Updated 09.22.

2016

Social Studies, 3rd Edition

Sample Pages Reviewer’s Guide

Thank you for downloading samples of the new 3rd Edition of REWARDS Plus: Social Studies! This
document describes what’s included in this file and suggestions on how to approach your review. This
PDF file includes bookmarks, which you may find helpful in navigating the sample.

In this file, we have provided the entirety of Unit 1, with items appearing sequentially:

• Teacher’s Guide pages, pages 2-43. The Teacher’s Guide is the core component of instruction.

• Lesson and Illustrated Vocabulary Displays, pages 44-95. Displays are a key ancillary to the
teacher-directed instruction. References in the Instructional Steps headers in the Teacher’s
Guide pages guide their usage.

• Student Book pages, pages 96-107. Each student in REWARDS Plus: Social Studies needs a print,
consumable Student Book.

• Progress Monitoring Check-up, pages 108-109. These assessments are administered at the end
of each unit with data used to guide instruction.
 3 rd
EDITION

Teacher’s Guide

Anita L. Archer
Mary M. Gleason
Vicky Vachon
 Unit

1
ACTIVITY A: Vocabulary
Student Objectives:
• to increase decoding accuracy, fluency, and comprehension by learning and
practicing the most difficult and/or unfamiliar words found in social studies
informational text (background knowledge and passage)
• to pronounce and remember a list of vocabulary words that will be included
in the text (List 1)
• to apply the REWARDS multisyllabic word reading strategy to a second list
of words that will be included in the text (List 2)
• to understand the meanings of the words on both lists, thus increasing text
comprehension
• to gain background knowledge that can be activated and used while reading
and comprehending the text

Illustrated Vocabulary, List 1

(Tell students the pronunciation)
Activity Summary
• The pronunciation of the words in List 1 cannot easily be determined by
sounding out the words part by part.
• Use the corresponding displays to do the following with each word:
a) Tell students the pronunciation of the word on the display and have them
repeat it.
b) Have students read the part of speech and explanation aloud with you.
c) Have students read all additional information aloud, when provided: one or
more examples, a word family, a check for understanding, or word work.
• Have students look at their Student Book and reread the words in List 1 aloud.

Teacher’s Guide • Unit 1 3

 List 1
1. physical geography n. Physical geography is the study of the natural features of the
earth’s surface.
2. Ethiopia n. Ethiopia is a country in East Africa.
3. Kenya n. Kenya is a country in East Africa.
4. Tanzania n. Tanzania is a country on the eastern coast of the African continent.
5. Mozambique n. Mozambique is a country on the southeastern coast of the African
continent.
6. continent n. A continent is one of the main landmasses of the earth.
7. Europe n. Europe is a continent across the Atlantic Ocean from the continent
of North America. The Atlantic Ocean is the western boundary
of Europe.
8. Asia n. Asia is a continent across the Pacific Ocean from the continent of
North America. The Pacific Ocean is the eastern boundary of Asia.
9. Eurasia n. Eurasia is the combination of Europe and Asia as one continent.
10. sodium carbonate n. Sodium carbonate is a chemical used for making glass and soap.
It is sometimes called soda ash.
11. Lake Magadi n. Lake Magadi is a lake in Kenya.
12. Lake Naivasha n. Lake Naivasha is a lake in Kenya.

Instructional Steps / Displays 1.1 to 1.16

1. Beginning today, you will be using the REWARDS strategy to read passages like
those in your social studies classes. The passages contain many long words; the
long words often hold the key to understanding the passages.
2. Show Display 1.1. Turn to page 1 in your Student Book. Pause. Look up here.
Before we read this unit’s passage, let’s read some of the difficult words and
learn their meanings. You cannot use the REWARDS strategy with all words, so
I will tell you some of the words.
3. Point to physical geography. The first words are physical geography. What
words? physical geography Now read the part of speech and explanation
with me: “Noun. Physical geography is the study of the natural features of
the earth’s surface.” Read the example with me: “The physical geography
of a region includes vegetation, water features, the shape of the land, and
many other physical features.” So, the field of study that is concerned with the
physical features of the earth is called . physical geography
4. Show Display 1.2. Point to Ethiopia. This word is Ethiopia. What word?
Ethiopia Now read the part of speech and explanation with me: “Noun.
Ethiopia is a country in East Africa.” Read the example with me: “In Africa,
one very interesting natural feature is known as the Great Rift Valley or the
East African Rift. Rifts are deep cracks in the earth’s crust. The East African
Rift extends from Ethiopia down through several other countries.”
4 REWARDS Plus: Reading and Writing Strategies Applied to Social Studies Text
 5. Show Display 1.3. Read this example with me: “The same forces that created
the East African Rift also created more than 100 volcanoes. Over half of those
volcanoes are in Ethiopia. Following a volcanic eruption in 2011, researchers
began to study Ethiopia’s volcanoes more intently to predict eruptions and
save lives.”
6. Show Display 1.4. Point to Kenya. This word is Kenya. What word? Kenya
Read the part of speech and explanation with me: “Noun. Kenya is a country
in East Africa.” Read the example with me: “As you follow the East African
Rift south from Ethiopia, the next country you go through is Kenya. The East
African Rift is home to some of the world’s deepest lakes. Several of them are
in Kenya.”
7. Show Display 1.5. Point to Tanzania. This word is Tanzania. What word?
Tanzania Read the part of speech and explanation with me: “Noun. Tanzania
is a country on the eastern coast of the African continent.” Read the example
with me: “From Kenya, the East African Rift goes through Tanzania.”
8. Show Display 1.6. Point to Mozambique. This word is Mozambique. What
word? Mozambique Read the part of speech and explanation with me: “Noun.
Mozambique is a country on the southeastern coast of the African continent.”
Read the example with me: “From Tanzania, the rift goes into Mozambique.”
So, the African part of this great rift system begins in Ethiopia, goes through
Kenya and Tanzania, and into . Mozambique
9. Show Display 1.7. Point to continent. This word is continent. What word?
continent Read the part of speech and explanation with me: “Noun. A
continent is one of the main landmasses of the earth.” Read the example
with me: “Some people say that the earth has seven continents. Other people
combine two of the continents and count them as one. Those people say that
the earth has six continents.”
10. Show Display 1.8. Point to Europe. This word is Europe. What word?
Europe Read the part of speech and explanation with me: “Noun. Europe is a
continent across the Atlantic Ocean from the continent of North America. The
Atlantic Ocean is the western boundary of Europe.” Read the example with
me: “Europe is one of the world’s seven continents.” The continent of Europe
includes many familiar countries. You probably know France, Germany,
and Spain.
11. Show Display 1.9. Read the item with me: “Make a list of 10 or more countries
in Europe.” On the bottom of page 1 in your Student Book, write down as many
countries in Europe as you can think of, including the ones I just mentioned.
Monitor as students write their lists. Then call on several students to name one
or two countries.

