Space Exploration CTDR
33471-33617_A_CTDR.qxd:Nav A Gr5 CTDR cards
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SPACE EXPLORATION CHAPTERS 1 & 2 Vocabulary • Use context clues to determine word meaning: What does space race mean in this book? Let’s find clues for the meaning of these words on page 8. (both the United States and the Soviet Union were interested in rocketry; both wanted to be first and best in space exploration ) .
Find It! Level 1 Comprehension • Identify facts and details: What happened to the early spacecrafts as they returned to Earth? (They burned up. pp. 9–10, 12)
LEVEL 44/T
Gagarin
Armstrong Both
from Soviet Union first man in space
astronauts heroes
from United States first to walk on the Moon
Look Closer! Level 2 Comprehension • Compare and contrast: What do Neil Armstrong and Yuri Gagarin have in common? How are they different? Use a Venn diagram for help in answering this question. (They both traveled in space. They both became heroes. Gagarin was the first man in space. Armstrong was the first to walk on the Moon. Gagarin was from the Soviet Union; Armstrong was from the United States. pp. 11–14.) • Identify main idea statements: Which sentence in Chapter 1 best summarizes the main idea of Chapter 1? (Answer: “But people started exploring space long before anyone could travel there.” p. 2 Clues/Evidence: The entire chapter discusses early space explorers, from the ancient Egyptians to the Greeks in 560 B.C. to the Polish in 1543, Italians in 1609, English in 1668, all the way to 1926 and Robert Goddard, when the age of space travel actually began.)
Prove It! Level 3 Comprehension • Draw conclusions: Information in Chapter 2 suggests that the United States and the Soviet Union were... (Answer: involved in a competition to win the “space race”; Clues/Evidence: On page 8 the author tells us that both wanted to be the first and the best in space exploration. On page 10 we read that both wanted to be the first country to send a rocket into space with people onboard. In spite of failures and disasters, each country continued to try to outdo the other. p. 13, green box)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: How does the author organize the information about early explorers in Chapter 1? (chronological order) • Evaluate author’s purpose: The author probably included the chart on p. 4 to… (show the reader what Copernicus developed from his studies)
33471-33617_A_CTDR.qxd:Nav A Gr5 CTDR cards
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CHAPTER 3 Vocabulary • Use context clues to determine word meaning: What does space station mean in this book? Let’s find clues for the meaning of these words on page 15. (place where cosmonauts spend time; place where scientists observe the effects of space travel; something that orbited Earth)
Find It! Level 1 Comprehension • Identify facts and details: When was the first space station launched? (1971, p. 15) • Identify facts and details: What was the name of the first space shuttle? (Columbia, p. 18) McAuliffe
Ride
Look Closer! Level 2 Comprehension
Both teacher
on space missions
trained astronaut
• Compare and contrast: How were Sally Ride and Christa McAuliffe alike? How were they different? Use a Venn diagram to help you answer this question. (They were both on space missions. Ride was a trained astronaut. McAuliffe was a teacher, pp. 18–19)
Prove It! Level 3 Comprehension • Make inferences: The information provided in the text and in the caption of the top picture on page 20 suggests that the relationship between the Soviets and Americans has become... (Answer: more cooperative; Clues/Evidence: Cosmonaut and astronaut shake hands, and scientists from both countries worked together on Mir.) • Identify main idea: Chapter 3 is mostly about... (Answer: space stations and space shuttles; Clues/Evidence: In 1971 the Soviets launched the first space station; the U.S. launched its space station in 1973; in 1981 the U.S. launched a space shuttle; in 1986 the Soviets launched a space station)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: The author uses a compare-andcontrast structure to organize information about the Soviet Union and the United States in this chapter. Give an example of this from the text. (The United States put astronauts on the Moon; the Soviets launched a space station.)
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CHAPTERS 4 & 5 Vocabulary • Use context clues to determine word meaning: What does space probe mean in this book? Let’s find clues for the meaning of these words on page 21. (a special kind of spacecraft; used to gather information; does not carry people; does carry equipment)
Find It! Level 1 Comprehension • Identify facts and details: When was Voyager I launched? (September 5, 1977, p. 21) • Identify facts and details: Which planet was the Galileo sent to study? (Jupiter, p. 23)
Look Closer! Level 2 Comprehension • Identify cause and effect: Why is the discovery of ice on other planets or moons significant? Use a cause-and-effect chart for help in answering this question. (If there is ice, there may be water. If there is water, there may be life. pp. 25 and 28)
CAUSE:
ice
• Compare and contrast: How are Earth and Mars alike? (Both are made of rock; both have a 24-hour day. p. 28) M
Prove It! Level 3 Comprehension • Make inferences: The information in the box labeled “Think It Over” on page 23 suggests that scientists... (Answer: hope to encounter life on other planets; Clues/Evidence: Scientists put a CD with a message recorded in 60 languages on the Voyager 2.)
