Bộ sách Scott Foresman reading street grade 5 advance teaching guides gồm các quyển sau: 5.1.1 This Is the Way We Go to School 5.1.2 Forecasting the Weather (Earth Science) 5.1.3 Harvesting Medicine on the Hill 5.1.4 African American Athletes (Social Studies) 5.1.5 The Land of Opportunity (Social Studies) 5.2.1 When the Disaster Is Over (Social Studies) 5.2.2 A Safe Heaven (Social Studies) 5.2.3 Making Friends in Mali 5.2.4 Saving Endangered Species (Life Science) 5.2.5 The National Guard Modern Minutemen (Social Studies) 5.3.1 The Patent Process (Social Studies) 5.3.2 The Inspiration of Art (Social Studies) 5.3.3 Whats New with Dinosaur Fossils (Life Science) 5.3.4 Music Gets the Blues (Social Studies) 5.3.5 Hollywood Special Effects (Social Studies) 5.4.1 Cheaper, Faster, Better Recent Technological Innovations (Social Studies) 5.4.2 Feel, Think, Move (Life Science) 5.4.3 A Home for Humans in Outer Space Is It Possible? (Space and Technology) 5.4.4 Nathaniel Comes to Town 5.4.5 What Makes Great Athletes? (Social Studies) 5.5.1 The Sandwich Brigade 5.5.2 Inventions from Space Travel (Space and Technology) 5.5.3 Astronauts and Cosmonauts (Space and Technology) 5.5.4 The Shaping of the Continents (Earth Science) 5.5.5 Journey to Statehood (Social Studies) 5.6.1 Oceans of Resources (Social Studies) 5.6.2 MixedUp Vegetables (Life Science) 5.6.3 From Salt to Silk Precious Goods (Social Studies) 5.6.4 Flying into the 21st Century 5.6.5 Unexpected Music (Social Studies)
Trang 1When the Disaster’s Over
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When the
Disaster’s Over
SUMMARY This book tells of the damage
caused by various natural disasters and
discusses ways that people aid in disaster
relief efforts
LESSON VOCABULARY
aftermath chaos
evacuate impassable
infrastructure insurance
psychological rubble
INTRODUCE THE BOOK
INTRODUCE THE TITLE AND AUTHOR Discuss with
students the title and the author of When the
Disaster’s Over Based on the title, ask the
students to describe the image they get of
what the book might about Draw their
atten-tion to the content triangle labeled as social
studies How do they think information in the
book might be related to social studies?
BUILD BACKGROUND Ask students to define
what a natural disaster is Discuss the various
kinds of natural disasters (earthquake, flood,
mudslide, tsunami, etc.) Discuss the kinds of
damage that these disasters can cause and
what students think can be done to help in
disaster relief efforts
PREVIEW/USE TEXT FEATURES Before reading,
have students look through this book Do they
think this will be a fiction or nonfiction book?
Why? Point out the headings and captions
Ask students how they might help with
com-prehension (Organize and give more
informa-tion) What do students think they might learn
about natural disasters from this book?
READ THE BOOK SET PURPOSE Have students set a purpose
for reading When the Disaster’s Over Revisit
the discussion on what students know about disasters and disaster relief Have each of them tell what he or she hopes to learn from the text
STRATEGY SUPPORT: ANSWER QUESTIONS Invite students to tell you what kind of questions most interest them Do they prefer questions where the answer can be found in a specific sentence in the text? Do they like questions that involve understanding more than one part of the text? Or, are they more engaged
by questions that use prior knowledge and opinions? Lead students to see the benefits
in a wide range of question types
COMPREHENSION QUESTIONS
PAGE 4 What is one of the most important things that happens right after a disaster
strikes? (People look for survivors.)
PAGE 7 Where can you find the main idea for
the first paragraph on page 7? (first sentence
of paragraph)
PAGE 14 How do you think people can find out
what they should donate to a relief effort?
