<p>A Review A Activity</p><p>Build Background Leveled Reader: Wonderously Wild Weather As a group, discuss the following: Before Reading How do weather patterns affect our lives? Recall the Read Aloud “Tornado Tales.” Tornadoes are one kind of storm. What other kinds can you name? Today you will A P</p><p>, read about three kinds of storms: hurricanes, blizzards, and e</p><p>In the Read Aloud “Tornado Tales,” what are r o</p><p> m dust storms. h t some ways that people’s lives were affected? r a w S</p><p>, Set a purpose for reading. l o o</p><p>How has your life been affected by severe h c S</p><p> e During Reading g storms? d e l t u R</p><p>Read the book independently and answer the questions: e r o m h</p><p> t Critical Thinking r a w S</p><p>, r</p><p> e How has technology helped keep people safer from severe h c a</p><p> e weather? T</p><p> e d a r g</p><p>Which kind of storm do you think would be the worst to h t 4</p><p>,</p><p> y experience? Why? o r l E c M</p><p> c After Reading i r E</p><p> y b</p><p> n Review the concept map and explain how Wonderously Wild e t t i r Weather helps you answer the weekly question How do w e R</p><p>1 weather patterns affect our lives? What type of people might be 1 0 2</p><p>* most affected by a dust storm? Unit 3 Week 4 Day 1 Unit 3 Week 4 Day 1 A Review A Activity</p><p>Cause and Effect Reading Street Book: Eye of the Storm Use p. 404 to discuss cause and effect. Revisit Some effects have more than one cause. Read Eye of the Storm on pp. 408-415 and use A P</p><p>Some causes have more than one effect. , the comprehension skill and strategy as you e r o m</p><p> h read. Look for examples of multiple causes and t r</p><p>Suggest several things that might cause a a w S</p><p>, effects. l o</p><p> person to want to be aruond severe storms. o h c S</p><p> e</p><p>Draw a cause-and-effect diagram to record your g Creative Thinking: d e l t u</p><p> answers. R</p><p> e</p><p> r How do you think Warren feels as he makes plans for o m h</p><p> t a trip? Predict and Set Purpose r a w S</p><p>, r</p><p> e What are some words that describe storms such as h Review the description of predicting and setting c a e T</p><p> hurricanes? e a purpose on p. 404. The pictures show d a r g</p><p> h t</p><p>4 If you were a storm chaser, what scenes or parts of a </p><p> different tools. I predict that the reading will , y o r l storm would you want to photograph? E explain how people use these tools, so I will c M</p><p> c i r E</p><p> look for that information as I read. y b</p><p> n e t t i r w e R</p><p>1 1 0 2 *</p><p>Unit 3 Week 4 Day 2 Unit 3 Week 4 Day 2 A Review A Activity</p><p>Root words / Word Structure Reading Street Book: Eye of the Storm The word unpredictable has four parts: Revisit </p><p>A Read Eye of the Storm on pp. 416-419. As you read, </p><p> un-, pre-, dict, and –able. The dictionary says P</p><p>, e r</p><p> o use the strategy of analyzing root words.</p><p> that the root word dict means “to speak.” m h t r a w</p><p>S What is the root word in sustain on p.414?</p><p>, The prefix un- means “not able.” l o o h c S What does the root tain mean? e g</p><p>The prefix pre- means “before.” d e l t u</p><p>R Critical Thinking:</p><p> e r</p><p>The suffix –able means “able to.” o m h t</p><p> r Do you think Warren took too many risks to take a w S</p><p>So unpredictable must mean “not able to speak ,</p><p> r pictures of the storm? Why or why not? e h c before.” In the context of weather, this means a e T Which of Warren’s pictures do you think is best? e d not being able to predict what will happen. a r g</p><p>Why? h t 4</p><p>, y o r l</p><p>E What else would you want to know about Hurricane c M</p><p> c i</p><p> r Andrew? E</p><p> y b</p><p> n e t t i r w e R</p><p>1 1 0 2 *</p><p>Unit 3 Week 4 Day 3 Unit 3 Week 4 Day 3 A Activity A Activity</p><p>Reading Street Book: Severe Weather Safety Leveled Reader: Wonderously Wild Weather</p><p>Before Reading Reread for Fluency</p><p>Preview Severe Weather Safety on pp. 424-427. Read Silently reread passages from Wonderously Wild the panel information on Web sites. How is the text Weather. Then reread them aloud with a partner or structure different from Eye of the Storm? individually. A P</p><p>Set a purpose for reading. ,</p><p> e Match your expression to the content. r o m h t</p><p>During Reading r</p><p> a Retell w S</p><p>, l o</p><p>What search words could you use to find additional o h Summarize the main idea and key details from each of c S</p><p> information about severe weather safety? e g</p><p> d the three titled sections of Wonderously Wild Weather. e l t u R</p><p>How would you plan and draw a home page for a Web e r What are the most important ideas in this selection? o m site about weather in our community? h t r a</p><p> w What did you learn from reading this selection? S</p><p>, r</p><p>After Reading e h c a</p><p> e After Reading T</p><p> e</p><p>Discuss with your teacher the article and Reading d a r g</p><p> h Complete any unfinished projects. You may share Across Texts. Then do the Get Online! activity. t 4</p><p>, y</p><p> o them with your classmates with the teacher’s r l E c M</p><p> permission. c i r E</p><p> y b</p><p> n e t t i r w e R</p><p>Unit 3 Week 4 Day 4 </p><p>1 Unit 3 Week 4 Day 5 1 0 2 *</p>