Teacher’s Guide • Unit 1 5

 12. Show Display 1.10. Point to Asia. This word is Asia. What word? Asia Read the
part of speech and explanation with me: “Noun. Asia is a continent across the
Pacific Ocean from the continent of North America. The Pacific Ocean is the
eastern boundary of Asia.” Read the example with me: “In Unit 2, you will read
a passage about Marco Polo. You will learn that most of Asia was governed in
the 13th century by Kublai Khan, ruler of the Mongol Empire.” The continent of
Asia includes India, Russia, and China.
13. Show Display 1.11. Read the item with me: “Make a list of countries in Asia.” On
the bottom of page 1, write down as many countries in Asia as you can think of,
including the ones I just mentioned. Monitor as students write their lists. Then
call on several students to name one country.
14. Show Display 1.12. Point to Eurasia. This word is Eurasia. What word?
Eurasia Read the part of speech and explanation with me: “Noun. Eurasia
is the combination of Europe and Asia as one continent.” Read the example
with me: “Eurasia is the largest continent. Because of political and cultural
differences between the eastern and western parts of the continent, Eurasia
is frequently considered two separate continents: Europe and Asia.” So, if you
were naming seven continents, you would name Europe and Asia separately,
but if you were naming six continents, you would combine Europe and Asia and
say . Eurasia
15. Show Display 1.13. Point to sodium carbonate. These words are sodium
carbonate. What words? sodium carbonate Read the part of speech and
explanation with me: “Noun. Sodium carbonate is a chemical used for making
glass and soap. It is sometimes called soda ash.” Read the example with me:
“People who live near Lake Magadi in Kenya export sodium carbonate. When
sodium carbonate is added to detergents, it improves cleaning power. It is a
valuable substance for removing grease, oil, and stains.”
16. Show Display 1.14. Point to Lake Magadi. These words are Lake Magadi.
What words? Lake Magadi Read the part of speech and explanation with me:
“Noun. Lake Magadi is a lake in Kenya.” Read the example with me: “During
the dry season, sodium carbonate covers most of the surface of Lake Magadi.
After it is collected and taken to a factory, the sodium carbonate is prepared for
export to other parts of the world for use in making household goods.”
17. Show Display 1.15. Point to Lake Naivasha. These words are Lake Naivasha.
What words? Lake Naivasha Read the part of speech and explanation with
me: “Noun. Lake Naivasha is a lake in Kenya.” Read the example with me:
“Because Kenya is at the equator, it has sunlight year-round. The combination
of climate, rich soil, and water from Lake Naivasha has led to an abundance of
flower farms on the shores of this lake.”
18. Show Display 1.16. Read this example with me: “Flower farmers near Lake
Naivasha grow many kinds of flowers, including carnations, roses, and lilies.
Selling flowers to other countries has become a large part of Kenya’s economy.”

6 REWARDS Plus: Reading and Writing Strategies Applied to Social Studies Text
19. Look at the top of page 1. Pause. Let’s read the words in List 1 again. Pause.
First words. physical geography Next word. Ethiopia Next word. Kenya
Continue with the remaining words in List 1.
20. Optional Have students read List 1 to a partner.

Illustrated Vocabulary, List 2

(Guide students in application of the strategy)
Activity Summary
• The words in List 2 can be read using the part-by-part strategy.
• Use the corresponding displays to do the following with each word:
a) Have students figure out the word to themselves. Then have them read the
word aloud.
b) Have students read the part of speech and explanation aloud with you.
c) Have students read all additional information aloud, when provided: one or
more examples, a word family, a check for understanding, or word work.
• Have students look at their Student Book and reread the words in List 2 aloud.

