix, Suffix Word Meaning As with all informational texts, this book is structured, or organized, or Root Clue in ways that make reading the information meaningful. These ways 2 telescope tele = distance include cause and effect and time order. Read page 2 from the text. 2 scientist -ist = one who Say: Listen carefully for why the telescope was invented. After studies 2 astronaut astro = having reading, point out that certain words and phrases, such as so, to do with the because, and as a result, signal that an author is describing why stars something happened or the result of something happening. This is 3 descend -scend = climb called a cause-and-effect text structure. A reader’s ability to identify 4 revolve re = again this text structure can help him or her make the text meaningful. 6 diameter dia = across 6 circumference 9 visible 10 unmanned 12 piloted 15 scientific 18 powdery 19 gravity 20 astronomer 21 re-enter
circum = around -ible = can be done un = not -ed = past tense verbs -ic = characteristic of -y = characterized by -ity = state of astro = having to do with the stars re = again
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Introduce the Graphic Organizer Provide each student with a copy of the Determining Word Meaning graphic organizer. Explain that as they read, students will need to determine the meaning of the identified words using what they know, context clues, and the root, prefix, or suffix.
Math on the Moon
3
Read the Text
pp. 2–9 Use the following prompt to set a purpose for the reading: As you read, think about what you already know about the Moon—from movies or TV shows you’ve seen, other books you’ve read, or what you’ve learned in school. How can activating prior knowledge help you read and understand new information? Ask students to read the chapters independently. Encourage them to use sticky notes to jot down personal connections they make to the text as they read. Also ask them to flag any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.
Focus on comprehension Discuss Using Prior Knowledge
Invite students to share personal connections they made to the text. Ask: What information was already familiar to you? What information was entirely new? Have you seen a map of the planets before? Did you know how to measure diameter and circumference? Did having prior knowledge make reading the information more interesting? Why and how?
TEACHING TIPS Meaningful Activities for Rapid Readers
• Try the “Solve This!” activities on
page 4. How did you figure out the answer to problem #1? Describe in writing how you solved it.
Prompts to Help Readers Monitor Comprehension
• If you lose the meaning, go back
and reread the section where you lost concentration.
• Look for context clues to help you define unfamiliar words.
Use Context Clues
Have students look at the word orbits (page 4). The author defines this word in context using a synonym (revolves). Create a visual word web like the one below and have the class complete it. synonym revolves
CHAPTERs 1&2
Begin the Graphic Organizer: Determining Word Meaning
Draw students’ attention to the way the information is presented in Chapter 1. Point out that the author has organized text by describing changes in technology, why those changes happened, and what effect the changes have had on our understanding of the Moon. For example, the author explains that when instruments such as the telescope were invented, people could see the Moon more clearly and learn about it. Explain that this is an example of a cause-and-effect relationship. The effect is what happens (seeing and learning about the Moon) and a cause is why it happens (invention of telescope). Invite students to identify other cause-and-effect relationships mentioned in the chapter.
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Math on the Moon
definition
travels around an object in a circular path
Analyze Text Structure and Organization: Cause and Effect
orbits
Ask students to reread or skim and scan the text to locate the identified words in the graphic organizer. Draw students’ attention to the structure of the words. Point out that each is made up of a prefix, suffix, and/or root word, and that knowing the meaning of the prefix, suffix, or root word, as well as looking at how the word is used in a sentence, can help them figure out its meaning.
sentence
The Moon orbits Earth about once every 27 1/3 days.
Then tell students to apply this and other strategies to unfamiliar words they flagged. These may include: gazed, p. 2
exploration, p. 3 satellite, p. 4 solar system, p. 5 axis, p. 8 phases, p. 9
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CHAPTER 3
TEACHING TIPS Meaningful Activities for Rapid Readers
• Come up with a solution to the Read the Text
“Solve This!” activity on page 10.
pp. 10–15 Use the following prompt to set a purpose for the reading: As you read, think about the key point the author is making in this chapter. What does she want you to know? What is the main idea of this chapter? What details support that main idea?
• Look at the graph on page 13.
Ask students to read the chapter independently. Invite them to use sticky notes to flag sections of the text that state or imply the main idea and details to support that idea. Also ask them to flag any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.
Prompts to Help Readers Monitor Comprehension
Discuss Main Idea and Supporting Details
Invite students to state the main idea of this chapter and to point out details from the text that helped them figure it out. If students have difficulty, use a think aloud to model how a good reader thinks through the main idea and supporting details. After reading pages 10 and 11, I learned that in the Twentieth Century, people finally went to the Moon. This is the main idea. I looked for details to support it. In the next paragraphs, the author describes missions to the Moon. These details support the idea that in the Twentieth Century, people were able to visit the Moon.
• If you lose the meaning, go back and reread the section where you lost concentration.
• Look for context clues to help you define unfamiliar words.
Use Context Clues
Have students look at the word launched (page 10). The author’s use of an antonym (land) later in the sentence is a clue to the word’s meaning. Challenge students to use this context clue to define the word. Create a visual word web like the one below. antonym land
Focus on comprehension
Which Apollo mission saw the greatest jump in the number of pounds of Moon rocks brought back to Earth?
Continue the Graphic Organizer: Determining Word Meaning
Draw students’ attention to the way the information is presented in Chapter 3. Point out that the author has organized the text by putting the events in time order. The author uses certain signal words and phrases to help the reader recognize this structure. Ask students to identify some of these words and phrases. Their responses may include: • first • continued • later • after
definition
to send a rocket up into space
Analyze Text Structure: Time Order
launch
Ask students to reread or skim and scan the text to locate the identified words in the graphic organizer. Remind students to look at how a word is used in a sentence for clues to how its meaning has changed as a result of adding a prefix or suffix.
sentence
If the weather is clear the shuttle will launch tomorrow.