(Answers will vary and are based on prior knowledge/common sense.)
PAGES 16–17 What happened in the 1906 San Francisco Earthquake that did not happen in
the 1989 earthquake? (The city was destroyed
by fire.)
PAGE 19 What did the people of Valmeyer do
to make sure their town would not get flooded
again? (Possible response: They moved to
higher ground.)
5.2.1
COMPARE AND CONTRAST ANSWER QUESTIONS
Trang 2Skill Work
When the Disaster’s Over 33
TEACH/REVIEW VOCABULARY
Review the meanings for vocabulary words that might not be familiar Then, preview the pages where the words are highlighted to make sure students understand how these words could be used in the context of a text
on natural disasters
Use the book’s photos to help students better understand the vocabulary words
TARGET SKILL AND STRATEGY
COMPARE AND CONTRAST Remind
students that to compare means to look for how things are similar; to contrast means
to look for how they are different In this book, students will learn about the effects and relief efforts of natural disasters They can compare disasters and what was done about them Students should also compare their own knowledge about disasters to what they read Point out the Venn diagram in the back of the book Let students know they will be filling that out after reading
ANSWER QUESTIONS Explain that
answering questions about a text helps
readers monitor comprehension and better remember what was learned Answering questions can help students detemine how things are alike and different Explain that for some questions, answers are found in the text For other questions, readers need prior knowledge to answer As students answer questions in the comprehension section, have them say which answers are in
the text and which require prior knowledge
ADDITIONAL SKILL INSTRUCTION
MAIN IDEA AND DETAILS Remind students that
the main idea is the most important idea about a topic Supporting details are pieces
of information that confirm the main idea
As students read, they should look for the most important idea and for details that support or tell more about this idea Give them a Main Idea graphic organizer to fill out as they read
REVISIT THE BOOK
READER RESPONSE
1 Both: disaster caused by volcanoes;
wide-spread damage occurred Armero:
helicop-ters used to rescue survivors Goma: plastic
sheeting used to create temporary shelters
2 Answers will vary but should reflect
understanding of FEMA
3 Rubble is a type of debris Possible
synonyms: remains, ruins, rubbish, trash,
refuse, truck, litter
4 Headings arrange text in chronological order
of events connected with disaster relief
EXTEND UNDERSTANDING The author chose to
use photographs of real disasters and their
aftermath instead of using illustrations Ask
students: Do you think the book would have
had a different effect, or impact, if it used
illustrations? Why or why not? What could
illustrations show that photos could not, and
vise versa?
RESPONSE OPTIONS
WRITING Invite students to think about how
looking at the pictures and reading the text
in When the Disaster’s Over made them feel
Have them write a brief paragraph on how
they felt and why
SOCIAL STUDIES
CONNECTION
Have students make a list of
natural disasters and then do research
to find out more about what causes them
They can use classroom books, the library, or
the Internet
Trang 3Compare and Contrast
• To compare is to tell how two or more things are alike or different.
• To contrast is to tell how two or more things are different
Directions Refer to the selection and answer the questions below.
1 Make a list of things that are commonly needed by many survivors of natural disasters.
2 How can the water supply after a disaster be different from before the disaster? Why?
3 When it comes to natural disasters, what are some differences between the National Guard and
Doctors Without Borders?
4 In areas where earthquakes happen, why is it better to build with wood and steel than with brick?
5 Did using the skill Compare and Contrast help you better understand the information in this
book? Why or why not?
When the Disaster’s Over
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Trang 435
Vocabulary
Directions Use the glossary at the back of the book When the Disaster’s Over to review the meaning
of the vocabulary words Then choose eight of the words to use in sentences that relate to natural
disasters
Example: When the rivers started to flood the land, the police helped the people to evacuate the
area safely
Check the Words You Know
aftermath dehydration infrastructure rubble
chaos evacuate insurance
debris impassable psychological
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When the Disaster’s Over