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 1The “Unsinkable” Titanic 5.5.2MAIN IDEA
ASK QUESTIONS
SUMMARY This book tells the story of the
Titanic, from how it was conceptualized and
built, through the fatal night when it sank in
freezing waters on its maiden voyage across
the Atlantic
LESSON VOCABULARY
cramped debris
sonar
INTRODUCE THE BOOK
INTRODUCE THE TITLE AND AUTHOR Discuss
with students the title and the author of
The “Unsinkable” Titanic Based on the title,
ask students to describe the image they get
of what the book will be about—especially
before they look at the illustrations Ask
stu-dents to talk about what we can learn from
studying disasters of the past
BUILD BACKGROUND Discuss what students
know about the Titanic Have them tell about
what they know Ask if they have read books
about it or if they saw the movie Ask them to
talk about new things they would like to learn
about the Titanic.
PREVIEW/USE TEXT FEATURES As students
preview the book, the photos and illustrations
of the Titanic will probably immediately attract
their attention Suggest that students also
notice the diagrams, captions, and section
headings
READ THE BOOK
SET PURPOSE Have students set a purpose
for reading The “Unsinkable” Titanic Students’
interest in the sinking of the Titanic or other
maritime disasters should guide this purpose
To generate interest, suggest that students
follow the history of a particular individual on
the Titanic.
STRATEGY SUPPORT: ASK QUESTIONS As students
read about the Titanic, suggest they make a
list of questions Suggest they leave a space
by each question When they finish the book, invite them to decide what kind of questions they have generated Suggest they label each question with one of the following categories:
Before Reading Questions, During Reading Questions, After Reading Questions Students
may want to take one of their questions as a jumping off point for a writing assignment later
COMPREHENSION QUESTIONS PAGE 3 Why were Frank Goldsmith and his
par-ents and neighbors traveling on the Titanic?
(They were leaving England to sail to New York and then to Michigan to start a new life.)
PAGE 4 How did White Star Chairman Bruce
Ismay plan to get rid of all competition for the
North Atlantic route? (He planned to build a
huge luxury ship that could save money by carrying more people than any other ship.)
PAGE 6 What were the new safety features of
the Titanic? (a double-bottomed frame divided
into sixteen sections and said to be watertight, and wireless communication)
PAGE 8 What were some luxury features of the
Titanic? (baths, gym, libraries, heated swimming pool, cafes, crystal chandeliers, grand staircase, darkroom, four-poster beds, fireplaces)
PAGE 10 Why was it hard to spot icebergs on
the night of April 14, 1912? (There was no
moon and the seas were calm.)
PAGE 14 What happened to third-class
passen-gers? (They were kept below until most of the
lifeboats had already been launched.)
The “Unsinkable” Titanic
96
Trang 2REVISIT THE BOOK
READER RESPONSE
1 Possible response: The sidebar gives
specific details of the Titanic’s design,
construction, and size
2 Possible response: Were the Titanic’s
features overrated? (Yes, some faeiled.)
Was the ship’s appearance overvalued?
(Yes, too much focus on it cost lives.)
3 Adjective Possible response: He gave me a
stern look as he told me about the dangers
of the ship
4 Possible response: They wanted to calm the
frightened passengers
EXTEND UNDERSTANDING As students look at
the picture of the ship and the iceberg on
page 13, ask them why they think the Titanic
sank so quickly Ask students to discuss in
pairs what they think the main idea of the
book is and look for information from the book
to support their main idea Have them tell
their main idea to the class
RESPONSE OPTIONS
WRITING Suggest that students write a news
report about the sinking of the Titanic Have
them write two paragraphs about the events
that happened Challenge them to include
information about what happened and why
SCIENCE CONNECTION
Students can learn more
about the expedition to find
the Titanic or about icebergs
by researching on the Internet
or going to the library Suggest they
learn more about the size of icebergs, how
they form, and why they present such a
dan-ger to ships
Skill Work TEACH/REVIEW VOCABULARY
To reinforce the meaning of sonar, read the
first paragraph on page 20 Ask students
to say what they think sonar is If they are
not sure, have them look the word up in a dictionary Continue in a similar fashion with the remaining vocabulary words
TARGET SKILL AND STRATEGY MAIN IDEA As students read through this
book, have them look for the main idea
Encourage them to decide if the main idea
is stated or whether it must be inferred
Suggest they write a paragraph about what they think is the main idea of this selection
ASK QUESTIONS Remind students that
to ask questions means to generate good
questions about important text information
Skilled readers generate questions before, during, and after reading Remind students that asking questions as they read can help them identify the main idea Have them write “What is the main idea?” on a piece of paper Suggest they take notes as they read
to try to answer this question
Have students dictate three ques-tions about the selection to other students
Have them work together to find the answers
to the questions Then have them present their questions and answers in pairs
ADDITIONAL SKILL INSTRUCTION CAUSE AND EFFECT Remind students that
cause is why something happened Effect is
what happened Explain that sometimes clue
words such as because, so, and since indicate
a relationship between why something hap-pened and what haphap-pened Remind them also that sometimes there can be multiple causes for something and one effect, or one single cause and multiple effects Invite students to make a chart with two columns Label one
col-umn Why Something Happened, and the other column What Happened Encourage them to
fill in the chart as they read the selection
The “Unsinkable” Titanic 97
Trang 3Main Idea
• The main idea is the most important idea about a topic
• The author may state the main idea Sometimes, however, readers must figure out the main idea
and point to details that support the main idea
Directions Fill in the graphic organizer below.
The “Unsinkable” Titanic
98
Main Idea: The Titanic was built to be ,
Subhead: Safety Features Subhead: Floating Palace Subhead: Why the
Titanic Sank
Trang 499
Vocabulary
Directions Read each sentence Write the word from the box that correctly fits in the sentence Look
for other words in the sentence to help you understand the contextual meaning of the word Some
words may be used more than once
1 The Titanic’s luxurious must have been worth the large amount of money
the first-class passengers paid
2 Many immigrants were packed into the ship’s quarters below the decks
3 Objects from the Titanic became stuck in the slimy of the ocean’s floor
4 After the ship sank, people in the freezing water were screaming for help, and pieces of wood
and other were floating everywhere
5 Scientist Robert D Ballard used to locate the underwater wreckage
6 Ballard also used a remote-controlled submarine to take underwater
pictures, once the wreckage was located
7 The submarine finally found the hull of the ship at 13,000 feet, buried in the mud and
Directions Write a paragraph about the Titanic Use as many vocabulary words as you can.
The “Unsinkable” Titanic
Check the Words You Know
cramped robotic
debris sediment
interior sonar
ooze