Then tell students to apply this and other strategies to unfamiliar words they flagged. These may include: probes, p. 10 mission, p. 11 mankind, p. 12 experiments, p. 13
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Math on the Moon
5
CHAPTER 4
TEACHING T IPS Meaningful Activities for Rapid Readers
• Try the “Solve This!” activity on Read the Text
page 17. What procedure did you use to figure out the difference?
pp. 16–21 Use the following prompt to set a purpose for the reading: As you read, think about the information the author is presenting. What does she want you to know? What is the author’s purpose for writing this chapter?
• Answer the question presented
Ask students to read the chapter independently. Invite them to use sticky notes to flag sections of the text that support their ideas about the author’s purpose. Also ask them to flag any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.
• If you lose the meaning, go back
at the top of page 19.
Prompts to Help Readers Monitor Comprehension
and reread the section where you lost concentration.
• Look for context clues to help you define unfamiliar words.
Focus on comprehenSion
Use Context Clues
Discuss the Author’s Purpose
Point out the word gravity (page 19). The author defines this word in context using a synonym (a force). Create a visual word web like the one below and have the class complete it.
Explain that there are three reasons why an author writes a book: (1) to persuade or convince the reader; (2) to inform or present information; or (3) to entertain. Invite students to share their ideas about why the author wrote this chapter. If students have difficulty, use a think aloud to model how a good reader thinks through the author’s purpose.
synonym a force
Determining Word Meaning
Ask students to reread or skim and scan the text to locate the identified words in the graphic organizer. Encourage students to look for and use clues, both in the text and in pictures, to help them find the meaning of the words they need to define.
Use Graphic Features to Interpret Information
Point out the coordinate map on page 20. Ask: How does this graphic feature help you interpret, or understand, the information in the regular text? They should note that: • It gives the reader visual clues for answering the “Solve This!” problem presented on the same page. • It supports the text with additional detailed information.
gravity
Complete the Graphic Organizer:
When I read the first paragraph and the author told me that it’s my turn to go to the Moon, I thought she was being funny, so I decided her purpose for writing this chapter was to entertain. But as I read on, I realized that in my pretend mission I was learning about important space information. So I think the author wanted to inform readers as well as entertain them. definition
the force that pulls things toward the surface of Earth
sentence
When I throw a ball, it drops to the ground because of gravity.
Then tell students to apply this and other strategies to unfamiliar words they flagged. These might include: atmosphere, p. 16 lunar, p. 16 oxygen, p. 16 footprints, p. 18 parachutes, p. 21 voyage, p. 21
• It allows the reader to understand the relationship between the different Moon landmarks.
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Math on the Moon
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AFTER READING SYNTHESIZE AND ASSESS Retell and Summarize As a class, generate an oral or written retelling of the book. Select the key points to create a summary.
The completed graphic organizer below can serve as a model for assessing students’ ability to determine word meaning.
Determining Word Meaning
Respond
Ask students what they found most interesting about the book. What they did not like and why. What questions they still have. What additional information they might have included if they had been the authors.
Draw Conclusions
Ask students to formulate conclusion statements based on their reading. Record these ideas.
Page Word
Word Meaning
2 telescope
tele = distance
an instrument that makes distant objects seem larger and closer
2 scientist
-ist = one who studies
a person who studies some area of science and uses it in his or her work
2 astronaut
astro = having to do with the stars
someone who travels in space
3 descend
-scend = climb
to climb down or go down to a lower level
4 revolve
re = again
to keep turning in a circle or orbit around a central point or object
dia = across
the distance across the center of a circle
6 diameter
6 circumference circum = around
the distance around the edge of a circle
9 visible
-ible = can be done
something that is able to be seen
10 unmanned
un = not
when no one is in charge of a piece of equipment
12 piloted
-ed = past tense verbs
to have guided or driven a vehicle
15 scientific
-ic = characteristic of
of, relating to, or exhibiting the methods or rules of science
18 powdery
-y = characterized by
having features of powder
19 gravity
-ity = state of
the force that pulls things down toward the surface of Earth
20 astronomer
astro = having to do with the stars
a person who studies stars, planets, and space
21
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Prefix, Suffix or Root Clue
re-enter
re = again
to enter again or return
Math on the Moon
7
writing workshop
TEA CHI N G TIPS Process Writing Steps
1. Have students brainstorm descriptive information on a semantic web.
mini-lesson
Writing Focus: Using Descriptive Text Structure Point out to students that in each chapter of Math on the Moon, the author describes different information about the Moon, including its history, characteristics, missions, and what it is like to travel to the Moon. Explain that in descriptive text structure, an author describes the characteristics and features of a person, place, or thing. In this book, the author describes a place, the Moon. In descriptive writing, the main topic is usually introduced in the first sentence, and then the characteristics are included in the body of the paragraph.
2. Have students independently write a first draft of their summary. 3. After students complete their paragraph, they should revise and edit it. 4. Conference with each student following the first revision and editing.
Ask students to review the four chapters and select one that they would like to summarize using a descriptive text structure.
5. Have students make any additional changes and create a final copy of their paragraph.
On chart paper or the board, create a semantic web like the one below mapping the individual characteristics or traits of the topic being introduced.
6. Finally, invite students to share their paragraph with a group of other students.
The Moon is much smaller than Earth: 49 Moons could fit inside Earth.
The Moon has 4 phases or shapes: 1. New Moon 2. First Quarter 3. Full Moon 4. Last Quarter
Moon Facts
The Moon is a satellite of Earth: it orbits Earth.