List 2
1. economy n. An economy is the system that a country or region uses to organize
its money and its exchange of goods and services.
2. enormous adj. Enormous describes something that is very large, especially
something that is larger than the usual things of that type.
3. elevation n. Elevation is the height of land above sea level.
4. visible adj. When something is visible, it can be seen.
5. concentration n. A concentration is a large amount of a substance gathered in one
place that results in increased strength or density of that substance.
6. geothermal adj. Geothermal describes something that is related to the heat
produced naturally in the earth’s interior.
7. commodity n. A commodity is something that can be bought and sold.
8. diversity n. Diversity is variety; it is the state of or quality of being diverse or
different.
9. collision n. A collision is the act of coming together with force, or the act of
colliding or crashing.
10. speculate v. When you speculate about something, you guess about its nature
or about what might happen.

Teacher’s Guide • Unit 1 7

 Instructional Steps / Displays 1.17 to 1.34
1. Turn to page 2. Pause. With the words in List 2, you can use the REWARDS
strategy.
2. Show Display 1.17. Point to economy. Figure out the word. Look carefully for
prefixes and suffixes. Look for vowels in the rest of the word. If you need to
mark the parts of the word, use your pencil and circle prefixes and suffixes and
underline vowels in your book. But, only if you need to. Look at me when you
can say the word. Pause and monitor. When students have decoded the word,
ask: What word? economy
3. Now read the part of speech and explanation with me: “Noun. An economy is
the system that a country or region uses to organize its money and its exchange
of goods and services.” Read the example with me: “The people of Kenya and
other countries of the East African Rift have found and developed a number of
resources that help drive the economy of East Africa.”
4. Show Display 1.18. Point to enormous. Figure out the word. Look carefully for
prefixes and suffixes. Look for vowels in the rest of the word. Look at me when
you can say the word. Pause and monitor. What word? enormous Read the part
of speech and explanation with me: “Adjective. Enormous describes something
that is very large, especially something that is larger than the usual things
of that type.” Read the example with me: “This pumpkin is enormous—it’s
probably much larger than any you’ve seen at the market or in a grocery store.”
5. Show Display 1.19. Read this example with me: “Enormous mountains line
the East African Rift. Several of the highest mountains in all of Africa are in
this area.”
6. Show Display 1.20. Point to elevation. Figure out the word. Pause and monitor.
What word? elevation Read the part of speech and explanation with me:
“Noun. Elevation is the height of land above sea level.” Read the example with
me: “Mount Kenya is the highest mountain in Kenya and the second highest
in Africa. It has more than one peak—the highest peak has an elevation
of 17,057 feet (5,199 meters). Only about 50 rock climbers reach that peak’s
summit each year.”
7. Show Display 1.21. Point to visible. Figure out the word. Pause and monitor.
What word? visible Read the part of speech and explanation with me:
“Adjective. When something is visible, it can be seen.” Read the example
with me: “Look at this photo taken by a U.S. astronaut from the International
Space Station. The East African Rift and some of the lakes in that area are
clearly visible.”

8 REWARDS Plus: Reading and Writing Strategies Applied to Social Studies Text
 8. Show Display 1.22. Read the directions for word work with me: “The word
visible contains the Latin root vis, which means to see or to look at. Work
with your partner to determine the original meaning of each word in the first
column.” Note: You may wish to have students write the numbers 1–6 on the
bottom of page 2. Have them write the letters of their answers next to the
numbers. Partner 2, do item 1, visible. Look at the definitions on the right.
When you have found the answer, tell your partner. Partner 1, do item 2, visit.
Take turns until you have done all the items. Monitor partner work. Answers:
1b, 2a, 3e, 4c, 5f, 6d.
9. Show Display 1.23. Point to concentration. Figure out the word. Pause and
monitor. What word? concentration Read the part of speech and explanation
with me: “Noun. A concentration is a large amount of a substance gathered in
one place that results in increased strength or density of that substance.”
10. Show Display 1.24. Read the example with me: “Like the concentration of
sodium carbonate on Lake Magadi in Kenya, the concentration of gold in
this part of Australia is sufficient for a company to create a money-making
operation out of mining it, processing it for export, and selling it.”
11. Show Display 1.25. Point to geothermal. Figure out the word. Pause and
monitor. What word? geothermal Read the part of speech and explanation
with me: “Adjective. Geothermal describes something that is related to the
heat produced naturally in the earth’s interior.” Look at the analysis of this
word: geo means earth, and thermal means relating to or caused by heat.
The meanings of the parts of the word tell us what the whole word means.
So, geothermal describes something that is related to or caused by heat in
the earth.
12. Show Display 1.26. Read the example with me: “Below the volcanoes of the East
African Rift, magma heats underground pools of water. These concentrations
of geothermal energy are being used to generate electricity.”
13. Show Display 1.27. Point to geothermal. Read the directions for word work
with me: “In the Greek language, geo means earth. Work with your partner to
determine the original meaning of each word in the first column.” Note: You
may wish to have students do this work in their Student Book. Partner 1, do
item 1, geothermal. Look at the definitions on the right. When you have found
the answer, tell your partner. Partner 2, do item 2, geocentric. Take turns until
you have done all the items. Monitor partner work. Answers: 1c, 2d, 3a, 4f,
5b, 6e.
14. Show Display 1.28. Point to commodity. Figure out the word. Pause and
monitor. What word? commodity Read the part of speech and explanation
with me: “Noun. A commodity is something that can be bought and sold.”
Read the example with me: “In the East African Rift area, fish is an important
food source for the local people. Fish is also a commodity that can be sold
to others.”

