®
GUIDeD
reADING
REPORT
1000L
“The Story of
Fossil Fuels”
Written by Suzy Gazlay
KEY IDEA This selection explores the different types of fossil fuels: coal, oil, and natural
gas. For each type of fossil fuel, the selection defines the fuel, provides facts about its
effects, both positive and negative, and explains how each one is harvested.
LITERACY STANDARDS IN THIS PLAN
RI.5.1*
RI.5.5*
MAIN FOCUS Key Ideas & Details
SL.5.3
Sessions 1, 2, 3
Ask and answer questions to demonstrate
understanding of a text, referring to the text
as the basis for the answers, both explicit and
implicit.
*standard adapted from another grade
Summarize the points a speaker makes and explain
how each claim is supported by reasons and
evidence.
L.5.4a
MAIN FOCUS Craft & Structure
Skim/scan to efficiently locate specific
information relevant to the topic and capture
findings in note form.
*standard adapted from another grade
MAIN FOCUS Integration of Knowledge & Ideas
Sessions 2, 3
Use context as a clue to the meaning of a word or
phrase.
L.5.4b
MAIN FOCUS Integration of Knowledge & Ideas
Use common, grade-appropriate Greek and Latin
affixes and roots as clues to the meaning of a word.
L.5.4c
ISBN 978-1-62889-629-9
RI.5.10
RF.5.3a
Range of Reading & Complexity of Text
By the end of the year, read and comprehend
informational texts, including history/social
studies, science, and technical texts, at the high
end of the grades 4–5 text complexity band
independently and proficiently.
Consult reference materials, both print and digital,
to find the pronunciation and determine or clarify
the precise meaning of key words and phrases.
W.5.2
Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
W.5.8*
Fluency
Research to Build & Present Knowledge
Sessions 1, 2, 3
recall information from experiences or gather
information from provided sources to answer a
question.
*standard adapted from another grade
W.5.9
Research to Build & Present Knowledge
Sessions 1, 2, 3
Draw evidence from literary or informational texts
to support analysis, reflection, and research.
Additional Instruction
RF.5.4
Text Types & Purposes
Writing Task
Phonics & Word Recognition
Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology to read accurately unfamiliar
multisyllabic words in context and out of context.
Vocabulary Acquisition & Use
Session 2
Session 3, Additional Instruction
Integrate information from several texts on the
same topic in order to write or speak about the
subject knowledgeably.
Vocabulary Acquisition & Use
Additional Instruction
Explain how an author uses reasons and
evidence to support particular points in a text,
identifying which reasons and evidence support
which point(s).
RI.5.9
Vocabulary Acquisition & Use
Session 1
Sessions 2, 3
RI.5.8
Comprehension & Collaboration
Sessions 1, 2, 3
W.5.10
Range of Writing
Write routinely over extended time frames and
shorter time frames for a range of disciplinespecific tasks, purposes, and audiences.
Session 2
read with sufficient accuracy and fluency to
support comprehension.
MoNDo BookShoP GrADe 5
1
Session 1
LEARNING FOCUS
RI.5.1*
Students read closely to
be able to ask and answer
questions to demonstrate
understanding of a text,
referring to the text as the
basis for the answers, both
explicit and implicit.
“The Story of Fossil Fuels”
PREVIEWING THE TEXT
5 minutes
Read the title and author credit with students.
Today we are going to read “The Story of Fossil Fuels” by Suzy Gazlay. Let’s
look at the subheadings throughout the selection. What do you notice about
them?
They are all written in the form of questions.
Yes. Who would like to share what they think we will read about in each
section?
We will read the answer to each question.
ELL SUPPORT
READING THE TEXT CLOSELY
RI.5.1* Discussing the Text
Ask questions at students’
language proficiency levels
and provide the following
sentence frames for student
responses: I found an answer
to ___ question. The answer is
___. I found it on page ___.
Explain the learning focus. Invite students to read pages 29 and 30. Check on
their application of the focus. Provide support if needed.