The Moon is more than 238,000 miles away from Earth. Use the reproducible Writing Model to demonstrate how information from the semantic web can be used to write a summary paragraph describing the Moon. Tell students that certain signal words and phrases, such as for example, for instance, specifically, in particular, and in addition can help them when they are using a descriptive text structure in their writing.
8
Math on the Moon
writing ASSIGNMENT Write a descriptive paragraph summarizing characteristics of the Moon.
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Writing Model: Using Descriptive Text Structure
Moon Facts There are many interesting facts to learn about
main topic
the Moon, and its relationship to Earth. For example, did you know that the Moon is a satellite of Earth? That means it orbits, or revolves around, Earth. Another interesting fact is that the Moon is much smaller than Earth. Forty-nine Moons could
characteristics
fit inside Earth! People on Earth see only a part of the Moon each night, or sometimes no parts at all. These parts, called phases, are: New Moon, First-Quarter Moon, Full Moon, and Last-Quarter Moon.
writing tip Signal words such as for example, for instance, specifically, in particular, and in addition can help describe characteristics of the main topic.
©2011 Benchmark Education Company, LLC
Math on the Moon
Name:_ ___________________ _______________________
Date:___________________
Determining Word Meaning Page Word
Prefix, Suffix or Root Clue
2 telescope
tele = distance
2 scientist
-ist = one who studies
2 astronaut
astro = having to do with the stars
3 descend
-scend = climb
4 revolve
re = again
6 diameter
dia = across
6 circumference circum = around
9 visible
-ible = can be done
10 unmanned
un = not
12 piloted
-ed = past tense verbs
15 scientific
-ic = characteristic of
18 powdery
-y = characterized by
19 gravity
-ity = state of
20 astronomer
astro = having to do with the stars
21 re-enter
re = again
Word Meaning
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Name:_ _______________________ _________________
Date:_ __________________
Moon Match-Up Match each phase of the Moon to its name.
Moon Phase Description
Name
Last-quarter Moon
Full Moon
First Quarter Moon
Full Moon New Moon
Last Quarter Moon
First Quarter Moon First Quarter Moon
Full Moon Full Moon
New Moon New Moon
New Moon Last Quarter Moon MoonMoon LastFull Quarter
First Quarter Moon
First-Quarter Moon
New Moon
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Last Quarter Moon
Name:_ ___________________ _______________________
Date:___________________
Planet Pie Interview 10 classmates about their favorite planets in the solar system. Organize the data according to the number of students who preferred each planet. Use the color key below to color in one section in the pie graph for each student interviewed.
Color Key Mercury = pink Venus = yellow Earth = green
Mars = red Jupiter = brown Saturn = orange
Uranus = black Neptune = blue
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Name:_ _______________________ _________________
Date:_ __________________
Moon Mission Time Line Identify five important events in the history of the Moon. Put the first date at the leftmost side of the time line, and move to the right. Describe each event by writing on the slanted line above the appropriate date. Event 1
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Event 2
Event 3
Event 4
Event 5
Name:_ ___________________ _______________________
Date:_____________________
Letter From the Moon You’ve landed on the Moon! Write a letter to your friends back home describing what the Moon is like. How do you feel? What do you see? How do you breathe? How do you move?
©2011 Benchmark Education Company, LLC
A nsw e r
K e y
Moon Match-Up Moon Phase Description
Planet Pie Sample answer:
Name
green
Last-quarter Moon
orange
green
First Quarter Moon
Full Moon
Full Moon Last Quarter Moon
New Moon
green
orange
green
red
First Quarter Moon First Quarter Moon
Full Moon Full Moon
New Moon Last Quarter Moon MoonMoon LastFull Quarter
New Moon New Moon
First Quarter Moon
green
First-Quarter Moon
red
Last Quarter Moon
New Moon
Moon Mission Time Line
Letter From the Moon
Event 1
too k
on
and on
alk ed
mo Ne
il A rms
tron
gw
the ed rbit 8o ollo Ap
December 1968 September 1959
Math on the Moon
Event 3
Event 4
The the mo uns Apo on. ucc llo 1 ess 3 m ful iss bec ion aus to l e o and fa o AL rup n the u ture m 17 nar d o oon mil Rov xyg w es e n as on ing ve tan the h k. mo icle t on’ rav s s ele urfa d o ce. ver
tog
rap
hs.
Event 2
pho
on. mo the on ed lan d be pro a2 Lun The
red
Event 5
October 6, 2010
Dear Classmates, Today we landed on the Moon! It’s the most exciting day of my life— and the scariest. I have to wear a spacesuit to keep my temperature normal and an oxygen tank to breathe. I can jump really high because there’s not as much gravity here as on Earth. The sky looks black and the ground looks gray and dusty. We found the flag that Neil Armstrong left here in 1969! Your Friend, Katy
April 1970 July 1969
July 1971
15
Skills Bank Build Comprehension Make Inferences ••Explain Create an overhead transparency of the graphic organizer “Math on the Moon” or draw it on the board. Say: An author can’t tell us every bit of information in a book. We figure out some things on our own. We use the author’s words, photographs, and illustrations for clues. Figuring something out using one or two clues is called making an inference. ••Model Say: Let’s make an inference about Math on the Moon. The title of the book gives us our first clue: This book is about the moon and mathematical statistics related to it. So let’s make inferences about the moon. We will need to use the text, photographs, and illustrations to find our clues. On page 2, I read that people used the moon to keep track of time. On page 8, I read that it takes about 27 1/3 days for the moon to orbit Earth. These are clues about using the moon to keep track of time. In the first Clues box on the graphic organizer, write People used the moon to tell time. It takes 27 1/3 days for the moon to orbit Earth. Then say: Now we will use the clues to make an inference. I know 27 1/3 days is about 4 weeks, or 1 month. I can infer that people used the moon to keep track of weeks and months. In the first Inference box, write People used the moon to keep track of weeks and months. ••Guide Say: Let’s make an inference about the telescope used on page 3. What can you learn from the photograph of a telescope and its caption? (Allow time for students to respond, assisting if needed.) Yes, it says, “The first telescope was invented in 1608. The following year, Galileo built his own telescope.” In the second Clues box on the graphic organizer, write The first telescope was invented in 1608. Galileo built a telescope in 1609. Then ask: What can we figure out from these clues? (Again allow time for students to respond.) Yes, we can infer that Galileo did not invent the first telescope. Although he made a lot of important improvements to the telescope, he was not the original inventor. In the second Inference box, write Galileo did not invent the telescope. ••Apply Ask students to work with a partner to make inferences throughout the rest of the book. Remind them to find clues in the text, photographs, and illustrations to help them figure out things the author doesn’t say. After each partnership shares, choose an inference to add to the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echoread.