Teacher’s Guide • Unit 1 9

 15. Show Display 1.29. Point to diversity. Figure out the word. Pause and monitor.
What word? diversity Read the part of speech and explanation with me:
“Noun. Diversity is variety; it is the state of or quality of being diverse or
different.” Read the example with me: “In many cultures, people use a diversity
of spices to create exciting, delicious, and healthy meals.”
16. Show Display 1.30. Here are some words that belong to the diversity
word family. Echo read the word and the part of speech. Diversity – noun.
diversity – noun Diverse – adjective. diverse – adjective
Diversification – noun. diversification – noun
17. Follow along as I read. When I stop, say the bold word: The East African Rift
supports an astonishing diversity of plants and animals. This area has so
many diverse environments, from deserts to tropical forests and deep lakes to
high mountains, that just about any plant or animal can live there. Over time,
the changing geography of the area causes new diversification of the various
species that call this area home.
18. Show Display 1.31. Point to collision. Figure out the word. Pause and monitor.
What word? collision Read the part of speech and explanation with me: “Noun.
A collision is the act of coming together with force, or the act of colliding
or crashing.”
19. Show Display 1.32. Point to speculate. Figure out the word. Pause and monitor.
What word? speculate Read the part of speech and explanation with me:
“Verb. When you speculate about something, you guess about its nature or
about what might happen.” Read the example with me: “When you speculate
about something, you usually have some information upon which to base your
guess. For example, scientists have learned that sounds in a certain range
improve bone density, so scientists speculate that cats purr so their bones will
grow. But, purring might be for some other purpose. No one knows for sure.”
20. Show Display 1.33. Read the directions for word work with me: “For better
understanding of speculate, read the first item and then read it again with
the word guess in place of speculate. Repeat for the other items.” Listen.
First I read: Scientists speculate that dolphins talk to each other about many
topics, just like humans do. Then I read it again with the word guess: Scientists
guess that dolphins talk to each other about many topics, just like humans do.
Partner 1, read item 2 and then read it again with the word guess. Partner 2, do
the same with item 3. Monitor as partners take turns reading.
21. Show Display 1.34. Here are some words that belong to the speculate
word family. Echo read the word and the part of speech. Speculate – verb.
speculate – verb Speculations – noun. speculations – noun
Speculated – verb. speculated – verb Speculating – noun. speculating – noun

10 REWARDS Plus: Reading and Writing Strategies Applied to Social Studies Text
22. Follow along as I read. When I stop, say the bold word: Scientists speculate
about dinosaur extinction with varying degrees of evidence. Hardly any
evidence supports these speculations: cosmic rays, a devastating disease,
or competition with mammals for food. In recent years, scientists have
speculated that a giant asteroid (or two) collided with earth and the collision
wiped out the dinosaurs or that dinosaurs died as a result of volcanic activity.
We still don’t know, so speculating will continue.
23. Look at the top of page 2. Pause. Let’s read the words in List 2 again. Pause.
First word. economy Next word. enormous Next word. elevation Continue
with the remaining words in List 2.
24. Optional Have students read List 2 to a partner.

Teacher’s Guide • Unit 1 11

 ACTIVITY B: Vocabulary Review
Student Objective:
• to match orally presented vocabulary meanings with specific words that were
learned in Activity A

Activity Summary
• Using Step 1 below, tell students what they are going to be doing in this
activity.
• With each of five items, do the following:
a) Tell students the meaning of a word you are thinking about. Have them look
in List 1 or List 2 for the word and circle it.
b) Ask students to tell you what word they circled.
c) If students circled the correct word, have them make a tally mark in the
Tally box.

Instructional Steps
1. Find Activity B. With each item in this activity, I will tell you about a word I
am thinking about. You will have a short time to find the word in List 2 or in
List 1 on the previous page. You will circle the word in your book, and I will ask
you what word you circled. Now find the Tally box. For every word that you
correctly identify, make a tally mark in the Tally box. If you don’t identify the
correct word, don’t do anything.
2. Let’s try one. I am thinking of a word. When you talk about the height of land
above sea level, you talk about this. Circle the word. Wait while students circle
a word. What word did you circle? elevation You got it. Make a mark in the
Tally box. Pause and monitor.
3. I am thinking of a word. When you make a guess about something, you do this.
Circle the word. Wait. What word? speculate That’s it. Make a mark in the
Tally box. Pause and monitor.
4. Continue Step 3 with the remaining items:
• T his is the organized use of money and the exchange of goods and services.
Wait. What word? economy
• T his is the study of the natural features of the earth’s surface. Wait. What
words? physical geography
• T his is the adjective we use when something is related to the internal heat of
the earth. Wait. What word? geothermal

12 REWARDS Plus: Reading and Writing Strategies Applied to Social Studies Text
ACTIVITY C: Word Families
Student Objectives:
• to learn the meaning of the first word in a group of related words
• to accurately read all the words in five word families

Activity Summary
• The words in each family in this list are related.
• With each word family, have students do the following:
a) Use the REWARDS strategy to figure out the first word.
b) Read the part of speech and the definition.
c) Read the other two words in the family and their parts of speech.
• See Steps 6, 7, and 8 for optional activities.

Family 1 combine v. (to join together)

combining v.
combination n.

Family 2 preserve v. (to keep safe or keep from disappearing)

preservation n.
preservationist n.

Family 3 generate v. (to produce or bring into existence)

generator n.
generation n.

