UNIT X 14 | UNIT 1 Reading • Recall sequence events Ask students to use sequence words to recall what they have learned so far. On the board, write first, then, next, finally, and reinforce that these words help good readers understand the sequence of a text. • Use visuals and captions to support comprehension Students look at the pictures and the Stay Safe! box. Ask: What weather types are shown? (thunderstorm and tornado) Note their similarities and differences. (They both have gray clouds. The tornado is a funnel shape) Why is the information in the Stay Safe! box helpful? (It is bulleted, short, and easy to understand.) • Follow the instructional routine for reading. The following strategies are a sample routine. • Follow oral content Play the audio for pages 14–15. Ask students to listen for general understanding without looking at the text. • Match oral to written words Replay the audio, this time asking students to read along silently, tracking the words as they listen. Remind students to pay special attention to words in bold type. • Build fluency Play the audio a final time. Ask students to do a whisper read along with the audio, trying to match the speaker’s intonation, phrasing, and pace. Pause as necessary and repeat until students are confident. • Visualize Ask students to identify words on page 14 that help them to visualize the severe weather. • Compare and contrast Direct students to find and underline words that help them to contrast the different weather types and safety measures. Students can use two colors. • Generate questions during reading Ask students if they have any questions about what they have learned so far. If they need prompting, provide an example, such as, Why do tornados only form over land? Guide students to discuss their questions with each other and offer answers and ideas. • Background knowledge Explain to students that some countries use different measurements for speed. In the U.S., the wind speed is recorded in miles per hour, but in other countries, it is recorded in kilometers per hour. DIFFERENTIATED INSTRUCTION Scaffold Work with students in small groups to help them compare and contrast the weather types with a Venn diagram. Then have students use their notes and gesturing or pantomiming to add onto the storyboard. Students can retell what they have learned to a partner. Amplify • Have students add this extra information to their cloud booklets. • Students can draw how a thunderstorm turns into a tornado and damages houses. Q: What can you tell us about severe weather? A: Predicting severe weather is the most important part of my job. It helps people prepare and be safe. There are all kinds of severe weather. Q: Tell us about thunderstorms. A: Do you remember those nimbus clouds? They produce thunderstorms. These are storms with thunder, lightning, and heavy rain. A thunderstorm can also produce a tornado. A tornado is a spinning column of air. When the air column is above the ground, it is called a funnel cloud. When it touches the ground, it is called a tornado. The air is calm in the center of a tornado, but strong winds rotate around the center. These winds can damage houses, carry cars away, and pull trees out of the ground. Weather FACTS Tornado winds are from 40 to 300 miles per hour. During a thunderstorm: • Stay or go inside. • Don’t use running water. • Unplug electronic devices. During a tornado: • Stay or go inside. Go to a basement if you can. • Stay away from windows and doors. • Protect your head and neck with your arms. • If you’re in a car, go to a low, flat area. STAY SAFE! 14 UNIT 1 A Meteorologist Talks Weather Reading UNIT 51 / CREOANDNINECGT TO THE THEME
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