16
Math on the Moon ©2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date __________________
Math on the Moon Make Inferences Clues
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Inference
17
Notes
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Notes
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Math on the Moon Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…
Lesson-at-a-Glance
Sample Lesson Planning Guides
Before Reading (p. 3)
Introduce the Book Set a Purpose for Reading √ Introduce the Graphic Organizer: Determining Word Meaning*
5-Day Lesson Day for Assessed Skills & Strategies
During Reading (pp. 4–6)
Read the Text: Chapters 1 & 2 Focus on Comprehension Mini-Lessons: Discuss Using Prior Knowledge √ Begin the Graphic Organizer* √ Analyze Text Structure and Organization* Use Context Clues*
1
Read the Text: Chapter 3 Focus on Comprehension Mini-Lessons: Discuss Main Idea and Supporting Details* √ Continue the Graphic Organizer* √ Analyze Text Structure and Organization* Use Context Clues* Read the Text: Chapter 4 Focus on Comprehension Mini-Lessons: Discuss the Author’s Purpose* √ Complete the Graphic Organizer* Use Graphic Features to Interpret Information Use Context Clues*
After Reading (p. 7)
Synthesize and Assess Activities: Retell and Summarize* Respond Draw Conclusions*
2
3
Introduce the Book Set a Purpose for Reading √ Introduce the Graphic Organizer Read the Text: Ch. 1 & 2 Focus on Comprehension: √ Begin the Graphic Organizer √ Analyze Text Structure and Organization
5-Day Flexible Lesson Introduce the Book Read the Text: Ch. 1 & 2 Select or create mini-lessons by using the comprehension preassessments to determine student needs.*
Accelerated 3-Day Lesson Introduce the Book Read the Text: Ch. 1 & 2
Read the Text: Ch. 3 Read the Text: Ch. 3 Focus on Select or create Comprehension: √ Continue the Graphic mini-lessons.* Organizer √ Analyze Text Structure and Organization
Read the Text: Ch. 3
Read the Text: Ch. 4 Focus on Comprehension: √ Complete the Graphic Organizer
Read the Text: Ch. 4 Synthesize and Assess
Read the Text: Ch. 4 Select or create mini-lessons.*
Synthesize and Assess
Writing Workshop (pp. 8–9) Mini-Lesson √ Assignment: Using Descriptive Text Structure*
Content-Area Extension Activities on Blackline Masters (pp. 11–14) Moon Match-Up Planet Pie Moon Mission Time line Letter From the Moon
© 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of this 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: 978-1-59000-488-3
4 5
√
Writing Mini-Lesson Writing Assignment
Writing Mini-Lesson Writing Assignment
Writing Assignment
Writing Assignment
Content-Area Extension Activities (BLMs)
Content-Area Extension Activities (BLMs)
Checkmarked skills are assessed in the performance-based test for this book provided in Navigators Assessment Handbook. Pre-Assessments are available in Navigators Assessment Handbook. *
Level N/30
Math
Teacher’s Guide Skills & Strategies Anchor Comprehension Strategies
• Make Inferences • Analyze Text Structure and Organization Comprehension • Identify main idea and supporting details • Evaluate author's purpose • Use graphic features to interpret Information • Use text features to locate information
Vocabulary/Word Study Strategies • Use context clues to determine word meaning • Use knowledge of word structures to determine word meaning
Math Big Idea • Earth is part of a system that contains other objects. These objects have similarities and differences.
Theme: Earth and Space Science
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
overview Related Resources Thematic Poetry Connections (in Reading & Writing Poetic Forms) • “Apollo 11” (Marcy Barack) Performance-Based Assessment (in Navigators Assessment Handbook Grade 3) • Test 2: Everyday Inventions Notable Trade Books for Read Aloud • Branley, Franklyn. The International Space Station. HarperCollins, 2000. • Cole, Joanna. The Magic School Bus Lost in the Solar System. Scholastic, 1992. • Pollock, Penny. When the Moon Is Full: A Lunar Year. Little Brown, 2001. Web Site for Content Information • NASA for Kids http://www.nasa.gov/kids.html E xplore space with NASA’s scientists and astronauts.