Family 4 isolate v. (to keep separate from others)

isolated adj.
isolation n.

Family 5 geology n. (the study of the earth’s history and formation)

geologist n.
geological adj.

Instructional Steps / Display 1.35

1. Show Display 1.35. Look at page 3. Find Activity C. You are going to read groups
of words that are called word families.
2. Find Family 1. Figure out the first word. Use your pencil if you need to. Look
at me when you know the word. Pause. What word? combine Read the part of
speech and the explanation with me: “Verb. To join together.”

Teacher’s Guide • Unit 1 13

 3. Look at the next word in Family 1. Figure out the word. Pause. What word?
combining What part of speech? verb
4. Next word. Figure out the word. Pause. What word? combination What part of
speech? noun
5. Repeat Steps 2–4 for the remainder of the word families.
6. Optional Have students reread all five word families to a partner or a
small group.
7. Optional Give students the Vocabulary Completion Activity for Unit 1 to
complete independently, either as homework or as an in-class activity. This
activity helps students apply some of the explanations and definitions from
List 1, List 2, and the five word families in Unit 1.
8. Optional After students have completed all of the Vocabulary Completion
Activity items, you may wish to have them share their answers and reasons for
those answers with partners or with the class.

14 REWARDS Plus: Reading and Writing Strategies Applied to Social Studies Text
ACTIVITY D: Spelling Dictation
Student Objectives:
• to orally segment a word into parts
• to spell six words drawn from two word families that were read in Activity C

Activity Summary
• In each unit, students will spell six words from two word families.
• With each word, do the following:
a) Tell students the word and have them repeat it.
b) Have students say the parts of the word to themselves as they write
the word.
c) Display the word and have students compare their word with your word.
d) If students make an error, have them cross out the misspelled word and
rewrite the entire word correctly.

1. preserve 4. geology

2. preservation 5. geologist

3. preservationist 6. geological

Instructional Steps / Display 1.36

1. Turn to page 4. Pause. Find Activity D. In each unit, you will spell six words
from the word families.
2. The first word is preserve. What word? preserve Say the parts in preserve to
yourself as you write the word. Pause and monitor.
3. Using Display 1.36, show preserve. Check preserve. If you misspelled it, cross
it out and write it correctly.
4. The second word is preservation. What word? preservation Say the parts in
preservation to yourself as you write the word. Pause and monitor.
 how preservation. Check preservation. If you misspelled it, cross it out and
5. S
write it correctly.
6. Repeat Steps 4–5 with preservationist, geology, geologist, and geological.

Teacher’s Guide • Unit 1 15

 ACTIVITY E: Vocabulary Partner Work
Student Objectives:
• to incorporate vocabulary words learned in Activities A and C into oral expression
• to clearly support agreement or disagreement with a statement, demonstrating
knowledge of embedded vocabulary

Activity Summary
• Have students read the directions with you.
• Model the response to the first and second statements by doing the following:
a) agreeing or disagreeing with the statement
b) using the meanings of the words in bold to explain your answer
• Have Partner 2 do the same with the third item. Have Partner 1 complete the
fourth item.

Directions: For each statement, tell your partner if you agree or disagree. Tell why, using the
meanings of the words in bold. Listen as your teacher demonstrates the first two.

 hen you study physical geography, you learn how to preserve ancient books.
Teacher: W

Teacher: Someone could speculate about the cause of a two-car collision.

Partner 2: When you are referring to six continents, Eurasia is the largest.

Partner 1: Sodium carbonate is never a commodity.

Instructional Steps / Display 1.37

1. Show Display 1.37. Find Activity E. Read the directions for Vocabulary Partner
Work with me: “For each statement, tell your partner if you agree or disagree.
Tell why, using the meanings of the words in bold. Listen as your teacher
demonstrates the first two.”
2. Read the first item with me: “When you study physical geography, you learn
how to preserve ancient books.” Listen. I disagree with this statement. When
you study physical geography, you learn about natural features such as land,
water, and vegetation. When you learn how to preserve ancient books, you
learn to take good care of things so they don’t fall apart or disappear. That has
nothing to do with learning about natural features.
3. Read the second item with me: “Someone could speculate about the cause of a
two-car collision.” Listen. I agree with this statement. Speculate means guess,
and collision is a crash—someone could make a guess about what caused two
cars to crash into each other.

16 REWARDS Plus: Reading and Writing Strategies Applied to Social Studies Text
4. Your turn. Partner 2, read the third item. Then tell your partner whether you
agree or disagree. Use the meanings of the words in bold to explain why. Then
Partner 1, do the same thing with the fourth item. Monitor partner work. Then
call on one or two individuals to use the meanings of the words in bold to
explain their answers.
Third item, Partner 2—Accept an answer such as: Agree. A continent is one
of the main landmasses of the earth, and Eurasia is the combination of
Europe and Asia as one continent. I agree with this statement because when
you count the six main landmasses of the earth, Eurasia, which combines
Europe and Asia, is the largest.
Fourth item, Partner 1—Accept an answer such as: Disagree. Sodium
carbonate is a chemical for making glass and soap, and a commodity is
something that can be bought and sold. I disagree with this statement because
a chemical for making glass and soap can be bought and sold, so sodium
carbonate is a commodity.

