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3.4.4 The English Channel FACT AND OPINION MONITOR AND FIX UP SUMMARY This nonfiction reader tells about R EAD TH E BOO K some of the earliest attempts to swim across SET PURPOSE Invite students to look at the the English Channel and highlights a few of cover of the reader once again. Help them to the cross-channel record holders. The book set a purpose for reading by having them com- also describes the conditions in the Channel plete the following statement: “I would like to that make it such a challenging body of water read this book about the English Channel to for swimmers. find out more about .” LESSON VOCABULARY STRATEGY SUPPORT: MONITOR AND FIX UP As celebrate continued they read, have students write down one place current drowned where they monitor their reading and find that medal stirred they do not understand something in the text. strokes Tell students to write down the fix-up strategy that they use to help their comprehension, INTRO D UCE TH E BOO K such as rereading, reading on, or slowing Discuss the down. Have volunteers describe the fix-up INTRODUCE THE TITLE AND AUTHOR strategies they use. title and the author of The English Channel. Ask students to predict what the English COMPREHENSION QUESTIONS Channel is, based on the cover photographs. What general statement can you Discuss with students who the woman pic- PAGES 4–5 make about the English Channel? (Possible tured on the cover might be. response: The English Channel is always diffi- BUILD BACKGROUND By a show of hands, find cult to swim.) out how many students in the class like to Is there anything you find confusing swim. Have volunteers talk about where they PAGES 8–9 on these pages? What fix-up strategy can you like to swim, such as in pools, lakes, or the use? (Possible response: I was confused about ocean. Tell students to describe what they like how Gertrude Ederle broke the men’s record by most about swimming in these places and only two hours when Matthew Webb swam the what they like the least. Channel in 22 hours. Then I reread and real- Have ELL students describe their favor- ized that Ederle broke the men’s record of her ite swimming places in their home countries period, not Webb’s old record.) and compare them with places where they Find a statement of fact on this page. have gone swimming in the United States. PAGE 10 How do you know it is a statement of fact? PREVIEW/USE TEXT FEATURES Explain to stu- (Possible response: Others are part of a team dents that the selection is about a body of of two or more swimmers. It can be proved true water called the English Channel. Have stu- or false by checking in a book.) dents look at the maps on pages 3 and 6. Find a statement of opinion in the Discuss with students what conditions in the PAGE 12 first paragraph on this page and tell how you Channel might be like. Then have students know it is an opinion. (Possible response: That skim through the rest of the pictures in the difficult task seems like something to celebrate. book. Ask students to describe the people in It’s an opinion because it’s the author’s belief the pictures and what they seem to be doing. about why someone should celebrate.) 84 The English Channel
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R EVISIT TH E BOO K Skill Work READER RESPONSE 1. Possible responses: Facts: The English TEACH/REVIEW VOCABULARY Channel is a narrow body of water (p. 3). Write a sentence for each word on the chalk- Many kinds of goods are carried through board. Have volunteers guess the meanings the Channel each day (p. 4). Opinions: of the words by using context clues. Then Some swimmers see these wild waters as a have other students look up each word in the challenge (p. 7). That was an awesome feat dictionary and tell the class the definition. (p. 9)! 2. The Channel is more than 21 miles across TARGET SKILL AND STRATEGY (p. 4). The waters are rough and choppy FACT AND OPINION Explain to students (p. 6). The currents are very strong (p. 7). that a statement of fact is a statement that 3. Stir may also mean “to mix.” Possible can be proved true or false. A statement of responses: The wind stirred the leaves opinion is a person’s beliefs or ideas about gently. She stirred the cake batter until it something. Point out that as readers they was smooth. just need to know that the statement can 4. Student responses will vary. be checked by looking in reference sources, by asking an expert, or by observing. Give EXTEND UNDERSTANDING Explain to students examples of statements of facts and opin- that graphic sources are visual aids, such as ions, and discuss with students how to maps, graphs, time lines, and pictures with distinguish each. Then tell students to look captions, that help the reader understand for at least one statement of fact and one the text. Point out that sometimes graphics statement of opinion in the reader. provide additional information. Have students look through the pictures and captions in The MONITOR AND FIX UP Review with stu- English Channel and find one piece of informa- dents that they should monitor their reading, tion that they learned from the captions that or check their understanding of the text. Tell was not in the text. Invite volunteers to share students that to monitor understanding, they their answers. should ask questions such as “Do I under- stand this?” Remind students that they can RESPONSE OPTIONS use a strategy to “fix up” their reading, such WRITING Tell students to think of an amazing as rereading, reading on, or reading slower. feat that they might try, such as swimming Explain that using monitor and fix-up strate- underwater the entire length of a pool. Have gies may help them find facts and opinions students write a plan to prepare for their feat, in the text. Tell students to use a monitor including information on training, diet, and and fix-up strategy whenever they are unsure equipment. about something they read. SOCIAL STUDIES ADDITIONAL SKILL INSTRUCTION CONNECTION Explain to students that some- GENERALIZE Explain to students times authors make a statement about that a strait is a type of several ideas or things in a book. The state- channel. Have students research ment can tell how the ideas or things are all other famous channels and straits alike or mostly alike or how they are all or from around the globe, including the Bering mostly different. Provide examples of gener- Strait, the Bosporus Strait, and the Strait of alizations that state how things in a group Magellan. Tell students to write brief reports are alike or different. As students read, have describing the geography and conditions of them look for a general statement that the their channels, as well as how people use author makes about the English Channel. them today. The English Channel 85
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Name The English Channel Fact and Opinion • A statement of fact is a statement that can be proved true or false. You can check a statement of fact by looking in reference sources, asking an expert, or observing. • A statement of opinion is a person’s beliefs or ideas about something. You cannot prove whether it is true or false. Directions Decide whether each sentence below is a statement of fact or opinion. Write your answer on the line. 1. The English Channel is about 350 miles long. 2. The English Channel is quite shallow. 3. There is always a chance that a swimmer could drown. 4. In 1926, Gertrude Ederle of the United States became the first woman to swim across the English Channel. 5. But if you have the stamina, the skill, and the desire for a challenge, you might consider swimming as an alternate way to cross the English Channel. © Pearson Education 3 86
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Name The English Channel Vocabulary Directions Fill in each column of the chart below with the correct words from the box You may use a word more than once. Check the Words You Know celebrate continued current drowned medal stirred strokes Singular Nouns Verbs in Past Tense Words with Endings 1. 3. 6. 2. 4. 7. 5. 8. 9. Directions Write an original paragraph about something special that you did. How did you celebrate? Describe your accomplishment and use the word celebrate in your paragraph. © Pearson Education 3 87
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