Math on the Moon
skills and strategies This lesson teaches and/or reinforces the following skills and strategies:
Use Knowledge of Word Structures to Determine Word Meaning (p. 3)
Analyze Text Structure and Organization (pp. 3–5, 8–9)
• Activate Prior Knowledge (p. 4) • Use Context Clues to Determine Word Meaning (pp. 4–6) • Identify Main Idea and Supporting Details (pp. 5–6) • Evaluate Author’s Purpose (p. 6) • Use Graphic Features to Interpret Information (p. 6) • Make inferences (p. 16) Assessed Skills/Strategies in Navigators Assessment Handbook
National contenT standards Math
Science
Number and Operations: a, b, c Measurement: a, b Data Analysis and Probability: a Problem Solving Connections
Science as Inquiry: b Earth and Space Science: a, b Science and Technology: a, b History and Nature of Science: a
table of contents
theme connections Earth, the Moon, and the Planets Mathematical Calculations Space Exploration
Before Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Chapters 1 & 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Chapter 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Writing Workshop and Writing Model . . . . . . . . . . . . . . . . 8, 9 Reproducible Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . .10 Content-Area Extension Activities (BLMs) . . . . . . . . . . . . . . . . 11 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Skills Bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Before Reading
Book Summary Author Erin Sullivan explores everything from the Moon in history to lunar missions. Throughout the book she encourages readers to calculate distances between planets, compare Earth’s circumference to the Moon’s, figure out Moon weight, and much more. By the end of the book, readers will see that the Moon and math have more in common than they may have thought.
Introduce the Book Draw students’ attention to the front cover of the book. Read the title together. Turn to the back of the book and read the blurb and author information. Examine the table of contents. Page through the book, looking at the photographs, illustrations, and captions. While previewing, pose the following questions to encourage students to think about the text before reading. Based on your preview, what do you predict this book is about? What do you think the author will talk about? Do you think the book is fiction or nonfiction? Why? What kinds of features would you expect to find in a nonfiction book? Do you see any of those features here? What do you already know about the Moon? What do you know about space exploration? What do you think you’ll find out? What kinds of special vocabulary words do you think you’ll find in this book?
• • • • •
Set a Purpose for Reading This text provides an excellent opportunity for students to focus on the strategies of using knowledge of word structures to determine word meaning and analyzing text structure and organization. Explain that throughout the book, the author presents concept words related to the topics of the Moon and math. Using what they know about prefixes, suffixes, and root words, readers are challenged to determine word Determining Word Meaning meanings. Page Word Prefix, Suffix Word Meaning As with all informational texts, this book is structured, or organized, or Root Clue in ways that make reading the information meaningful. These ways 2 telescope tele = distance include cause and effect and time order. Read page 2 from the text. 2 scientist -ist = one who Say: Listen carefully for why the telescope was invented. After studies 2 astronaut astro = having reading, point out that certain words and phrases, such as so, to do with the because, and as a result, signal that an author is describing why stars something happened or the result of something happening. This is 3 descend -scend = climb called a cause-and-effect text structure. A reader’s ability to identify 4 revolve re = again this text structure can help him or her make the text meaningful. 6 diameter dia = across 6 circumference 9 visible 10 unmanned 12 piloted 15 scientific 18 powdery 19 gravity 20 astronomer 21 re-enter
circum = around -ible = can be done un = not -ed = past tense verbs -ic = characteristic of -y = characterized by -ity = state of astro = having to do with the stars re = again
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Introduce the Graphic Organizer Provide each student with a copy of the Determining Word Meaning graphic organizer. Explain that as they read, students will need to determine the meaning of the identified words using what they know, context clues, and the root, prefix, or suffix.
Math on the Moon
3
Read the Text
pp. 2–9 Use the following prompt to set a purpose for the reading: As you read, think about what you already know about the Moon—from movies or TV shows you’ve seen, other books you’ve read, or what you’ve learned in school. How can activating prior knowledge help you read and understand new information? Ask students to read the chapters independently. Encourage them to use sticky notes to jot down personal connections they make to the text as they read. Also ask them to flag any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.
Focus on comprehension Discuss Using Prior Knowledge
Invite students to share personal connections they made to the text. Ask: What information was already familiar to you? What information was entirely new? Have you seen a map of the planets before? Did you know how to measure diameter and circumference? Did having prior knowledge make reading the information more interesting? Why and how?
TEACHING TIPS Meaningful Activities for Rapid Readers
• Try the “Solve This!” activities on
page 4. How did you figure out the answer to problem #1? Describe in writing how you solved it.
Prompts to Help Readers Monitor Comprehension
• If you lose the meaning, go back
and reread the section where you lost concentration.
• Look for context clues to help you define unfamiliar words.
Use Context Clues
Have students look at the word orbits (page 4). The author defines this word in context using a synonym (revolves). Create a visual word web like the one below and have the class complete it. synonym revolves
CHAPTERs 1&2
Begin the Graphic Organizer: Determining Word Meaning
Draw students’ attention to the way the information is presented in Chapter 1. Point out that the author has organized text by describing changes in technology, why those changes happened, and what effect the changes have had on our understanding of the Moon. For example, the author explains that when instruments such as the telescope were invented, people could see the Moon more clearly and learn about it. Explain that this is an example of a cause-and-effect relationship. The effect is what happens (seeing and learning about the Moon) and a cause is why it happens (invention of telescope). Invite students to identify other cause-and-effect relationships mentioned in the chapter.
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Math on the Moon
definition
travels around an object in a circular path
Analyze Text Structure and Organization: Cause and Effect
orbits
Ask students to reread or skim and scan the text to locate the identified words in the graphic organizer. Draw students’ attention to the structure of the words. Point out that each is made up of a prefix, suffix, and/or root word, and that knowing the meaning of the prefix, suffix, or root word, as well as looking at how the word is used in a sentence, can help them figure out its meaning.
sentence
The Moon orbits Earth about once every 27 1/3 days.
Then tell students to apply this and other strategies to unfamiliar words they flagged. These may include: gazed, p. 2
exploration, p. 3 satellite, p. 4 solar system, p. 5 axis, p. 8 phases, p. 9
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CHAPTER 3
TEACHING TIPS Meaningful Activities for Rapid Readers
• Come up with a solution to the Read the Text
“Solve This!” activity on page 10.
pp. 10–15 Use the following prompt to set a purpose for the reading: As you read, think about the key point the author is making in this chapter. What does she want you to know? What is the main idea of this chapter? What details support that main idea?