Teacher’s Guide • Unit 1 17

 ACTIVITY F: Background Knowledge
Student Objectives:
• to learn critical background knowledge in preparation for the unit passage
• to develop historical context for the unit passage
• to develop skills in reading timelines and maps

Activity Summary
• In this activity, students will read statements that build background knowledge
for the unit’s passage. In addition, they will examine a timeline and a map or
other visual information.
• Read the Background Knowledge items using one of three methods: read
the items chorally with students, read the items to students while they
listen, or call on individual students to read. Stop after each item and ask a
comprehension question.
• With students, examine the timeline at the top of the page and the map at the
bottom of the page, asking a comprehension question after each.
• Have students take turns telling partners two things they have learned about
the East African Rift since the beginning of this unit.

In this passage, you will read about part of the Great Rift Valley. Here are some things to know:
1. Most scientists refer to the African part of this geological feature as the East African Rift.
2. A rift is an opening made by splitting. There are many rifts, or splits, in the earth’s surface.
3. The East African Rift is the most visible part of the longest rift system in the world.
Astronauts have said they can see it from outer space.

Instructional Steps
1. Look at page 5. Find Activity F. Look at the text below the timeline. Listen. In
this passage, you will read about part of the Great Rift Valley. Here are some
things to know. Ask students to read chorally with you, call on an individual
to read to the class, or read to students. Read item 1: “Most scientists refer to
the African part of this geological feature as the East African Rift.” So, part of
the Great Rift Valley is in Africa. What do scientists call the African part of the
Great Rift Valley? the East African Rift
2. Ask students to read chorally or individually, or read to students. Read item 2:
“A rift is an opening made by splitting. There are many rifts, or splits, in the
earth’s surface.” Scientists have a word for openings or splits in the earth’s
surface. What do they call them? rifts

18 REWARDS Plus: Reading and Writing Strategies Applied to Social Studies Text
3. Ask students to read chorally or individually, or read to students. Read item 3:
“The East African Rift is the most visible part of the longest rift system in the
world. Astronauts have said they can see it from outer space.” Think back to
the illustrated displays we saw for Activity A. How do we know that astronauts
could see the East African Rift from outer space? We saw a photo they took
from the International Space Station.

25 Million Years Ago: Africa collided with Eurasia 200,000 Years Ago: Homo sapiens appeared

65 Million Years Ago: 2 Million Years Ago: The first humans

The dinosaurs died out related to Homo sapiens appeared

4. Now let’s examine the timeline at the top of page 5 in your Student Book.
Examine the timeline together. Read the dates and the associated events. What
happened about 25 million years ago? Africa collided with Eurasia.

Map of the East African Rift

5. Now examine the map at the bottom of page 5. Examine the map together.
Have students point to: the Nile River, the heavy dotted lines that represent the
deep cracks of the East African Rift, and the white triangles that symbolize
major volcanoes. Again, think back to the illustrated displays we just saw,
and think to yourself what you learned about the number of volcanoes in this
area. If someone had drawn triangles to represent all the volcanoes, how many
triangles would be on this map? more than 100
6. Partner 2, tell two things that you have learned about the East African Rift
since the beginning of this unit. Then Partner 1, tell two things. Monitor as
students share.

Teacher’s Guide • Unit 1 19

 ACTIVITY G: Passage Reading and Comprehension
Student Objectives:
• to apply the REWARDS multisyllabic word reading strategy to long words in a
social studies passage
• to accurately read a social studies informational passage containing those
long words
• to formulate accurate, coherent answers to text-dependent comprehension
questions and to cite evidence from the passage within the answers

Activity Summary
• With each passage section, have students work on accuracy by having them
read the section silently to the embedded number and then reread the same
section orally to a partner, together as a group, or individually.
• After students have finished reading the section orally, ask the comprehension
question or questions on the corresponding displays as follows:
a) Decide whether to ask the scaffolding questions (when provided), which
correspond to key details that students will need in order to answer the
main question. If your students have good comprehension skills, you can
skip the scaffolding questions.
b) If asking the scaffolding questions, use the procedure in Step 5 below.
c) Ask the main question, provide thinking time, and then have students share
their answers with their partners by using the sentence starter provided
and answering with a complete sentence. Call on individuals and discuss
their answers.

Instructional Steps / Displays 1.38 to 1.45

1. Turn to page 6. Pause. Find Activity G. You are going to read a passage and
answer questions about what you’ve read. Today’s passage is about the African
part of the longest rift system in the world. Read the title with me: “The East
African Rift.”
2. Find #1 in the passage. Pause. Read down to #1 silently. Look up when you are
done.
3. W hile students are reading silently, move around the room and monitor. You
may wish to ask individual students to whisper-read to you.
4. W hen the majority of students have completed the silent reading, have them
reread the section by reading orally to a partner, reading together orally as a
group, or reading aloud individually.