10 minutes
Our purpose in reading today is to ask questions about the text and to
answer them by using details in the text. Sometimes authors state facts and
details exactly as they mean them, or explicitly. Sometimes it’s up to us to
put pieces of information together. This is called implicit. As we read closely
today, we are going to look for explicit details. Who can share something you
learned in the introduction?
There are three different types of fossil fuels. When we burn fossil fuels, we
release energy.
Does the text state this information explicitly, or did you have to figure
it out?
The author stated it in the introduction.
Who would like to share a question they have about the introduction?
Are these fuels called fossil fuels because they were formed millions of
years ago?
Okay, how could you figure out the answer to your question?
I can infer that they are called fossil fuels because I know that fossils were
formed millions of years ago, just like fossil fuels.
Corrective Feedback
Have students closely reread
the title and subheadings to
find the author’s key idea.
Encourage them to silently
reread, stopping at key points
to think and talk together
about their understandings.
If you are satisfied that students can apply the focus, have them continue
this thinking to the end of the selection. If you are not, prompt students to
reread the selection to find something explicit the author says and to make an
inference.
Our work today is to look for facts and details that the author explicitly states
and also to look for details that are implicit, or implied.
DISCUSSING THE TEXT
SL.5.3
DISCUSSION
Collaborative
10 minutes
Invite students to talk about explicit information they learned and to make
inferences about fossil fuels. Encourage them to provide text evidence to
support their learning.
As we talk together, let’s look at things the author tells us explicitly and
put pieces of information together to make inferences. Who can tell us
something the author explicitly states on page 30?
Coal is a nonrenewable resource.
2
“The STory of foSSil fuelS”
Would anyone else like to share something the author explicitly stated?
Coal is found throughout the world.
What’s a question you could ask about this key idea?
What does nonrenewable mean?
Think about your question and go back to the text for clues. Who can find
something that is implicitly stated to answer the question?
In the last section, the author states that when coal is gone, it is gone. I can
guess that means that nonrenewable means something that can’t be made
again.
Focus on the word impurities on page 32.
Let’s look at the word impurities on page 32. This might be a word that is
unfamiliar to you. Using context is a good way to determine the meaning of
an unfamiliar word or phrase. What does the text say?
L.5.4a
VOCABULARY
Context Clues
Natural gas is refined to remove impurities including water and other
gases.
Who would like to share what text evidence gives us a clue to the meaning of
impurities?
The sentence states that impurities include water and other gases. This
helps us know that the word means “something that is removed because it
doesn’t belong there.”
Confirm students’ good use of the focus and encourage them to keep it in
mind whenever they read texts.
Today we talked about how you can ask and answer questions about the
texts that you read as well as using text evidence, both explicit and implicit,
to find the answers to your questions.
DISCUSSION TIP
You might want to encourage
students to ask questions
during discussions by asking
the group, “Who has a
question for ____?”
ERESOURCE
Formative Assessment: Comprehension Using the Quick Start
Planner, note this session’s learning focus. Observe each student’s articulation
and use of text evidence to evaluate individuals’ effective use of the learning
focus.
TEACHER’S
CHOICE COMPREHENSION: ASK AND ANSWER QUESTIONS
ERESOURCE
Formative Assessment Have students use the blackline master
on page 10 to ask and answer questions. Review students’ answers as you
evaluate their mastery of the learning focus.
TEACHER’S
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
ERESOURCE
Formative/Summative Assessment Have students use the
RI.5.1*
COMPREHENSION
Ask & Answer Questions
W.5.8*, W.5.9, RI.5.1*
WRITING
Gather Information
blackline master on page 11 to collect evidence that helps them answer the
questions: What are the advantages of fossil fuels? Use evidence from the text
to support your response. Review students’ collected evidence as you evaluate
their mastery of the learning focuses.