• Look at the graph on page 13.
Ask students to read the chapter independently. Invite them to use sticky notes to flag sections of the text that state or imply the main idea and details to support that idea. Also ask them to flag any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.
Prompts to Help Readers Monitor Comprehension
Discuss Main Idea and Supporting Details
Invite students to state the main idea of this chapter and to point out details from the text that helped them figure it out. If students have difficulty, use a think aloud to model how a good reader thinks through the main idea and supporting details. After reading pages 10 and 11, I learned that in the Twentieth Century, people finally went to the Moon. This is the main idea. I looked for details to support it. In the next paragraphs, the author describes missions to the Moon. These details support the idea that in the Twentieth Century, people were able to visit the Moon.
• If you lose the meaning, go back and reread the section where you lost concentration.
• Look for context clues to help you define unfamiliar words.
Use Context Clues
Have students look at the word launched (page 10). The author’s use of an antonym (land) later in the sentence is a clue to the word’s meaning. Challenge students to use this context clue to define the word. Create a visual word web like the one below. antonym land
Focus on comprehension
Which Apollo mission saw the greatest jump in the number of pounds of Moon rocks brought back to Earth?
Continue the Graphic Organizer: Determining Word Meaning
Draw students’ attention to the way the information is presented in Chapter 3. Point out that the author has organized the text by putting the events in time order. The author uses certain signal words and phrases to help the reader recognize this structure. Ask students to identify some of these words and phrases. Their responses may include: • first • continued • later • after
definition
to send a rocket up into space
Analyze Text Structure: Time Order
launch
Ask students to reread or skim and scan the text to locate the identified words in the graphic organizer. Remind students to look at how a word is used in a sentence for clues to how its meaning has changed as a result of adding a prefix or suffix.
sentence
If the weather is clear the shuttle will launch tomorrow.
Then tell students to apply this and other strategies to unfamiliar words they flagged. These may include: probes, p. 10 mission, p. 11 mankind, p. 12 experiments, p. 13
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Math on the Moon
5
CHAPTER 4
TEACHING T IPS Meaningful Activities for Rapid Readers
• Try the “Solve This!” activity on Read the Text
page 17. What procedure did you use to figure out the difference?
pp. 16–21 Use the following prompt to set a purpose for the reading: As you read, think about the information the author is presenting. What does she want you to know? What is the author’s purpose for writing this chapter?
• Answer the question presented
Ask students to read the chapter independently. Invite them to use sticky notes to flag sections of the text that support their ideas about the author’s purpose. Also ask them to flag any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.
• If you lose the meaning, go back
at the top of page 19.
Prompts to Help Readers Monitor Comprehension
and reread the section where you lost concentration.
• Look for context clues to help you define unfamiliar words.
Focus on comprehenSion
Use Context Clues
Discuss the Author’s Purpose
Point out the word gravity (page 19). The author defines this word in context using a synonym (a force). Create a visual word web like the one below and have the class complete it.
Explain that there are three reasons why an author writes a book: (1) to persuade or convince the reader; (2) to inform or present information; or (3) to entertain. Invite students to share their ideas about why the author wrote this chapter. If students have difficulty, use a think aloud to model how a good reader thinks through the author’s purpose.
synonym a force
Determining Word Meaning
Ask students to reread or skim and scan the text to locate the identified words in the graphic organizer. Encourage students to look for and use clues, both in the text and in pictures, to help them find the meaning of the words they need to define.
Use Graphic Features to Interpret Information
Point out the coordinate map on page 20. Ask: How does this graphic feature help you interpret, or understand, the information in the regular text? They should note that: • It gives the reader visual clues for answering the “Solve This!” problem presented on the same page. • It supports the text with additional detailed information.
gravity
Complete the Graphic Organizer:
When I read the first paragraph and the author told me that it’s my turn to go to the Moon, I thought she was being funny, so I decided her purpose for writing this chapter was to entertain. But as I read on, I realized that in my pretend mission I was learning about important space information. So I think the author wanted to inform readers as well as entertain them. definition
the force that pulls things toward the surface of Earth
sentence
When I throw a ball, it drops to the ground because of gravity.
Then tell students to apply this and other strategies to unfamiliar words they flagged. These might include: atmosphere, p. 16 lunar, p. 16 oxygen, p. 16 footprints, p. 18 parachutes, p. 21 voyage, p. 21
• It allows the reader to understand the relationship between the different Moon landmarks.
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Math on the Moon
©2011 Benchmark Education Company, LLC
AFTER READING SYNTHESIZE AND ASSESS Retell and Summarize As a class, generate an oral or written retelling of the book. Select the key points to create a summary.
The completed graphic organizer below can serve as a model for assessing students’ ability to determine word meaning.
Determining Word Meaning
Respond
Ask students what they found most interesting about the book. What they did not like and why. What questions they still have. What additional information they might have included if they had been the authors.
Draw Conclusions
Ask students to formulate conclusion statements based on their reading. Record these ideas.