20 REWARDS Plus: Reading and Writing Strategies Applied to Social Studies Text
5. Show Display 1.38 to students. If your students have difficulty with
comprehension, ask the scaffolding questions listed at the top of the display
before asking the main question. The answers to the scaffolding questions
provide the foundation for answering the main question. For each scaffolding
question, have students identify evidence for the answer by underlining phrases
or sentences in the passage and comparing evidence with a partner. Then ask
students to answer the question. See the potential answers that follow each
section of the passage along with a potential answer for the main question.
For Section #1, asking the first of the three scaffolding questions might
sound like this: Read the first scaffolding question with me: “What is on
either side of the rifts that run from north to south through Africa?” From
what you read, think of the answer. Provide thinking time. Underline words
or sentences in the passage that give evidence for your answer. Then tell
your partner what you underlined. Circulate and monitor student responses.
What did you underline? Ask one or two students to share their answers.
Accept an answer such as: The rifts are framed on either side by grassy
plains and enormous mountains. So, what is on either side of the rifts
that run from north to south through Africa? grassy plains and enormous
mountains
6. Have students read the main question and the sentence starter. Have students
locate evidence from the passage to prepare an oral or written answer. Then
have students tell or read the answer to their partner, beginning with the
sentence starter and using a complete sentence. If you skipped the scaffolding
questions and if students have difficulty answering the main question, prompt
them for the answer by asking the scaffolding questions. Go back and use
Step 5. Then have students use what they underlined to help them answer the
main question.
 or Section #1, asking the main question might sound like this: Read the
F
main question with me: “You have decided to travel to East Africa. What
physical features would you see? What four countries would you visit?”
Read the sentence starter with me: “In East Africa, I would see:
1. , 2. , and 3 .I
would visit .” From what you read, think of the answer
(or write the answer). Go back to the passage to find evidence. Provide
time for forming an answer. Partner 2, say (or read) the answer to your
partner. Use the sentence starter. Circulate and monitor student responses.
Then ask a few students to share their sentence answers. Accept an answer
such as: In East Africa, I would see: 1. grassy plains and enormous
mountains on either side of the rifts, 2. many volcanoes, and 3. some of
the world’s deepest lakes. I would visit Ethiopia, Kenya, Tanzania, and
Mozambique.
7. Repeat Steps 2–6 for all sections of the passage, using Displays 1.39–1.45. Use a
new display for each section.

Teacher’s Guide • Unit 1 21

 Section #1

The East African Rift

In East Africa, deep cracks (or rifts) in the earth’s crust run from north to south.
16 The rifts are framed on either side by grassy plains and enormous mountains. This
30 region is dotted with many volcanoes and some of the world’s deepest lakes. The
44 rift system extends from Ethiopia in northeastern Africa down through Kenya
55 and Tanzania and into Mozambique. Most people know this area as the Great Rift
69 Valley. Scientists call it the East African Rift. (#1)

Section #1 Key Details—Scaffolding Questions:

a. W hat is on either side of the rifts that run from north to south through Africa?
The rifts are framed on either side by grassy plains and enormous
mountains.
b. In addition to lots of volcanoes, what else does the region have? The region has
some of the world’s deepest lakes.
c. The rift system extends through what African countries? The rift system
extends from Ethiopia down through Kenya and Tanzania and into
Mozambique.
Section #1 Main Question: (Note to teacher: You may select to have students write out
answers to main questions before sharing with their partners and the class.)
You have decided to travel to East Africa. What physical features would you see?
What four countries would you visit? Begin your answer by saying (or writing): In
East Africa, I would see: 1. , 2. , and
3. . I would visit . Accept an answer such as: In
East Africa, I would see: 1. grassy plains and enormous mountains on either side
of the rifts, 2. many volcanoes, and 3. some of the world’s deepest lakes. I would
visit Ethiopia, Kenya, Tanzania, and Mozambique.
Section #2

77 How It Was Formed

81 Hundreds of millions of years ago, the continent of Eurasia formed. Today,
93 many people treat Eurasia as if it is two continents, Europe and Asia. The
107 continents on the earth do not look the same today as they did in the past. The
124 continents are always moving slowly toward or away from each other. Perhaps
136 25 million years ago, Africa collided with Eurasia. This collision created enough
148 force to crack the earth’s crust in eastern Africa in two places. The two cracks are
164 known as the Western Rift and the Eastern Rift. (#2)

22 REWARDS Plus: Reading and Writing Strategies Applied to Social Studies Text
Section #2 Key Details—Scaffolding Questions:
a. About 25 million years ago, what happened to Africa and Eurasia? About
25 million years ago, Africa collided with Eurasia.
b. W hat did the collision of Africa and Eurasia do to the earth’s crust in
eastern Africa? The collision cracked the earth’s crust in eastern Africa
in two places.
Section #2 Main Question:
How was the East African Rift formed? Begin your answer by saying (or writing):
The East African Rift was formed when . Accept an answer such
as: The East African Rift was formed when Africa collided with Eurasia and
cracked the earth’s crust in eastern Africa in two places.
Section #3

173 Physical Geography

175 Several of the highest mountains in all of Africa line the East African Rift. As
190 a result of magma pushing up through the rifts, the area has more than 100 active
206 and inactive volcanoes. These volcanoes give the landscape its mountainous
216 appearance. (#3)

Section #3 Key Details—Scaffolding Questions:

a. Some of the mountains in Africa line the East African
Rift. highest
b. How does the East African Rift get its mountainous appearance? The East
African Rift gets its mountainous appearance from more than 100 active
and inactive volcanoes.
c. How did the volcanoes form? The volcanoes formed as a result of magma
pushing up through the rifts.
Section #3 Main Question:
Summarize what you learned about the mountains in the East African Rift. Begin
your answer by saying (or writing): Here’s what I learned about the mountains in
the East African Rift: First, . Second, .
Third, . Accept an answer such as: Here’s what I learned about
the mountains in the East African Rift: First, they are some of the highest
mountains in all of Africa. Second, more than 100 mountains are active or
inactive volcanoes. Third, the volcanoes are the result of magma pushing up
through the rifts.