MoNDo BookShoP GrADe 5
3
Session 2 “The Story of Fossil Fuels”
LEARNING FOCUSES
RI.5.1*, RI.5.5*, RI.5.8
Students return to text to
read closely and to ask
and answer questions to
demonstrate understanding
of a text, citing text
evidence as the basis for the
answers, both explicit and
implicit. Students will skim
and scan the information,
take notes on important
details, and explain how
the author uses reasons
and evidence to support
particular points in the text.
RETURNING TO THE TEXT 5 minutes
Ask students to reflect on the text read previously. Guide them to recall how
they applied the learning focus to their reading.
Let’s talk about what we did during the last session.
We read about fossil fuels and asked questions along the way. We used the
explicit and implicit information in the text to answer our questions.
es, when we read a selection with important facts and details, it is
Y
necessary to stop and ask yourself questions along the way to make sure you
understand the information that is presented.
READING THE TEXT CLOSELY 10 minutes
Explain the new learning focuses. Invite students to reread the selection.
Check in to see how well they have understood the learning focuses. If you
are satisfied that students can apply them, set the reading assignment for the
session. If not, provide corrective feedback as suggested on page 2 of this
plan.
e are going to practice using our new reading focuses on the page about
W
oil. Reread page 31. Let’s review asking questions. Who would like to share a
question you could ask about the topic of this page?
What information about oil is on this page?
et’s practice skimming and scanning to find the answer. Remember that
L
when you skim, you go through the text quickly, and when you scan, you try
to find a specific topic or point. What kind of information would you scan for
on page 31?
Information that mentions specific facts about oil is on page 31.
COMPREHENSION SHARE
As you read, look for reasons
and evidence that support
particular points an author
makes in the text.
Draw students’ attention to the subheadings.
Who would like to tell us what they see in the text?
I noticed the subheadings right away as I was skimming. As I scan each of
these sections, I can see types of specific facts each contains about oil.
es. You were able to use both skimming and scanning to find the answer to
Y
your question, “What information about oil is on this page?”
Focus on how students can use details they find to take notes about what they
read.
et’s talk about taking notes. How does the author use evidence to support
L
her main points?
The author includes evidence of how use of fossil fuels causes many
problems.
Tell us an example of what you’d write in your notes.
I could take notes on where oil comes from, how we get it, what it is used
for, and the problems with it.
kay. You can skim and scan pictures and captions, too. If you skimmed the
O
picture on page 31, what information would you notice immediately?
I would scan the caption and see that the picture is of a drill that is drilling
for oil on the ocean.
4 “The Story of Fossil Fuels”
Formative Assessment: Fluency Listen to each student read a portion of
the text. Pay close attention to accuracy, appropriate rate, and expression. If
students need additional practice with fluency, provide the necessary support
at the end of the session.
DISCUSSING THE TEXT
10 minutes
Facilitate a discussion in which pairs or small groups skim and scan texts and
images for information, ask and answer questions, and take written notes on
their findings from the selection. Encourage students to ask questions and
share their ideas to check understanding.
SL.5.3
DISCUSSION
Collaborative
In our discussion today, we’re going to continue asking questions about what
we read and then skim and scan the text and pictures to find our answers.
First, reread page 32 to yourself. Now take a moment to find a piece of
information that you read about. Who would like to share?
Natural gas is highly flammable.
Who would like to suggest a question you could ask about that point?
What does flammable mean?
Now, skimming and scanning, what do you find on this page to answer that
question?
In that same paragraph, I found the sentence, “The tiniest spark can cause
it to explode.” This tells me that flammable means something that can
catch on fire.
Continue the discussion, helping students use the information they gathered
from skimming and scanning to take notes.
Now let’s think about the information that we found by skimming and
scanning. What could you write in your notes about natural gas?
Natural gas is cleaner than other fossil fuels, but it still contributes to global
warming and is nonrenewable.
