UNIT X UNIT 1 | 19 Discuss the Reading A Ask and answer questions Have students work in pairs to discuss the questions. Allow plenty of time for discussion before pairs share their ideas with the class. Remind students to point out where in the text they found evidence for their answers to questions 2–7. ANSWERS 1. Sample answer: Before the reading, I predicted I would learn about staying inside during bad weather. I was correct. I learned that listening to a meteorologist and knowing what kinds of clouds produce precipitation can help keep me safe. I also learned that I should unplug electronic devices during a thunderstorm and stay away from windows and doors during a tornado. 2. Thunderstorms can produce tornadoes and hurricanes. 3. stratus—low, gray, cover sky; nimbus—tall, gray, puffy; cumulus—white, puffy with flat bottoms; cirrus—white, thin, wispy, high in the sky 4. A storm surge is a wall of water. It happens when the winds from a hurricane push the water to the coast. It can cause flooding. 5. Droughts are caused by too little precipitation. Floods are caused by too much precipitation. 6. Sample answer: I think hurricanes cause the most damage because they can destroy houses and carry cars away. The water from a hurricane can enter houses and buildings. 7. Sample answer: People can be hurt during severe weather. Floods and droughts can affect our food. Severe weather can damage our homes and our cars. B Connect to self Have volunteers read the directions and questions aloud. Then have students work independently to write answers to the questions. ANSWERS Sample answers: We have droughts in my area. Sometimes they cause wildfires. We always put out our campfires with water. We leave our home as soon as they tell us to evacuate the area. Practice Book pp. 7–9 Assessment Program p. 3 COMMUNICATE PRACTICE FORMATIVE ASSESSMENT DIFFERENTIATED INSTRUCTION Scaffold Before writing their responses to Activity B, have students work in pairs to discuss the connection between the interview and their personal experiences. Help students brainstorm their ideas and answers. Direct students to answer all the questions to support their writing. Amplify Have groups role play an interview with a firefighter. In groups, students can write a dialogue with questions and answers. Have students practice their interview, focusing on pronunciation. They can perform it for the class. Write: Safety measures Choose two examples of severe weather. Design and draw a poster to show the safety measures that can be taken before, during, and after a severe weather event. Include illustrations. Use bullet points for the safety measures. Discuss the Reading A Discuss the questions. 1. Revisit your prediction Before the reading, what did you predict about the “Stay Safe” boxes? What did you learn about how to stay safe in bad weather? 2. Recall relevant details What can thunderstorms produce? 3. Describe What are the four main types of clouds? What does each one look like? 4. Explain What is a storm surge? Why is it a problem in hurricanes? 5. Assess How are droughts and floods different? 6. Infer Which types of severe weather do you think cause the most damage? 7. Respond to the essential question How does weather affect people? B Making connections Make a connection between the interview and your life. What severe weather happens in your area? What do you do to stay safe? Write two to three sentences. 19 UNIT 1 UNIT X1 / AFTER YOU READ
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