EFFECT:
water
M EFFECT:
life • Make inferences: Based on the fact that it took Galileo more than six years to reach Jupiter, we can tell that... (Answer: Jupiter is extremely far away from Earth; Clues/Evidence: On page 25 the author writes that it took more than six years. It took so long because it was so far away.) • Make inferences: Based on the information in the green box on page 30, readers can infer that there is... (Answer: a debate about the future of the space program, since there are many opinions given; Clues/Evidence: Some people think the money could be spent in better ways; some are excited about the space program.)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: The author probably included information, and a picture of Mars and Earth on page 28, to... (show how they are similar) • Evaluate author’s purpose: For what purpose did the author write this book? (to give readers information about space exploration from the beginning until now)
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TIPS FOR ANSWERING TEXT-DEPENDENT QUESTIONS
Vocabulary
Reread and look for clues to help you define the unfamiliar word. Can you find a synonym, a definition, text clues, or picture clues?
Find It! Level 1 Comprehension
The answers are right in the text. Reread to locate facts and details to answer the questions.
Look Closer! Level 2 Comprehension
The answers are in the text, but you may need to look in more than one place to find them.
Prove It! Level 3 Comprehension
You’ll have to be a detective. You won’t find the exact answers to these questions, but you will find clues and evidence to support your inferences and conclusions.
Take It Apart! Level 4 Comprehension
As you reread, ask yourself, “How did the author organize the information? Why did she/he write the book?”
Navigators Grade 5 Set A Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. This card may be photocopied for classroom use only. Based on the Comprehension Through Deductive Reasoning Model developed by Margaret Kilgo.
11/23/10
2:48 PM
Page 45
SPACE EXPLORATION CHAPTERS 1 & 2 Vocabulary • Use context clues to determine word meaning: What does space race mean in this book? Let’s find clues for the meaning of these words on page 8. (both the United States and the Soviet Union were interested in rocketry; both wanted to be first and best in space exploration ) .
Find It! Level 1 Comprehension • Identify facts and details: What happened to the early spacecrafts as they returned to Earth? (They burned up. pp. 9–10, 12)
LEVEL 44/T
Gagarin
Armstrong Both
from Soviet Union first man in space
astronauts heroes
from United States first to walk on the Moon
Look Closer! Level 2 Comprehension • Compare and contrast: What do Neil Armstrong and Yuri Gagarin have in common? How are they different? Use a Venn diagram for help in answering this question. (They both traveled in space. They both became heroes. Gagarin was the first man in space. Armstrong was the first to walk on the Moon. Gagarin was from the Soviet Union; Armstrong was from the United States. pp. 11–14.) • Identify main idea statements: Which sentence in Chapter 1 best summarizes the main idea of Chapter 1? (Answer: “But people started exploring space long before anyone could travel there.” p. 2 Clues/Evidence: The entire chapter discusses early space explorers, from the ancient Egyptians to the Greeks in 560 B.C. to the Polish in 1543, Italians in 1609, English in 1668, all the way to 1926 and Robert Goddard, when the age of space travel actually began.)