Taking notes helps us understand what we are learning. Our notes also come
in handy when we need to remember something.
Guide students to use a dictionary to understand unfamiliar words.
Would anyone like to share a word they encountered that was unfamiliar or
confusing while you skimmed and scanned?
L.5.4c
VOCABULARY
Dictionary
I saw sediment two times in the text. It was on page 31 and again on page
32. I think I know what it means, but I am not sure.
When we find words we don’t know, there a lot of different ways we can
figure out their meanings. We can use a dictionary to look them up. Let’s look
up sediment. Can someone tell me what the dictionary says about sediment?
It says that sediment is a residue or a deposit.
Yes, so now that we know that, let’s reread the first paragraph on page 31.
How does knowing this word help you understand what you are reading?
I get it now. Since the fossils were buried under sediment and rock, I think
that sediment was not like rock, but was different, like dirt.
Yes, using a dictionary helped you understand the word. You can use a
dictionary when you encounter other unfamiliar words in order to better
understand what you are reading.
Help students understand that collaborating during discussions helps each
person gain a new understanding by taking in other people’s understandings.
COMPREHENSION SHARE
When you reach the end of
a section, review what has
happened so far in the text.
Note the most important
events and details.
MoNDo BookShoP GrADe 5
5
In our discussions of this selection, we often referred to the selection, going
over it together to share our understanding of the facts and details. When we
collaborate with one another, we are able to listen to the ideas of others to
gain a new perspective on what we are reading.
ERESOURCE
Formative Assessment: Comprehension Using the Quick Start
Planner, note this lesson’s learning focus. Observe each student’s articulation
and use of text evidence to evaluate effective use of the learning focus.
TEACHER’S
RF.5.4
FLUENCY
Accuracy
W.5.8*, W.5.9, RI.5.1*
WRITING
Gather Information
RI.5.10
READING
Independent
CHOICE FLUENCY FOLLOW-UP
Fluency Practice Guide students to read with sufficient accuracy and fluency
to support comprehension. Model the use of commas to indicate a pause in
text. Read aloud page 30 twice: once all the way through without stopping,
and once with pauses correctly inserted. Have students tell which is easier to
understand. Then have them partner read page 31.
TEACHER’S
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
ERESOURCE
Formative/Summative Assessment Have students continue to use
the blackline master on page 11 to collect evidence that helps them answer
the following questions: What are the advantages of fossil fuels? or Is using
wind as a source of power really safer for the environment than using fossil
fuels? Students may need multiple copies of the organizer. Review students’
collected evidence as you evaluate their mastery of the learning focuses.
TEACHER’S
CHOICE CROSS-TEXT READING: INDEPENDENT OR GUIDED
In preparation for Session 3 (teacher’s choice), have students read the short
text selection “Vote Yes! Bring Wind Power to Our State!” on page 33 of the
Themed Text Collection. Remind students to think about the learning focuses
from prior sessions as they read.
Before our next session together, I would like you to read “Vote Yes! Bring
Wind Power to Our State!” on your own. As you’ve done before, continue
to ask questions as you read and then skim and scan to find the answers to
your questions. Take notes along the way to help you better understand the
content.
6
“The STory of foSSil fuelS”
Session 3
“The Story of Fossil Fuels” and “Vote Yes! Bring
Wind Power to our State!”
Key Idea Dependence on nonrenewable fossil fuels has led scientists to look
for other alternatives.
REFLECTING ON THE TEXTS
5 minutes
Ask students to reflect on what they learned over the past sessions. Invite
them to review and reflect on both selections.
As we looked closely at each page, we found that we could stop and ask
questions about what we were reading. We also were able to skim, scan,
and takes notes on what we read in order to answer our questions. How did
skimming, scanning, and taking notes help us understand the information
that was presented to us?
Skimming, scanning, and taking notes are good skills to have, especially
when reading informational texts. It helps us understand the facts and
details presented and helps us answer any questions we might have as we
read.
