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)
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SUMMARY Technological advances in the past
twenty years, such as the creation of the
per-sonal computer, the Internet, cell phones, and
DVD players, have had a huge impact on the
way we run our daily lives The Computer Age
has affected everything from the way we shop
and write to the way we learn
LESSON VOCABULARY
computer viruses e-mail
Industrial Revolution Internet
word processors World Wide Web
INTRODUCE THE BOOK
INTRODUCE THE TITLE AND AUTHOR Discuss
with students the title and the author of
Cheaper, Faster, Better: Recent Technological
Innovations Ask students to name some
tech-nological innovations that have made things
cheaper, better, or faster
BUILD BACKGROUND Ask students to discuss
the computerized devices they use every day
Have students share stories about using the
World Wide Web to complete daily activities,
such as looking up weather reports or
check-ing movie times
PREVIEW/USE TEXT FEATURES Have students
pre-view the text by looking at the Table of Contents,
the photos and captions, the
heading/subhead-ings, and the time line Ask students what they
expect to learn from the book
READ THE BOOK
SET PURPOSE Have students set a purpose for
reading Cheaper, Faster, Better Guide students
to an interest in what life was like before
com-puters and encourage an interest in the many
inventions discussed in the text, including the
Internet and World Wide Web
Ask students to discuss what the word
revolution means to them Share examples
of inventions created during the Industrial Revolution Ask: “How might an industrial revolu-tion differ from a political revolurevolu-tion?”
STRATEGY SUPPORT: ANSWER QUESTIONS Note for students that when they ask their own ques-tions and practice QAR, they will be able to draw better conclusions about a paragraph, chapter
or entire text Have students practice this skill after they have finished the text by working in pairs Have one student in each pair write ques-tions for the first two types of QAR Have the other student write questions for the second two types Then have the students in a pair swap questions and answer them
COMPREHENSION QUESTIONS
PAGES 4-5 What problems did Sally confront?
(Research was tedious, overseas mail took a long time, photos had to be processed at a lab, typewriters made it hard to correct errors, etc.)
PAGE 8 What are the benefits of word
proces-sors? (Changing and formatting text is easy;
spell-checkers are helpful.)
PAGE 11 How are the Industrial Revolution and
Computer Age similar? (Both led to dramatic changes and inventions to simplify tasks.)
PAGE 16 Why are search engines important for
students? (Research is simpler and less time-consuming Instant access to global information.)
PAGES 20–21 What conclusions can you draw about the benefits and drawbacks of computer
technology? (Benefits: speedy access to informa-tion; tasks are easier to accomplish Drawbacks:
computer viruses must be controlled; important hands-on interaction is lost.)
5.4.1
DRAW CONCLUSIONS ANSWER QUESTIONS
Cheaper, Faster, Better
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TEACH/REVIEW VOCABULARY
Have students share the meaning of glos-sary terms they know, then define words they don’t Make sure students understand the difference between the Internet and the World Wide Web Ask if any students have parents who telecommute; have them describe this way of working
TARGET SKILL AND STRATEGY
a conclusion is a sensible decision reached after thinking about details or facts in what you read Drawing conclusions is the pro-cess of making those decisions Encourage students to draw conclusions after con-sidering the facts given in a paragraph or section of text Encourage students to ask themselves if their conclusions make sense and to back up conclusions with information from the text or other reasons Conclusions should be logical
(Question-Answer Relationship) strategy which teaches students four types of questions:
Right There: The answer is in a sentence
in the text Think and Search: The answer
is in several places in the text Author and You: The answer is not explicitly in the text;
students need text and prior knowledge to find it On My Own: The answer is not in the text and students will need to do additional research to find it
ADDITIONAL SKILL INSTRUCTION
cause is why something happened, while an effect is what happened Explain that
some-times there are no clue words, such as since, thus, as a result, therefore, or consequently, to
help you figure out what happened and why
Also, sometimes the cause is not directly
stat-ed, and you need to think about why some-thing happened on your own
R E VI S IT TH E BO O K
READER RESPONSE
1 Advantages: can work from home, don’t
have to dress up for work, can set own
schedule Disadvantages: don’t get to
inter-act with colleagues, dependent on
com-puter to get work done, could be lonely or
distracting Telecommuting is likely to be
more popular
2 Sample questions: “How did you come up
with the idea for the WWW? When? Why?
What is the future of the WWW?”
3 Sample: We lost our Internet
connec-tion when the power went out Then, we
couldn’t surf the World Wide Web to find
movie show times
4 Answers will vary The computers shown
are different in size and appearance than
the computers of today
timeline on pages 18 and 19 Note that several
years – 1991, 1996, 1997, 1999, 2001, 2002,
2003 and 2005 – are not included Have
stu-dents research technological developments in
these years to supplement the timeline Create
a class timeline with graphics (one year per
page) and paste the timeline around the room or
assemble it into a booklet
RESPONSE OPTIONS
descrip-tion of a problem for which they’d like to find a
high-tech solution Then, have them describe the
solution Encourage students to draw a picture
of their solution
SOCIAL STUDIES
CONNECTION
Have students use the
Internet or library books to
research the history of the Internet or
the Industrial Revolution Have students
present their findings to the class
Cheaper, Faster, Better 73
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Name
Draw Conclusions
what you read.
• Drawing conclusions means to make sensible decisions or form reasonable opinions after
thinking about the details or facts in what you read.
Directions Read the paragraph below, then answer the questions that follow.
Completing tasks we now do quickly
was not nearly as easy in the 1970s, when Sally was growing up If
Sally wished to do research for a report,
she had to ask her parents to drive her
to the library There, she used a large
encyclopedia; her parents could not afford
to buy her such a set If Sally needed to
type her report, she had to use a manual
typewriter Whenever she made mistakes,
she had to use a special white solution
to paint over the wrong letters Then she
could retype the correct letters When Sally didn’t remember the spelling for a word, she hauled out a huge dictionary to look it
up Sally was also a movie buff To figure out which shows she would attend, she had
to wait for the newspaper to be delivered
And if she wanted to shop, her only choices were to go to a mall and endure long lines and bustling crowds or to pore over heavy catalogues If she wanted to shop at midnight, she was out of luck!
1 What conclusion can you draw about what it was like to do homework in the 1970s?
2 Give two facts or details to support your conclusion.
3 What conclusions can you draw about what shopping was like in the 1970s?
4 Give two facts or details to support your conclusion.
5 Write a well-supported conclusion about how technology would have made life easier for Sally.
Cheaper, Faster, Better
74
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Name
75
Vocabulary
Directions Choose the word from the box that best matches each
definition Write the word on the line
1 when people work from home using their personal computers
2 programs, designed by people, that do damage to computers
or data
3 system that allows people to review, retrieve, and modify the
Web sites found on the Internet
4 a compact disc that plays on a computer’s CD-ROM drive
5 a term describing the changes in technology of the 1800s that
changed how people lived
6 a program that helps people find data on the Internet
7 system of sending messages using computers linked by
telephone wires
8 worldwide computer network, linked by telephone lines, that
is used to send messages, data, and other services
9 a term used to describe how computers have transformed
modern life
10 computer programs that edit, store, and retrieve documents
and texts
Check the Words You Know
CD-ROM Computer Age computer viruses e-mail
Industrial Revolution Internet
search engine telecommuting word processors World Wide Web
Cheaper, Faster, Better