Prove It! Level 3 Comprehension • Draw conclusions: Information in Chapter 2 suggests that the United States and the Soviet Union were... (Answer: involved in a competition to win the “space race”; Clues/Evidence: On page 8 the author tells us that both wanted to be the first and the best in space exploration. On page 10 we read that both wanted to be the first country to send a rocket into space with people onboard. In spite of failures and disasters, each country continued to try to outdo the other. p. 13, green box)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: How does the author organize the information about early explorers in Chapter 1? (chronological order) • Evaluate author’s purpose: The author probably included the chart on p. 4 to… (show the reader what Copernicus developed from his studies)
33471-33617_A_CTDR.qxd:Nav A Gr5 CTDR cards
11/23/10
2:48 PM
Page 46
CHAPTER 3 Vocabulary • Use context clues to determine word meaning: What does space station mean in this book? Let’s find clues for the meaning of these words on page 15. (place where cosmonauts spend time; place where scientists observe the effects of space travel; something that orbited Earth)
Find It! Level 1 Comprehension • Identify facts and details: When was the first space station launched? (1971, p. 15) • Identify facts and details: What was the name of the first space shuttle? (Columbia, p. 18) McAuliffe
Ride
Look Closer! Level 2 Comprehension
Both teacher
on space missions
trained astronaut
• Compare and contrast: How were Sally Ride and Christa McAuliffe alike? How were they different? Use a Venn diagram to help you answer this question. (They were both on space missions. Ride was a trained astronaut. McAuliffe was a teacher, pp. 18–19)
Prove It! Level 3 Comprehension • Make inferences: The information provided in the text and in the caption of the top picture on page 20 suggests that the relationship between the Soviets and Americans has become... (Answer: more cooperative; Clues/Evidence: Cosmonaut and astronaut shake hands, and scientists from both countries worked together on Mir.) • Identify main idea: Chapter 3 is mostly about... (Answer: space stations and space shuttles; Clues/Evidence: In 1971 the Soviets launched the first space station; the U.S. launched its space station in 1973; in 1981 the U.S. launched a space shuttle; in 1986 the Soviets launched a space station)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: The author uses a compare-andcontrast structure to organize information about the Soviet Union and the United States in this chapter. Give an example of this from the text. (The United States put astronauts on the Moon; the Soviets launched a space station.)
33471-33617_A_CTDR.qxd:Nav A Gr5 CTDR cards
11/23/10
2:48 PM
Page 47
CHAPTERS 4 & 5 Vocabulary • Use context clues to determine word meaning: What does space probe mean in this book? Let’s find clues for the meaning of these words on page 21. (a special kind of spacecraft; used to gather information; does not carry people; does carry equipment)
Find It! Level 1 Comprehension • Identify facts and details: When was Voyager I launched? (September 5, 1977, p. 21) • Identify facts and details: Which planet was the Galileo sent to study? (Jupiter, p. 23)
Look Closer! Level 2 Comprehension • Identify cause and effect: Why is the discovery of ice on other planets or moons significant? Use a cause-and-effect chart for help in answering this question. (If there is ice, there may be water. If there is water, there may be life. pp. 25 and 28)
CAUSE:
ice
• Compare and contrast: How are Earth and Mars alike? (Both are made of rock; both have a 24-hour day. p. 28) M
Prove It! Level 3 Comprehension • Make inferences: The information in the box labeled “Think It Over” on page 23 suggests that scientists... (Answer: hope to encounter life on other planets; Clues/Evidence: Scientists put a CD with a message recorded in 60 languages on the Voyager 2.)
EFFECT:
water
M EFFECT:
life • Make inferences: Based on the fact that it took Galileo more than six years to reach Jupiter, we can tell that... (Answer: Jupiter is extremely far away from Earth; Clues/Evidence: On page 25 the author writes that it took more than six years. It took so long because it was so far away.) • Make inferences: Based on the information in the green box on page 30, readers can infer that there is... (Answer: a debate about the future of the space program, since there are many opinions given; Clues/Evidence: Some people think the money could be spent in better ways; some are excited about the space program.)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: The author probably included information, and a picture of Mars and Earth on page 28, to... (show how they are similar) • Evaluate author’s purpose: For what purpose did the author write this book? (to give readers information about space exploration from the beginning until now)
33471-33617_A_CTDR.qxd:Nav A Gr5 CTDR cards
11/23/10
2:48 PM
Page 48
TIPS FOR ANSWERING TEXT-DEPENDENT QUESTIONS
Vocabulary
Reread and look for clues to help you define the unfamiliar word. Can you find a synonym, a definition, text clues, or picture clues?
Find It! Level 1 Comprehension
The answers are right in the text. Reread to locate facts and details to answer the questions.
Look Closer! Level 2 Comprehension
The answers are in the text, but you may need to look in more than one place to find them.
Prove It! Level 3 Comprehension
You’ll have to be a detective. You won’t find the exact answers to these questions, but you will find clues and evidence to support your inferences and conclusions.
Take It Apart! Level 4 Comprehension
As you reread, ask yourself, “How did the author organize the information? Why did she/he write the book?”
Navigators Grade 5 Set A Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. This card may be photocopied for classroom use only. Based on the Comprehension Through Deductive Reasoning Model developed by Margaret Kilgo.