Page Word
Word Meaning
2 telescope
tele = distance
an instrument that makes distant objects seem larger and closer
2 scientist
-ist = one who studies
a person who studies some area of science and uses it in his or her work
2 astronaut
astro = having to do with the stars
someone who travels in space
3 descend
-scend = climb
to climb down or go down to a lower level
4 revolve
re = again
to keep turning in a circle or orbit around a central point or object
dia = across
the distance across the center of a circle
6 diameter
6 circumference circum = around
the distance around the edge of a circle
9 visible
-ible = can be done
something that is able to be seen
10 unmanned
un = not
when no one is in charge of a piece of equipment
12 piloted
-ed = past tense verbs
to have guided or driven a vehicle
15 scientific
-ic = characteristic of
of, relating to, or exhibiting the methods or rules of science
18 powdery
-y = characterized by
having features of powder
19 gravity
-ity = state of
the force that pulls things down toward the surface of Earth
20 astronomer
astro = having to do with the stars
a person who studies stars, planets, and space
21
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Prefix, Suffix or Root Clue
re-enter
re = again
to enter again or return
Math on the Moon
7
writing workshop
TEA CHI N G TIPS Process Writing Steps
1. Have students brainstorm descriptive information on a semantic web.
mini-lesson
Writing Focus: Using Descriptive Text Structure Point out to students that in each chapter of Math on the Moon, the author describes different information about the Moon, including its history, characteristics, missions, and what it is like to travel to the Moon. Explain that in descriptive text structure, an author describes the characteristics and features of a person, place, or thing. In this book, the author describes a place, the Moon. In descriptive writing, the main topic is usually introduced in the first sentence, and then the characteristics are included in the body of the paragraph.
2. Have students independently write a first draft of their summary. 3. After students complete their paragraph, they should revise and edit it. 4. Conference with each student following the first revision and editing.
Ask students to review the four chapters and select one that they would like to summarize using a descriptive text structure.
5. Have students make any additional changes and create a final copy of their paragraph.
On chart paper or the board, create a semantic web like the one below mapping the individual characteristics or traits of the topic being introduced.
6. Finally, invite students to share their paragraph with a group of other students.
The Moon is much smaller than Earth: 49 Moons could fit inside Earth.
The Moon has 4 phases or shapes: 1. New Moon 2. First Quarter 3. Full Moon 4. Last Quarter
Moon Facts
The Moon is a satellite of Earth: it orbits Earth.
The Moon is more than 238,000 miles away from Earth. Use the reproducible Writing Model to demonstrate how information from the semantic web can be used to write a summary paragraph describing the Moon. Tell students that certain signal words and phrases, such as for example, for instance, specifically, in particular, and in addition can help them when they are using a descriptive text structure in their writing.
8
Math on the Moon
writing ASSIGNMENT Write a descriptive paragraph summarizing characteristics of the Moon.
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Writing Model: Using Descriptive Text Structure
Moon Facts There are many interesting facts to learn about
main topic
the Moon, and its relationship to Earth. For example, did you know that the Moon is a satellite of Earth? That means it orbits, or revolves around, Earth. Another interesting fact is that the Moon is much smaller than Earth. Forty-nine Moons could
characteristics
fit inside Earth! People on Earth see only a part of the Moon each night, or sometimes no parts at all. These parts, called phases, are: New Moon, First-Quarter Moon, Full Moon, and Last-Quarter Moon.
writing tip Signal words such as for example, for instance, specifically, in particular, and in addition can help describe characteristics of the main topic.
©2011 Benchmark Education Company, LLC
Math on the Moon
Name:_ ___________________ _______________________
Date:___________________
Determining Word Meaning Page Word
Prefix, Suffix or Root Clue
2 telescope
tele = distance
2 scientist
-ist = one who studies
2 astronaut
astro = having to do with the stars
3 descend
-scend = climb
4 revolve
re = again
6 diameter
dia = across
6 circumference circum = around
9 visible
-ible = can be done
10 unmanned
un = not
12 piloted
-ed = past tense verbs
15 scientific
-ic = characteristic of
18 powdery
-y = characterized by
19 gravity
-ity = state of
20 astronomer
astro = having to do with the stars
21 re-enter
re = again
Word Meaning
©2011 Benchmark Education Company, LLC
Name:_ _______________________ _________________
Date:_ __________________
Moon Match-Up Match each phase of the Moon to its name.
Moon Phase Description
Name
Last-quarter Moon
Full Moon
First Quarter Moon
Full Moon New Moon
Last Quarter Moon
First Quarter Moon First Quarter Moon
Full Moon Full Moon
New Moon New Moon
New Moon Last Quarter Moon MoonMoon LastFull Quarter
First Quarter Moon
First-Quarter Moon
New Moon
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Last Quarter Moon
Name:_ ___________________ _______________________
Date:___________________
Planet Pie Interview 10 classmates about their favorite planets in the solar system. Organize the data according to the number of students who preferred each planet. Use the color key below to color in one section in the pie graph for each student interviewed.
Color Key Mercury = pink Venus = yellow Earth = green
Mars = red Jupiter = brown Saturn = orange
Uranus = black Neptune = blue
©2011 Benchmark Education Company, LLC
Name:_ _______________________ _________________
Date:_ __________________
Moon Mission Time Line Identify five important events in the history of the Moon. Put the first date at the leftmost side of the time line, and move to the right. Describe each event by writing on the slanted line above the appropriate date. Event 1
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Event 2
Event 3
Event 4
Event 5
Name:_ ___________________ _______________________
Date:_____________________
Letter From the Moon You’ve landed on the Moon! Write a letter to your friends back home describing what the Moon is like. How do you feel? What do you see? How do you breathe? How do you move?
©2011 Benchmark Education Company, LLC
A nsw e r
K e y
Moon Match-Up Moon Phase Description
Planet Pie Sample answer:
Name
green
Last-quarter Moon
orange
green
First Quarter Moon
Full Moon
Full Moon Last Quarter Moon
New Moon
green
orange
green
red
First Quarter Moon First Quarter Moon
Full Moon Full Moon
New Moon Last Quarter Moon MoonMoon LastFull Quarter
New Moon New Moon
First Quarter Moon
green
First-Quarter Moon
red
Last Quarter Moon
New Moon
Moon Mission Time Line
Letter From the Moon
Event 1
too k
on
and on
alk ed
mo Ne
il A rms
tron
gw
the ed rbit 8o ollo Ap
December 1968 September 1959
Math on the Moon
Event 3
Event 4
The the mo uns Apo on. ucc llo 1 ess 3 m ful iss bec ion aus to l e o and fa o AL rup n the u ture m 17 nar d o oon mil Rov xyg w es e n as on ing ve tan the h k. mo icle t on’ rav s s ele urfa d o ce. ver
tog
rap
hs.
