LESSON 12 TEACHERâ€™S GUIDE Keeping Safe in an Earthquake

Number of Words: 949

L E S S O N 1 2 T E A C H E R ’ S G U I D E

Keeping Safe in an Earthquakeby Kaye Gager

Fountas-Pinnell Level ONonfictionSelection SummaryEarthquakes can strike at any time. It is important to know what to do when one occurs. This book helps readers understand the safety precautions needed to survive an earthquake.

Copyright © by Houghton Mifflin Harcourt Publishing Company

All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Miffl in Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-30804-3 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09

If you have received these materials as examination copies free of charge, Houghton Miffl in Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

Characteristics of the Text Genre • Nonfi ction

Text Structure • Third-person narrative• Photographs or text/graphic features on most pages

Content • Safety precautions • Protecting yourself during and after an earthquake• Creating a plan in case of an earthquake

Themes and Ideas • Being prepared for an earthquake is necessary.• Staying calm and remembering the safety plan is the best way to overcome an emergency.

Language and Literary Features

• Descriptive language

Sentence Complexity • A mix of short and complex sentencesVocabulary • Safety precaution-related terms, such as safety standards, disaster kit, cover, prepared

Words • Multisyllable words, such as electricity, emergency, constructedIllustrations • Full-color photographs with captions

Book and Print Features • Twelve pages of text, photographs on most pages• Captions• Checklist

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

4_308043_BL_VRTG_L012_KeepingSafeEarthquake.indd 1 11/4/09 10:01:32 AM

Target Vocabulary

constructed – built, p. 5crushing – smashing or

squashing something, p. 3debris – pieces of broken things,

p. 10possessions – items that a

person owns, p. 12

rubble – broken or crumbled material from a destroyed building, p. 3

slab – a broad, fl at piece of something, p. 4

tenement – low-quality apartment building, p. 5

timbers – large pieces of wood used for building, p. 5

trembles – shakes, p. 4wreckage – what is left after

something has been ruined, p. 11

Keeping Safe in an Earthquake by Kaye Gager

Build BackgroundHelp students use their knowledge of being prepared for emergencies to visualize the selection. Build interest by asking questions such as the following: What type of emergencies could happen in your area? Do you and your family have a safety plan? What type of safety drills do you do here at school? Read the title and author and talk about the cover photograph. Explain many places around the world experience earthquakes.

Introduce the TextGuide students through the text, noting important ideas and nonfi ction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions:

Page 3: Explain that this is a book that tells readers how to prepare for and handle an earthquake. Have students look at the picture. Point out that captions can give clues about information in the text. Suggested Language: During an earthquake, rubble can come down quickly, crushing things on the ground.

Page 4: Read the caption. Tell students that there are many earthquakes in the San Francisco, California area. Point out San Francisco on a map for students.

Pages 5–6: Read the caption on page 6. Discuss with students the importance of having properly constructed buildings that can survive an earthquake. Discuss the photo on page 6. Ask: Do you think this building was built with metal braces or timbers? Why or why not?

Page 9: Point out the checklist of ways to be prepared in case of an emergency.

Now turn back to the beginning of the selection and read about how to stay safe in an earthquake.

2 Lesson 12: Keeping Safe in an EarthquakeGrade 4© Houghton Mifflin Harcourt Publishing Company


ReadHave students read silently while you listen to individual students read aloud. Support their understanding of the text as needed.

Remind students to use the Visualize Strategy as they read, and to imagine what it would be like to experience an earthquake.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the selection. Suggested language: What important safety precautions did you learn to take during an earthquake? How can you use some of the safety plans that you read about?

Ways of ThinkingAs you discuss the text, help students understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• It is important to instill safety precautions for all types of emergencies.

• Protecting yourself during and after an earthquake requires staying calm.

• Creating a plan in case of an earthquake is necessary in order to be prepared.

• Being prepared for an earthquake is necessary.

• Staying calm and remembering the safety plan is the best way to overcome an emergency.

• The graphic and text features provide additional information not included in the text.

• Captions help to explain the photos.

• The photos contain a lot of visual information.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Further Support• Fluency Invite students to participate in choral reading. Remind students to pay

careful attention to phrasing and punctuation, and to use appropriate tone, pitch, and volume as they read different sections of the text.

• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas.

• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Explain to students that adding the suffi xes –ed, -ing, and –ity to root words changes the meaning and creates a new word. Examples from the text include constructed (p. 5), meeting (p. 7), and electricity (p. 13). Ask students to fi nd other examples of words with suffi xes in the text.



Writing about ReadingVocabulary PracticeHave students complete the Vocabulary questions on BLM 12.1.

RespondingHave students use their Reader’s Notebook to complete the vocabulary activities on page 15. Remind them to answer the Word Teaser on page 16. (Answer: rubble)

Reading Nonfi ctionNonfiction Features: Photos and Text Clues Remind students that nonfi ction has many features to help readers fi nd and understand important information. Photos and text clues are two of these features. Explain that photos, like those in this selection, often add information that is not in the text. Have students look again at the photo on page 6. Ask what information they can learn from the photo (what can happen to a building during an earthquake). Then have students choose another photo in the book and tell what they can learn from it.

