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1、The Transcontinental RailroadX X1 Learning AZ All rights reserved.www.readinga-Focus Question:How did the Transcontinental Railroad connect the eastern and western United States?Book SummaryText Type:Nonfiction/InformationalHow could anyone build something as big and expensive as a railroad across t
2、he immense,rugged American West?The Transcontinental Railroad addresses the laborious and often dangerous process of connecting the United States from east to west.Historic photographs support detailed and engaging text.Students will have the opportunity to practice the skills of identifying main id
3、eas and details and summarizing to understand the text.The books and lesson are available for levels Z1 and Z2.Guiding the ReadingBefore ReadingBuild BackgroundDisplay a map of the United States for the class.Ask students how people in modern-day culture are able to travel throughout the country.Lis
4、t these modes of transportation on the board.Point out that people were traveling across the country long before many of these modern-day inventions.Have students turn to a partner and discuss how people were able to cross the United States before the invention of modern transportation.Invite volunt
5、eers to make estimates about the amount of time it took people to cross the country before modern transportation.Point out that the trip was nearly six months long and very challenging and dangerous.Have volunteers offer suggestions as to why U.S.citizens would have pushed for a railroad that crosse
6、d the country.Introduce the Book GivestudentstheircopyofThe Transcontinental Railroad.Guidethemtothefrontandbackcoversand read the title.Have students discuss what they see on the covers.Encourage them to offer ideas as to what type of book it is(genre,text type,and so on)and what it might be about.
7、Show students the title page.Discuss the information on the page(title of book,authors name).Previewthetableofcontentsonpage3.Remindstudents that the table of contents provides an overview of the book.Ask students what they expect to read about in the book,on the basis of what they see in the table
8、of contents.(Accept all answers that students can justify.)Introduce the Comprehension Skill:Main idea and details Explaintostudentsthateverybookhasamain idea,which is the most important idea of the book.Point out that details are the information in the book that supports the main idea.Invite studen
9、ts to review the title and cover pages of the book.Have them turn to a partner and make a prediction about the main idea of the book.Lesson EssentialsInstructional Focus Summarize to understand text Determine main idea and supporting details Describe information provided by photographs Recognizeandu
10、sepast-tenseverbs Identify and use closed compound wordsMaterials BookThe Transcontinental Railroad (copy for each student)Main idea and details,past-tense verbs,closed compound words worksheets Discussion cards Book quiz RetellingrubricVocabularyBoldface vocabulary words also appear in a pre-made l
11、esson for this title on VocabularyAZ.com.WordstoKnowStory critical:engineers(n.),foremen(n.),immigrants(n.),laborers(n.),settlers(n.),veterans(n.)Enrichment:ballast(n.),declaring(v.),financial(adj.),looted(v.),raided(n.),ties(n.)Academicvocabulary:allow(v.),areas(n.),route(n.),several(adj.),task(n.)
12、,united(v.)The Transcontinental RailroadX X2 Learning AZ All rights reserved.www.readinga-Havestudentsturntopage3andreviewthetable of contents.Point out that oftentimes in a nonfiction book,the text is broken into sections and that these sections are listed in the table of contents.Explain that each
13、 section of the book contains a main idea and supporting details and that the title of each section is often a good clue about the main idea.Have students work with a partner to predict the main idea of each section on the basis of the information in the table of contents.Invite students to share th
14、eir findings with the class.Introduce the Reading Strategy:Summarize Remindstudentsthatengagedreaderspausewhilethey are reading to consider the most important details in the text and summarize what they have read.Reviewwithstudentsthatasummaryofanonfiction book always includes the main idea and the
15、most important supporting details.Point out that a summary also includes information such as who,what,where,why,and when.Explain that a summary may be created for the entire book or for each section of the book.Readtheintroductionaloudtostudents.Havestudents work in small groups to identify the main
16、 ideaandsupportingdetailsofthissection.Remindstudents to include transitional words such as first,next,then,finally,and so on.Have students work with their group to create an oral summary of this section.Have students share their summaries with the class.Then,have students share feedback on the qual
17、ity of each summary.VocabularyHave students turn to the“Words to Know”box on the copyright page.Discuss each word with students.Then,have students turn to the glossary on page 16.Explain that the glossary provides definitions for the vocabulary words in the book.Point out the use of each content wor
18、d and academic vocabulary word in the book,and then use each word in a different model sentence.Have students work in groups to create posters for these words.Have them include on each poster the word and its part of speech,the definition,the word in an example sentence,and a picture illustrating th
19、e meaning of the word.Set the Purpose HavestudentsreadtofindoutmoreabouttheTranscontinentalRailroad.WritetheFocusQuestionon the board.Invite students to look for evidence in the book to support their answer.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or canno
20、t pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAs students read the book,monitor their understanding with the following questions.Encourage students to support their answers by citing evidence from the book.Why was there a need for a railroad that cou
21、ld cross the United States?(level 1)page 4 What was the necessary process for laying railroad tracks?(level 2)pages 7 and 8 Why did the Native Americans of the Great Plains not like the railroad?(level 2)pages 9 and 10 How did the Transcontinental Railroad help U.S.citizens?(level3)multiple pages In
22、 what ways did the Transcontinental Railroad increase the growth of the United States?(level3)multiple pagesText Features:PhotographsExplain that photographs are helpful when reading because they provide the reader with important information.Have students work with a partner to review the photograph
23、s on pages 7 and 8.Ask students:Why would the author choose to include photographs rather than illustrations?How do these photographs support the details on these pages?How do these photographs give you information beyond what is stated in the text?Have students review other photographs in the book
24、and discuss in small groups why the author chose each photograph.Invite volunteers to share their thoughts with the rest of the class.SkillReview Rereadthesectiontitled“WhoWillBuildtheRailroad?”withstudents.Invitethemtoworkinsmall groups to identify the main idea and details of the section.Have grou
25、ps share with the class how they determined their main idea and details.Havestudentsworkwiththesamegroupandassign each group a section from the book.Explain that every group will identify the main idea of the section and at least three supporting details.Have students share their findings with the c
26、lass.Modelidentifyingkeydetailsofthetexttocreate a summary.Think-aloud:Effective readers pause at the end of each section of a book to summarize.When summarizing,I will be sure to include the main idea and the most important supporting details.For example,a summary of the section“Who Will Build the
27、Railroad?”might include the following:Although many people wanted a railroad system to connect the eastern and western parts of the United States,there were many reasons thatkeptconstructionfromstarting.Forexample,the building of such a large railroad was too expensive for any one person or company.
