32 The History of the Earth: Supplemental Guide 1B | Our Home, Earth
- For examples of things that rotate—such as the stars,
planets, a Ferris wheel, and a carousel—draw or write the
examples above and below the circle, and use yellow lines
to connect them to the circle. - For words that have a similar meaning to rotates—such as
orbits, go around, and turns—write these words or place
pictures to the left of rotates, and use green lines to connect
them to the center.
- Tell me what you think is the opposite of rotates.
- For words that are non-examples or have opposite senses
to rotate—such as still, stay or remain in place—write these
words to the right of rotates, and use red lines to connect
them to the center.
- Talk with your partner using the word rotates and what you
have learned about the word rotates from the Word Web. Try
to use complete sentences.
[Throughout this domain, encourage students to continue thinking
about the word rotates, and add additional words that are related
to, similar to, and the opposite of rotates.]
Drawing the Read-Aloud 15 minutes
- Ask students to think back to the Read-Aloud that they listened
to earlier in the day: “Our Earth, Home.” Review Flip Book
images as necessary. Give each student a piece of paper. - Directions: Fold your paper in half. Then, draw two things that
you remember from the Read-Aloud. After drawing, use the
sound-spelling correspondences that you have learned to write
a word, a phrase, or a sentence about each of the things you
have drawn.” - Remind students that asking questions is one way to make sure
everyone knows what to do. Tell students: “Think of a question
about the directions I just gave you. For example, you could
ask, ‘How many things do we draw?’ Turn to your neighbor and
ask your own question. I will call on several of you to share your
questions with the class.”