Scott Foresman Reading Street provides over 600 leveled readers that help children become better readers and build a lifelong love of reading. The Reading Street leveled readers are engaging texts that help children practice critical reading skills and strategies. They also provide opportunities to build vocabulary, understand concepts, and develop reading fluency. The leveled readers were developed to be ageappropriate and appealing to children at each grade level. The leveled readers consist of engaging texts in a variety of genres, including fantasy, folk tales, realistic fiction, historical fiction, and narrative and expository nonfiction. To better address reallife reading skills that children will encounter in testing situations and beyond, a higher percentage of nonfiction texts is provided at each grade.
Trang 1Paleontology: Digging
for Dinosaurs and More
SUMMARY This book explores various aspects
of paleontology, focusing on information
gathered from fossils and how knowledge and
opinions of dinosaurs have changed over time
LESSON VOCABULARY
erected foundations mold
occasion proportion tidied
workshop
INTRODUCE THE BOOK
INTRODUCE THE TITLE AND AUTHOR Discuss
with students the title and the author of
Paleontology: Digging for Dinosaurs and More
Go over the definition of paleontology
(See page 3.) Ask students to try to identify
what the man on the cover is doing Then
ask students what they think the book will
be about
BUILD BACKGROUND Ask students to share
any knowledge of how fossils are formed,
excavated, and put together, as well as what
can be learned from them Also, encourage
students to discuss any knowledge of
dinosaurs: when they lived, what they ate,
what different kinds there were, etc
PREVIEW/USE TEXT FEATURES Have students
look through the book before reading After
students have looked at the section headings
and pictures in the book, ask what kind of
information students think they will learn
about paleontology Point out that the pictures
and captions on pages 4–5 show steps in the
process of how an animal becomes a fossil
READ THE BOOK SET PURPOSE Have students set purposes for reading Paleontology: Digging for Dinosaurs and More Students’ own interest in dinosaurs
should help guide their purpose If prompts are needed, tell students that new informa-tion about dinosaurs has been discovered in recent years, causing some people to change the way they think about dinosaurs
STRATEGY SUPPORT Discuss that students should always be able to justify their predictions They can use the text or their own knowledge Have students read page
3 and then look at pages 4 and 5 together
Have students tell what they think they will learn about how a fossil is formed Then have them tell how they came to that prediction
Help students judge whether or not their predictions were logical, based on their knowledge and text information Tell students that as they read, they should not only make predictions about what they will learn next, but they should also be aware of why they are making those predictions
COMPREHENSION QUESTIONS
PAGE 8 Is the first sentence on this page a statement of fact or a statement of opinion?
(opinion)
PAGE 12 What are some things a paleontologist
needs to study? (chemistry, biology, zoology, geology, math, computer science, languages)
PAGES 14–16 How does the section heading and pictures on these pages help you predict
what information you might learn? (Answers will vary.)
PAGE 15 What caused scientists to think that some dinosaurs may have been
warm-blooded? (discovery of feathers on a fossil skeleton)
5.3.3
FACT AND OPINION
PREDICT
Paleontology: Digging for Dinosaurs and More
60
Trang 2REVISIT THE BOOK
READER RESPONSE
1 Possible response: Facts: Sue Hendrickson
discovered a well-preserved Tyrannosaurus
rex in 1990 Scientists in China found a
fossil skeleton of a small dinosaur that
they named Sinosauropteryx Sets of fossil
footprints were discovered in Colorado and
Texas Opinions: Answers will vary
2 Answers will vary, but students should
justify predictions
3 Possible response: pottery; statues; cases
for radios, electric razors, phones, etc
4 Answers will vary but should reflect
understanding of what paleontologists do
EXTEND UNDERSTANDING Ask students to think
about how the photos and drawings helped
them to understand the different sizes of
dinosaurs For example, on page 11, students
should see that they can compare the size of
the dinosaur to the size of human beings
RESPONSE OPTIONS
WRITING Tell students to pretend they are
scientists and have just made one of the
discoveries in this book Have them write
postcards home telling about their discoveries
and how they felt about making them
SCIENCE CONNECTION
Have students each pick one
of the dinosaurs mentioned in
the book and do more research on
it Then have each student use the research
information to create a diorama showing a
possible scene from that dinosaur’s life
TEACH/REVIEW VOCABULARY
Have students use a classroom dictionary
to look up all the words and find the ones that have more than one meaning or can
be used in more than one way Have stu-dents predict which meaning will be used in this book
Use the illustrations in the book
to help students understand vocabulary
concepts For words like occasion and tidied, give a variety of synonyms until the
meanings are clear
TARGET SKILL AND STRATEGY
FACT AND OPINION Remind students that
a statement of fact can be proved true or false A statement of opinion is someone’s
judgment, belief, or way of thinking To prac-tice distinguishing fact from opinion, read pages 14 through 16 together Discuss which statements are fact and which are opinion and note how the opinions changed with new information Tell students to continue to apply this skill as they read
PREDICT Remind students that to
predict means to tell what you think might
happen next in a book, article, or story based on what has already happened and prior knowledge of the subject Discuss that
it is important to keep revising or changing predictions, based on new information
ADDITIONAL SKILL INSTRUCTION
CAUSE AND EFFECT Remind students that
cause refers to why something happened, and effect refers to what happened As
students read the book, they will not only learn some possible causes for the disappearance of the dinosaurs, but also circumstances that caused scientists to change their opinions on dinosaur sizes, behavior, and environments
Paleontology: Digging for Dinosaurs and More 61
Skill Work
Trang 3Fact and Opinion
• A statement of fact is one that can be proved true or false.
• A statement of opinion is a statement of someone’s judgment, belief, or way of thinking.
Directions Read the following passage Some of the sentences are statements of fact, and some are
statements of opinion On the lines below, write the sentence or sentences that are statements of facts
Then write the sentence or sentences that are statements of opinion
Many scientists believe that Tyrannosaurus rex was mainly a hunter
However, new information about its sense of smell suggests that it might also have been a scavenger Scavengers are animals that eat dead and decaying things
1 Statements of Fact
2 Statements of Opinion
Directions Answer the following question.
3 How did you figure out which sentences showed facts and which showed opinions?
Paleontology
62
Trang 4Vocabulary
Directions Choose the word that best completes each sentence
1 I my messy room
2 The scientists made a of the fossil
3 Good buildings have strong
4 A good ice-cream sundae has the right of ice cream to syrup
5 We made the kitchen table in our
6 After we the frame, we were able to attach the dinosaur bones
7 The day I won the pie-eating contest was a very special
Directions Write a sentence of your own for each vocabulary word.
8.
9.
10.
11.
12.
13.
14.
Paleontology
Check the Words You Know
erected proportion
foundations tidied
mold workshop
occasion
63