CROSS-TEXT ANALYSIS
10 minutes
Guide students to compare and contrast the two texts.
Let’s think about the two texts we read and how the information in both texts
is similar to one another.
LEARNING FOCUSES
RI.5.1*, RI.5.5*, RI.5.8, RI.5.9
Students compare and
contrast texts to read
closely and to ask and
answer questions, citing text
evidence as the basis for the
answers, both explicit and
implicit. Students will skim
and scan the information,
take notes on important
details, and explain how
the author uses reasons
and evidence to support
particular points in the texts
on the same topic.
SL.5.3
DISCUSSION
Collaborative
The information in both texts tell about how fossil fuels are dangerous
and how the United States needs to look for alternatives to fossil fuels for
energy.
Who would like to make a comparison to the information in the first selection
to the information in the second one?
In the first text, we are given information about the different types of fossil
fuels and their uses. In the second, the author focuses on one alternative to
fossil fuels: wind power.
It’s helpful to be able to take two different selections and identify how they
relate to each other.
Guide students to synthesize information across both selections. The analysis
should lead to connections and new understandings based on both selections.
Let’s think about how discussing the two selections together help you
understand both more deeply. Turn and talk with a partner about that. Try to
come up with a possible theme for the two. Who’d like to share?
We think that the authors of both texts were providing information about
the importance of finding an alternative to fossil fuels.
I also noticed a theme across both selections. The authors presented factual
information, while suggesting alternatives at the same time.
INTEGRATING THE LEARNING
10 minutes
Invite students to integrate the information from both texts and concisely state
the big ideas across both selections.
MoNDo BookShoP GrADe 5
7
Often when we read, we try to say what a text was mostly about—the big
idea—in one sentence. Now we’re going to think through key parts of these
two texts to find a common theme for both of them in one or two sentences.
Turn and talk with a partner. Think about how we can state a theme that
would go with both texts. . . . Who would like to start?
We thought about the underlying message that the first author had about
fossil fuels. She presented facts about these fuels, but then also implied
that we should look for other ways to get energy. The author of the second
selection explicitly stated that alternatives are needed in place of fossil
fuels.
Have students reflect on the strategies they learned for comparing two texts
with a similar theme.
Let’s recap what strategies we used to deepen our understanding of both
texts.
We thought about how skimming, scanning, and taking notes about a
text can help us answer any questions we might have. We said that both
selections are similar in their topics.
TEACHER’S
W.5.8*, W.5.9, RI.5.1*
WRITING
Respond to Question
TEACHER’S
CHOICE
CHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE
ERESOURCE
Formative/Summative Assessment Have students continue to use
the blackline master on page 11 as they finish reading the texts. Then invite
them to write a response to the questions: What are the advantages of fossil
fuels? or Is using wind as a source of power really safer for the environment
than using fossil fuels? Remind students to make good use of text evidence
they’ve collected to support their main points.
Writing Task: Informative/Explanatory
W.5.2
WRITING
Informative/Explanatory
ERESOURCE
Summative Assessment Review with students what makes a
strong report and their experiences of taking notes as they read. Explain
that their assignment is to choose one of the fossil fuels in the selection and
write about it, along with a possible alternative to that fuel. Students will
work independently to write their texts. Remind them to include a title, state
the facts, and clearly state their suggested alternative and reasons for the
suggestion. Guide them to use the planner on page 12 as they organize their
text evidence for their writing task. Students may wish to share their reports.
Now that you’ve collected lots of evidence about fossil fuels, let’s write a
report about one of the fuels and a suggested alternative, such as wind
power. This report will answer the question: What is one type of fossil fuel
and what is one alternative for energy use? Let’s quickly review what makes a
strong report before we get started.
We need actual facts about our topic. When we offer our opinion, we need
to also have factual data to support it.
Remember that you are writing about information in both of the texts. You
need to be very organized and clear in your writing.
