5 5 3 sailing the stars TG

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Sailing the Stars

SUMMARY This selection gives a brief history

of space travel, beginning with the Cold War

race to launch the first satellite in space and

concluding in today’s era of greater

interna-tional cooperation After following milestone

developments such as the inclusion of women

in the United States’ and other countries’

space programs, readers learn what it takes

to be an astronaut, from science training to

swimming tests

LESSON VOCABULARY

accomplishments focus

INTRODUCE THE BOOK

INTRODUCE THE TITLE AND AUTHOR Discuss with

students the title and author of Sailing the

Stars Draw students’ attention to the Science

content triangle Ask: Does the title Sailing the

Stars have a scientific ring to it? What images

does the title create? Why do you think the

author chose a poetic title for a scientific

article?

BUILD BACKGROUND Invite students to discuss

what they know about space travel, based on

books, movies, museums, or other sources

Do you think the images you have of space

travel are realistic? Encourage students to

recall anything they’ve heard about Sputnik,

Neil Armstrong, Sally Ride, or other people

and events associated with space travel

PREVIEW/USE TEXT FEATURES Have students

take a few minutes to go over the Table of

Contents, photos, captions, and boxes on

pages 6 and 13 before reading the text Ask:

What do the photos add? Would illustrations

have worked as well? Do photos seem more

scientific? Why or why not? Can you guess

from the text features whether the article is

organized chronologically or geographically?

READ THE BOOK

SET PURPOSE Guide students to set their own purposes for reading the selection Students’

interest in space travel, astronomy, or other branches of science, or the history of pio-neering women in science should guide this purpose Invite them to use the pictures to come up with questions they would like to

have answered, such as What might it feel like

to walk in space? How heavy are those suits?

Why do astronauts learn to scuba dive? Could I become an astronaut?

STRATEGY SUPPORT: MONITOR AND FIX UP

Encourage students to jot down any points that confuse them as they read Suggest that they reread, read the surrounding text to understand context, or seek clarification from

an outside source, such as a dictionary, the Internet, or a teacher

COMPREHENSION QUESTIONS

PAGE 3 What can you tell about the author’s

purpose from the chapter titles? (Possible response: She wants to inform readers about space travel.)

PAGE 4 Notice that the definition for orbit is between commas in the sentence A satellite

is something that orbits, or travels around, a larger body in space Write a similarly

con-structed sentence that uses one of the

vocabulary words (Responses will vary.)

PAGE 11 What is one reason there were no women test pilots in the 1950s and 1960s?

(Possible response: Women were barred from the necessary training.)

PAGE 17 What does the survival training tell

you about the work of astronauts? (Possible response: It is very dangerous.)

5.5.3

AUTHOR’S PURPOSE MONITOR AND FIX UP

Sailing the Stars

100

REVISIT THE BOOK

READER RESPONSE

1 Possible response: To show that the U.S

and the U.S.S.R were at odds Their rivalry

fueled the space program

2 Responses will vary but should include the

main points of the chapter

3 screens; watches Possible response:

Please focus on your homework The

telescope was out of focus

4 Responses will vary.

EXTEND UNDERSTANDING Invite students to

create their own graphic device that relates

information from the article, such as a time

line or a chart comparing the history of

American and Russian space travel

RESPONSE OPTIONS

WRITING Suggest that students imagine being

the only woman or the only African American in

a class of NASA astronauts Ask them to write

a paragraph or two describing their experience

and feelings as pioneers in their field

SOCIAL STUDIES

CONNECTION

Have students research

a pioneer in a field of

their choosing, whether in science

or the arts and humanities Remind

them that a pioneer is a person who breaks

new ground Ask them to share their

research, including such details as what

motivated or inspired the person

TEACH/REVIEW VOCABULARY

Divide students into groups, give a time limit, and ask the groups to come up with as many synonyms as possible for each word If

syn-onyms prove difficult (such as for gravity),

allow students to use phrases

Remind English language learners that words are often made of parts, such

as astro and naut in astronaut Encourage

them to break the vocabulary words into their parts, using a dictionary if necessary

TARGET SKILL AND STRATEGY

AUTHOR’S PURPOSE Tell students that an

author’s purpose is the reason or reasons

that she or he has for writing (such as to persuade, inform, entertain, or express)

Remind students they must often infer the author’s purpose, based on text clues

Sailing the Stars, for example, contains

dates, historic photos, and facts about the history of space travel Ask: What does this suggest about the author’s purpose? If the author’s purpose in this selection were to entertain, would the selection be different?

MONITOR AND FIX UP Tell students that

monitoring and fixing up is the process by

which they keep track of their own compre-hension They should notice if the text stops making sense and ask such questions as

What does this mean? Why did the author include this? Answering such questions

will also help students identify the author’s purpose

ADDITIONAL SKILL INSTRUCTION

SEQUENCE Remind students that sequence

is the order of events in a story or article

Point out that Sailing the Stars includes many

dates Help students see that the book is organized chronologically Ask: What does ordering these events in this way tell you about the author’s purpose? Suggest that students create their own time line of the events discussed in the article

Sailing the Stars 101

Skill Work

© Pearson Education 5

Name

Author’s Purpose

• An author’s purpose is the reason or reasons an author has for writing.

• Four common reasons are: to persuade, to inform, to entertain, to express ideas.

Directions Read the paragraphs below Then answer the questions on the lines below.

In 2003, China joined an exclusive club when 38-year-old former fighter pilot Yang Liwei

orbited Earth 14 times China is now only the third country in history to have launched a person into space

Space exploration is now a worldwide effort Together we can learn new and exciting things And, if you really try, perhaps you will be one of the people who sail the stars!

1 What would you say is the author’s main purpose in writing the first paragraph?

2 Explain your answer.

3 What purpose might the author have in the second paragraph?

4 Explain your answer.

5 How do you think the author’s two purposes might work together?

Sailing the Stars

102

© Pearson Education 5

Name

103

Vocabulary

Directions Choose the word from the box that best matches each definition Write the word on the line.

1 exact, definite

2 the force that pulls things towards Earth

3 computer screens that display data

4 to concentrate; an area of study or observation

5 a purpose or use of someone or something

6 successes, achievements; skills

Directions Write two sentences on the lines below about Sailing the Stars Use as many vocabulary

words as you can

Sailing the Stars

Check the Words You Know

accomplishments gravity

role

focus monitors specific