UNIT X UNIT 1 | 9 Academic Vocabulary Identify and read academic vocabulary words Ask students to choral read the definition and example. Call on individual students to give their own example of how to use affect in a sentence. Reading: A Meteorologist Talks Weather • Follow the instructional routine for reading. The following strategies are a sample routine. • Follow oral content Play the audio for page 9. Ask students to listen for a basic understanding of the narrative without looking at the written text. • Match oral to written words Replay the audio for page 9. This time ask students to read silently. Model how to use a finger or notecard to track the text. • Build oral fluency Replay the audio a final time, asking students to follow along in a whisper read and imitate intonation and phrasing. Repeat as necessary until students demonstrate confidence. Have students who have demonstrated proficiency read the page out loud together. • Identify text features (glossary) Ask volunteers to identify the word in bold type (severe). Then point out the glossary. Say: This word is in bold type. That is how we know that it is in the glossary. Model how to refer to the glossary to learn a new term and then go back to reread the text to deepen understanding. Say: I learned that weather can be very bad. Remind students to use the glossary as they continue reading. Check In • Connect to society Ask students to share whether their lives are affected or have been affected by weather. Ask: What clothes do you wear when it is cold? What clothes do you wear when it is hot? What clothes do you wear when it is windy? What activities do you do during the year? How do your activities change depending on the weather? What is your favorite kind of weather? How does it make you feel? • Monitor comprehension Ask and answer the questions as a class. ANSWERS 1. A meteorologist analyzes and predicts the weather. 2. A meteorologist uses maps and technology. 3. A meteorologist helps people stay safe by warning them about severe weather. EXPLORE AND LEARN DIFFERENTIATED INSTRUCTION Scaffold • Some students may need more time and exposure to a text to comprehend it fully. Allow these students time in class to read the text prior to reading it with the class. • Provide students with a template to track the information provided. Ask students to draw and label an illustration for each paragraph. Then support them in writing a description. Use the storyboard while reading the entire text to support students’ comprehension. Amplify • Students can brainstorm what questions they would like to ask a meteorologist in the interview. • Students can brainstorm the four seasons; for each season they can draw the weather, how it affects nature, what clothing they can wear, what activities they can do, and if there is severe weather in this season (according to where they live). PRACTICE GLOSSARY severe very bad Weather! What’s it all about? It determines what we wear, what outdoor activities we do, and what kind of food we can grow. Weather even affects our moods. How do you feel on a rainy day? On a sunny day? One thing for sure is that weather is always changing. To better understand weather, I interviewed Lina Rivera. She’s a meteorologist. She analyzes and predicts weather using maps and technology. Her work can help people decide if they should plan an outdoor day at the park or a day inside. More importantly, her work warns people of severe weather, so they can prepare and stay safe. ACADEMIC VOCABULARY affect (verb) Definition to cause something to change Example Weather affects my mood. Sunny weather makes me happy. Rainy weather makes me feel tired. by Brandon Paxton A Meteorologist Talks Weather CHECK IN 1. Central idea What does a meteorologist do? 2. Relevant detail What tools does a meteorologist use to do her job? 3. Comprehension Why is a meteorologist’s job important? 9 UNIT 1 A Meteorologist Talks Weather UNIT 1 / READING
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