28、Additionally,it seemed as though the technology needed was lacking.Most importantly,however,was that the United States Guiding the Reading(cont.)The Transcontinental RailroadX X3 Learning AZ All rights reserved.www.readinga-was in the middle of the Civil War,and there was arguing about where the new
29、 railroad should be built.Eventually,CongresspassedthePacificRailroadActin1862,andconstructionoftherailroadbeganin1863.Havestudentsworkwiththeirgrouptocreate a written summary of the section of the book for which they identified the main idea and supporting details.Invite each group to share their s
30、ummary with the class.Modelanddiscusshowtocompletethemain-idea-and-details worksheet,using evidence from the text.Have students discuss the details they noted with a partner.After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model how they can read these wo
31、rds using decoding strategies and context clues.SkillReviewWorksheet:Main idea and detailsReviewthemain-idea-and-detailsworksheetthatstudents completed.Invite volunteers to share with the rest of the class the section from the book they chose to summarize and have students share their summary with t
32、he class.Discuss with students how identifying the main idea and supporting details helped them create an effective and concise summary.Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught with the book are provided for extension activities.Respo
33、nse to Focus QuestionHave students cite specific evidence from the book toanswertheFocusQuestion.(Answerswillvarybut students should include the ideas that the TranscontinentalRailroadallowedcitizenstotravelacross the country more easily and it encouraged the growth of towns and cities along the tra
34、cks.)Comprehension Checks Book quiz RetellingrubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Past-tenseverbs Askstudentswhetherthisbookdescribeseventsthat occurred in the past,present,or future and how they know.Point out that because this book addresses historical events,the detail
35、s in the text describethingsthathappenedinthepast.Reviewor explain that a verb is an action word.Have students provide examples of verbs.Point out that by adding the suffix-ed to a verb,it becomes a past-tense verb,or a word that describes an action that happened in the past.Have volunteers provide
36、several examples of regular past-tense verbs.Point out that past-tense verbs are not always created by adding the suffix-ed to a verb.Write the word begin on the board.Invite a student to the board to change the word begin to its past-tense form(began).Explain that verbs whose spelling is changed in
37、 their past-tense form are called irregular past-tense verbs.Havestudentsreturntopages7and8.Invitethemto work in their small groups to underline the irregular past-tense verbs.Have volunteers share their findings and record the words on the board.Then invite students to identify the present-tense fo
38、rm of each word.Check for understanding:Have students work with a partner to reread the section“Who Will Conquer theMountains?”Guidethemtocircletheregularpast-tense verbs and underline the irregular past-tense verbs.Discuss these verbs as a class.Independent practice:Introduce,explain,and have stude
39、nts complete the past-tense-verbs worksheet.If time allows,discuss their answers.WordWork:ClosedcompoundwordsWrite the word snowstorms on the board.Ask students which two words were joined together in the word snowstorms.Ask students to offer a definition of the word on the basis of its components.E
40、xplain that this word is called a closed compound word and that a compound word contains two words that together create one meaning.Readtheintroductionaloudwhilestudentsfollowalong.Have them highlight the closed compound words in this section(windswept,farmland,railroad).Write the compound words on
41、the board.Then invite volunteers to identify each word within a compound word and to provide a definition for the compound word.Invite another volunteer to use the compound word in a complete sentence.Check for understanding:Have students work in small group to locate all of the closed compound word
42、s inthesection“WhoWillBuildtheRailroad?”Havethem list the compound words on a separate piece of paper and identify the two words that make the compound word.Then have them use each compound word in a complete sentence.Independent practice:Introduce,explain,and have students complete the closed-compound-words worksheet.If time allows,have students share their responses.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)