Event 2
pho
on. mo the on ed lan d be pro a2 Lun The
red
Event 5
October 6, 2010
Dear Classmates, Today we landed on the Moon! It’s the most exciting day of my life— and the scariest. I have to wear a spacesuit to keep my temperature normal and an oxygen tank to breathe. I can jump really high because there’s not as much gravity here as on Earth. The sky looks black and the ground looks gray and dusty. We found the flag that Neil Armstrong left here in 1969! Your Friend, Katy
April 1970 July 1969
July 1971
15
Skills Bank Build Comprehension Make Inferences ••Explain Create an overhead transparency of the graphic organizer “Math on the Moon” or draw it on the board. Say: An author can’t tell us every bit of information in a book. We figure out some things on our own. We use the author’s words, photographs, and illustrations for clues. Figuring something out using one or two clues is called making an inference. ••Model Say: Let’s make an inference about Math on the Moon. The title of the book gives us our first clue: This book is about the moon and mathematical statistics related to it. So let’s make inferences about the moon. We will need to use the text, photographs, and illustrations to find our clues. On page 2, I read that people used the moon to keep track of time. On page 8, I read that it takes about 27 1/3 days for the moon to orbit Earth. These are clues about using the moon to keep track of time. In the first Clues box on the graphic organizer, write People used the moon to tell time. It takes 27 1/3 days for the moon to orbit Earth. Then say: Now we will use the clues to make an inference. I know 27 1/3 days is about 4 weeks, or 1 month. I can infer that people used the moon to keep track of weeks and months. In the first Inference box, write People used the moon to keep track of weeks and months. ••Guide Say: Let’s make an inference about the telescope used on page 3. What can you learn from the photograph of a telescope and its caption? (Allow time for students to respond, assisting if needed.) Yes, it says, “The first telescope was invented in 1608. The following year, Galileo built his own telescope.” In the second Clues box on the graphic organizer, write The first telescope was invented in 1608. Galileo built a telescope in 1609. Then ask: What can we figure out from these clues? (Again allow time for students to respond.) Yes, we can infer that Galileo did not invent the first telescope. Although he made a lot of important improvements to the telescope, he was not the original inventor. In the second Inference box, write Galileo did not invent the telescope. ••Apply Ask students to work with a partner to make inferences throughout the rest of the book. Remind them to find clues in the text, photographs, and illustrations to help them figure out things the author doesn’t say. After each partnership shares, choose an inference to add to the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echoread.
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Math on the Moon ©2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date __________________
Math on the Moon Make Inferences Clues
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Inference
17
Notes
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Notes
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Math on the Moon Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…
Lesson-at-a-Glance
Sample Lesson Planning Guides
Before Reading (p. 3)
Introduce the Book Set a Purpose for Reading √ Introduce the Graphic Organizer: Determining Word Meaning*
5-Day Lesson Day for Assessed Skills & Strategies
During Reading (pp. 4–6)
Read the Text: Chapters 1 & 2 Focus on Comprehension Mini-Lessons: Discuss Using Prior Knowledge √ Begin the Graphic Organizer* √ Analyze Text Structure and Organization* Use Context Clues*
1
Read the Text: Chapter 3 Focus on Comprehension Mini-Lessons: Discuss Main Idea and Supporting Details* √ Continue the Graphic Organizer* √ Analyze Text Structure and Organization* Use Context Clues* Read the Text: Chapter 4 Focus on Comprehension Mini-Lessons: Discuss the Author’s Purpose* √ Complete the Graphic Organizer* Use Graphic Features to Interpret Information Use Context Clues*
After Reading (p. 7)
Synthesize and Assess Activities: Retell and Summarize* Respond Draw Conclusions*
2
3
Introduce the Book Set a Purpose for Reading √ Introduce the Graphic Organizer Read the Text: Ch. 1 & 2 Focus on Comprehension: √ Begin the Graphic Organizer √ Analyze Text Structure and Organization
5-Day Flexible Lesson Introduce the Book Read the Text: Ch. 1 & 2 Select or create mini-lessons by using the comprehension preassessments to determine student needs.*
Accelerated 3-Day Lesson Introduce the Book Read the Text: Ch. 1 & 2
Read the Text: Ch. 3 Read the Text: Ch. 3 Focus on Select or create Comprehension: √ Continue the Graphic mini-lessons.* Organizer √ Analyze Text Structure and Organization
Read the Text: Ch. 3
Read the Text: Ch. 4 Focus on Comprehension: √ Complete the Graphic Organizer
Read the Text: Ch. 4 Synthesize and Assess
Read the Text: Ch. 4 Select or create mini-lessons.*
Synthesize and Assess
Writing Workshop (pp. 8–9) Mini-Lesson √ Assignment: Using Descriptive Text Structure*
Content-Area Extension Activities on Blackline Masters (pp. 11–14) Moon Match-Up Planet Pie Moon Mission Time line Letter From the Moon
© 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of this 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: 978-1-59000-488-3
4 5
√
Writing Mini-Lesson Writing Assignment
Writing Mini-Lesson Writing Assignment
Writing Assignment
Writing Assignment
Content-Area Extension Activities (BLMs)
Content-Area Extension Activities (BLMs)
Checkmarked skills are assessed in the performance-based test for this book provided in Navigators Assessment Handbook. Pre-Assessments are available in Navigators Assessment Handbook. *