Text clues are another important source of information. They are verbal clues that signal importance, such as In less than a minute, In just 30 seconds, and Luckily. Have students fi nd these text clues in the book and make a classroom chart. How many text clues can they fi nd? Suggest that students add text clues to the chart from their reading throughout the year.

Writing Prompt: Thinking About the TextHave students write a response to the prompt on page 6. Remind them that when they think about the text, they refl ect back on the text. They should notice and evaluate language, genre, literary devices, and how the text is organized.

Assessment Prompts• What words or images in the book help the reader understand what rubble means?

• What is the main purpose of the selection?

• What can readers tell about the staying safe during earthquakes from reading this selection?



Target VocabularyUsing the Target Vocabulary words, fill in the crossword puzzle below.

tremblespossessionstenementcrushingdebrisconstructedwreckagerubbletimbersslab

Vocabulary

Across

2. things you own

5. smashing

9. shakes

10. broken stones

Down

1. built

3. flat piece

4. leftover pieces of something ruined

6. pieces of broken things

7. run-down apartment building

8. heavy beams of wood

Target Vocabulary© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Lesson 12B L A C K L I N E M A S T E R 1 2 . 1

Grade 4, Unit 3: Natural Encounters

Keeping Safe inan EarthquakeTarget Vocabulary

3

Name Date

C

O

N

S

T

R

U

C

T

E

D

W

R

E

C

K

A

G

E

P S S

T

E

N

E

M

E

N

T

S I

T

I

M

B

E

R

S

S

L

A

B

D

E

B

R

I

S

O N

C

E S

H I N GU

R L EM

B EB LU

Possible responses shown

03_4_246246RTXEAN_L12_FR.indd 1 11/26/09 9:25:49 AM

First Pass

English Language DevelopmentReading Support Pair beginning and intermediate readers to read the text softly, or have students listen to the audio or online recordings. Or have beginning speakers read the captions.

Cognates The text includes many cognates. Explain the English word and its Spanish equivalent: debris (detrito), possessions (posesiónes), and trembles (temblar).

Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: What is this selection about?

Speaker 2: staying safe in earthquakes

Speaker 1: What is Earthquake Country?

Speaker 2: the area around San Francisco where a lot of earthquakes occur

Speaker 1: Why is it important to have a family meeting place?

Speaker 2: After an emergency, families need to have a place to meet so everyone stays safe.

Speaker 1: Why should you stay away from windows during an earthquake?

Speaker 2: The windows could break and fall on you.

Speaker 1: What are the most important things to remember when an earthquake begins?

Speaker 2: Remember to drop, cover, and hold on. You should also try not to panic.


4_308043_BL_VRTG_L12_KeepingSafeEarthquake.indd 5 1/12/10 5:27:24 PM

Name Date

Keeping Safe in an EarthquakeThinking About the Text

Think about the questions below. Then write your answer in one or two paragraphs.

Remember that when you think about the text, you reflect back on the text. You notice and evaluate language, genre, literary devices, and how the text is organized.

After reading this text, do you think you could stay safe in an earthquake? Did the author include enough information? Is the the information organized and explained clearly? Are the nonfiction features well-chosen? Support your opinion with examples from the text.


4_308043_BL_VRTG_L012_KeepingSafeEarthquake.indd 64_308043_BL_VRTG_L012_KeepingSafeEarthquake.indd 6 7/28/09 5:54:27 PM7/28/09 5:54:27 PM

Lesson 12B L A C K L I N E M A S T E R 1 2 . 1

Keeping Safe inan EarthquakeTarget Vocabulary


Vocabulary

Target VocabularyUsing the Target Vocabulary words, fill in the crossword puzzle below.

tremblespossessionstenementcrushingdebrisconstructedwreckagerubbletimbersslab

Across

2. things you own

5. smashing

9. shakes

10. broken stones

Down

1. built

3. flat piece

4. leftover pieces of something ruined

6. pieces of broken things

7. run-down apartment building

8. heavy beams of wood

Name Date

4_308043_BL_VRTG_L12_KeepingSafeEarthquake.indd 7 1/12/10 5:27:47 PM

1414

207


Student Date Lesson 12

B L A C K L I N E M A S T E R 1 2 . 2 3

Keeping Safe in an Earthquake

Running Record Form

Keeping Safe in an Earthquake • LEVEL O

Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

ˆcat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

3

4

You are sitting in class, about to take a test. Suddenly the

classroom starts to shake. You dive under the table. Books are

flying everywhere. Desks race across the floor. Materials on

the shelves rattle and some drop onto the floor. Papers are

strewn everywhere. In less than a minute, the shaking is over,

but your classroom looks like a crushing pile of rubble.

People who live in San Francisco, California, and other

nearby areas are often faced with a similar situation. They live

in an area that some call Earthquake Country.

Comments: Accuracy Rate (# words read

correctly/92 × 100)

%

Total Self- Corrections

4_308043_BL_VRTG_L012_KeepingSafeEarthquake.indd 84_308043_BL_VRTG_L012_KeepingSafeEarthquake.indd 8 7/28/09 5:54:29 PM7/28/09 5:54:29 PM

LESSON 12 TEACHERâ€™S GUIDE Keeping Safe in an Earthquake

Documents

Transcript of LESSON 12 TEACHERâ€™S GUIDE Keeping Safe in an Earthquake