UNIT X UNIT 1 | 13 DIFFERENTIATED INSTRUCTION Scaffold • Be aware that some students may need a little more time to prepare their oral answers to the Check In questions. Read the questions out loud and then tell students to think about and formulate their answers in pairs before discussing them as a class. • Help students to find ways to remember the two different types of clouds. Cumulus starts with the letter c like in cotton. It has similar letters to “accumulate” which means “to gather”—they gather into little cotton balls. Cirrus has the letter i in it which could remind students of “ice.” Amplify Have students continue working on their booklets. Ask them to research other types of clouds. Reading • Use visuals to support comprehension Ask students to look at the four different types of clouds. Ask: What do you notice about the bad-weather clouds? What do you notice about the good-weather clouds? What color are they? What size are they? Why is this? Which cloud type allows us to see more sky? • Compare and contrast Direct students to find and underline words that help them 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, Why do some clouds contain small ice crystals? Guide students to discuss their questions with each other and offer answers and ideas. • Try This! Read the information box. If weather permits, take students outside to an open area. Direct everyone to lie down and look up at the clouds. Ask students what objects or animals they can see. Encourage all students to participate and use their imaginations. There are no wrong answers. • Understand vocabulary in context Direct students’ attention to the word like on page 13. Review with students the words used to compare and contrast. Ask: Is the meteorologist comparing or contrasting? (comparing) What is she comparing the clouds to? (cotton, hair) How does this help you to understand the characteristics of the clouds? (The description helps us to easily visualize the clouds.) Check In Recall relevant details Discuss the questions as a class. Then have students respond to the questions independently, reminding them to locate relevant details in the text to support their responses. ANSWERS 1. Sample answer: Stratus clouds and cirrus clouds are both thin and cover a lot of the sky. However, stratus clouds are low in the sky, and cirrus clouds are high. 2. She says they are white and puffy like cotton balls, or thin and wispy like stretched-out cotton or long hair. PRACTICE Q: What kinds of clouds do we have in good weather? A: Cumulus clouds often appear in nice weather. They can be white and puffy like cotton balls, but they have flat bottoms. Cirrus clouds can also appear when the weather is nice. They’re thin and wispy. They look like a stretched-out cotton ball or long pieces of hair. They’re high in the sky and contain small ice crystals instead of water. Try This! Many people look at clouds and imagine different objects or animals. Look at the cumulus clouds on this page or the clouds outside today. What do you see? CHECK IN 1. Compare and contrast Choose two types of clouds. How are they similar? How are they different? 2. Develop vocabulary What descriptive words does the meteorologist use to talk about different clouds? cumulus clouds cirrus clouds 13 UNIT 1 A Meteorologist Talks Weather UNIT 1 / READING
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