UNIT X 12 | UNIT 1 Reading • Follow the instructional routine for reading. The following strategies are a sample routine. • Follow oral content Play the audio for pages 12–13. Ask students to listen to the story for a general understanding without looking at the text. • Match oral to written words Replay the audio. This time ask students to read along silently. • Imitate intonation, phrasing, and pace Play the audio a final time. Ask students to follow along in a whisper read, trying to match the speaker’s intonation, phrasing, and pace exactly. Model, if necessary, by playing a short excerpt, then pausing to imitate these elements. Provide encouragement and feedback on students’ oral reading fluency. • Use visuals to support comprehension Direct students to look at the two different types of clouds. Ask: What do you notice about the bad-weather clouds? What color are they? What size are they? Why is this? • Compare and contrast Direct students to find and underline words that help them to contrast the different cloud types. Students can use two colors for the two cloud types. • Generate questions during reading Ask students if they have any questions about the interview so far. If students need prompting, provide an example, such as, How do some clouds produce tornadoes? Guide students to discuss their questions with each other or support their research. • Record observations Explain to students that throughout the lesson they are going to do a Cloud Watch. Create the appropriate weather chart on the board for students to copy. Write the days of the week across the top row, one in each column. Elicit the names of the different types of clouds form the students. Write these in a another column down the left-hand side of the chart. Ask: What kinds of clouds do you see today? Check the corresponding box on the chart. Explain to students that throughout the day, weather conditions change. Tell them to check all the types of clouds they see each day. DIFFERENTIATED INSTRUCTION Scaffold Help students to find ways to remember the two different types of clouds. Explain that strata means lines or layers; this is why it looks like a blanket. This is an example of comparison. If a blanket covers the sun, then it will rain for sure. If students have watched the Harry Potter movies, they will know that a nimbus is a fast broomstick that Harry uses. He flies high into the clouds. Nimbus clouds are tall clouds that seem to touch and cover the sun. Amplify Have students create a booklet on the different types of clouds. Ask them to research other types of clouds. Suggest that they put the “good-weather” clouds in one section and the “bad-weather” clouds in another section. Students can illustrate the clouds and give their characteristics. Q: How can you tell which clouds produce precipitation? A: Clouds look different. There are many types of clouds. First, let me tell you about two types of “bad weather” clouds. Stratus clouds are low in the sky. They are gray and often cover the entire sky, like a blanket. If it is warm, rain falls from these clouds. If it is cold, snow falls from them. Nimbus clouds are storm clouds, and they can be very tall. They produce heavy rain, snow, hail, lightning, or tornadoes. stratus clouds nimbus clouds Reading 12 UNIT 1 A Meteorologist Talks Weather UNIT 51 / CREOANDNINECGT TO THE THEME
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