8
“The STory of foSSil fuelS”
TEACHER’S
CHOICE
Additional Instruction
OPTIONAL GUIDED READING: “VOTE YES! BRING WIND
POWER TO OUR STATE!”
Prior to Session 3, for students needing additional guidance, you may want
to conduct a guided reading lesson with the short text, “Vote Yes! Bring
Wind Power to Our State!” Use the learning focuses from Sessions 1 and 2 to
reinforce the standards and the learning.
RI.5.1*, RI.5.5*, RI.5.8
COMPREHENSION
Ask & Answer Questions
Today we’ll spend some time practicing the comprehension skills we worked
on with “Vote Yes! Bring Wind Power to Our State!” We will pay close
attention to any questions we might have as we read. Then we will skim,
scan, and take notes to help us answer our questions. Next, we will identify
how the author used evidence to prove his point.
CLOSE READING OPTION: “THE HIGH COST OF FRACKING”
ERESOURCE
Summative Assessment Print the online blackline master for
RI.5.10
READING
Independent
VOCABULARY
L.5.4b
VOCABULARY
Latin Roots and Affixes
independent close reading. Ask students to read the selection indicated on
the page and respond to the prompts before returning for a small-group
discussion.
Latin Roots and Affixes Help students develop vocabulary by learning Latin
roots and affixes.
Many words in English have Latin roots. An example from this text is the
word transported on page 31. It includes the root port, which means “to
carry.” How do you think the word transport is related to carrying?
When you transport something, you carry it from one place to another, like
on a boat.
In the word transport, trans- is a prefix, with the root port. How would you
define the word?
I think trans- means “across,” so transport would mean “to carry across.”
VOCABULARY TIP
Help students learn the
meanings of words with
Greek and Latin roots by
focusing on groups of words
that have the same affix such
as triangle, tricycle, trilogy.
Can you think of other words with the root port?
Transportation, import, and export all contain the root word port.
WORD RECOGNITION
Syllabication Focus on breaking words into syllables. Use the words
carboniferous, organism, atmosphere, and petroleum.
RF.5.3a
WORD RECOGNITION
Syllabication
Here’s the word carboniferous on page 29. How many syllables do you hear?
five
Let’s break it down into the individual syllables: car-bo-ni-fer-ous. Sometimes
breaking a multisyllable word into its parts makes it easier to read. How many
syllables do you hear in this word: organism?
four
Who would like to try breaking this word into syllables?
or-ga-ni-sm
Now let’s use this technique with other words from the selection.
MoNDo BookShoP GrADe 5
9
Name
Date
Comprehension: Ask and
Answer Questions
Think about questions you might have as you read “The Story of Fossil
Fuels.” Answer your questions using text evidence. You may need more
than one copy of this sheet.
Details from the Text
Answer
© Mondo Publishing
Question
Score:
10 “The Story of Fossil Fuels”
Name
Date
Constructed Response: Collect
Text Evidence
Put a check next to the question you are answering. Write Is using wind as
a source of power really safer for the environment than using fossil fuels?
details from the text and pictures that answer each question. Be sure to
include page references. You may need more than one copy of this sheet.
What are the advantages of fossil fuels?
Is using wind as a source of power really safer for the environment than
using fossil fuels?
Evidence
© Mondo Publishing
Page Number
Score:
Mondo Bookshop Grade 5 11
Name
Date
Writing Task: Planning Your
Informative Text
Write a report about one type of fossil fuel and one alternative for energy
use. Use the text evidence you have collected to support your writing.
Title:
I. Type of Fossil Fuel
A. Definition
.
B. Description
.
II.Alternative
A. Definition
.
.
NOTE: Write your response on a separate sheet of paper or on a computer.
Remember to read your writing when you are done and make any necessary
revisions.
Score:
12 “The Story of Fossil Fuels”
© Mondo Publishing
B. Description