Teacher’s Guide • Unit 1 23

 Section #4

217 The same process that created these volcanoes also created many lakes.
228 Because many of these lakes are isolated from oceans, rivers, or other lakes, they
242 are home to fish not found anywhere else in the world. The Western Rift has some
258 of the deepest lakes in the world. One of these lakes is also the longest in the
275 world. In the Eastern Rift, most of the lakes are shallow. These Eastern Rift lakes
290 have high concentrations of minerals, such as sodium carbonate, which is mined
302 and sold as a raw material. (#4)

Section #4 Key Details—Scaffolding Questions:

a. Because the lakes are isolated, what is true about the fish that live there?
Because the lakes are isolated, some of the fish are not found anywhere else
in the world.
b. The Western Rift has some of the lakes in the world. And,
one lake is the in the world. deepest, longest
c. In the Eastern Rift, most of the lakes are . shallow
d. Name one mineral that can be found in the lakes of the Eastern Rift. One
mineral found in the lakes of the Eastern Rift is sodium carbonate.
Section #4 Main Question:
Describe the lakes in both branches of the East African Rift (Western Rift and
Eastern Rift). Begin your answer by saying (or writing): The lakes in the East
African Rift: 1. , 2. , 3. ,
4. , 5. , and 6. . Accept an
answer such as: The lakes in the East African Rift: 1. are isolated, 2. are home to
fish not found anywhere else in the world, 3. are some of the deepest in the world,
4. include one that is the longest in the world, 5. include lakes in the Eastern
Rift that are shallow, and 6. include lakes in the Eastern Rift that have high
concentrations of minerals, such as sodium carbonate.
Section #5

308 Temperature
309 In the East African Rift, temperatures vary greatly because of extremes in
321 elevation. The lowest place is 510 feet below sea level. The highest mountain has
335 an elevation of 19,340 feet above sea level. The lowlands tend to be hotter while
350 the highlands are cooler. Generally, the higher up someone climbs, the lower the
363 temperature will be. (#5)

24 REWARDS Plus: Reading and Writing Strategies Applied to Social Studies Text
Section #5 Key Details—Scaffolding Questions:
a. A re temperatures in the East African Rift all the same or different? The
temperatures are different. Why? Temperatures in the East African Rift vary
greatly because of extremes in elevation.
b. Describe the elevation of the lowest and highest places. The lowest place is 510
feet below sea level; the highest place is 19,340 feet above sea level.
c. Describe the temperature of the lowlands and the highlands. The lowlands
tend to be hotter while the highlands are cooler.
d. W hat happens to the temperature as you climb to a higher elevation?
Generally, the higher up one climbs, the lower the temperature will be.
Section #5 Main Question:
Why do temperatures in the East African Rift vary greatly? Explain. Begin your
answer by saying (or writing): Temperatures in the East African Rift vary greatly
because . Generally, the higher up one climbs, ,
so the temperature at the top of the highest mountain would be
than the temperature at 510 feet below sea level. Accept an answer such as:
Temperatures in the East African Rift vary greatly because of extremes in
elevation. Generally, the higher up one climbs, the lower the temperature will be,
so the temperature at the top of the highest mountain would be quite a bit cooler
than the temperature at 510 feet below sea level.
Section #6

366 Plant and Animal Life

370 Landforms, soil conditions, temperatures, and rainfall patterns combine to
379 create many unusual environments in East Africa. Therefore, the region supports
390 an astonishing variety of plant and animal life. In this area, you will find lions,
405 elephants, leopards, zebras, and large birds of prey. Many of the lakes contain
418 rare and unusual varieties of fish. Flamingos, pelicans, and other fish-eating birds
431 inhabit the shorelines. National parks have been created to protect and preserve
443 the diversity of species that are native to this amazing region. (#6)

Section #6 Main Question:

Name some of the animals a person might see in the East African Rift. Begin
your answer by saying (or writing): In the East African Rift, a person might see
. Accept an answer such as: In the East African Rift, a person
might see lions, elephants, leopards, zebras, large birds of prey, unusual fish,
flamingos, pelicans, and other fish-eating birds.

Teacher’s Guide • Unit 1 25

 Section #7

454 Resources
455 The people who live in the East African Rift have discovered a number of
469 resources that help drive their economies. In Kenya, they export sodium carbonate
481 from Lake Magadi. It is then used as a raw material in making things such as glass
498 and soap. The rich soil near Lake Naivasha allows farmers to grow flowers, such
512 as carnations and roses, which are then shipped to Europe for sale. Far below the
527 volcanoes of the East African Rift, magma creates steam. The steam is a form of
542 geothermal energy that is used to generate electricity. In addition, geologists and
554 oil drillers are finding large quantities of oil. Fish is an important food source for
569 the local people as well as a commodity that can be sold. Finally, the wildlife of
585 such places as Kenya and Tanzania attracts many tourists. (#7)

Section #7 Key Details—Scaffolding Questions:

a. W hat resource found in Kenya is used for glass and soap? The resource found
in Kenya is sodium carbonate.
b. W hat resource is near Lake Naivasha? The resource near Lake Naivasha is
rich soil for growing flowers.
c. W hat resource does magma create? Magma creates steam, which is a form of
geothermal energy How is this resource used? The steam is used to generate
electricity.
d. W hat are three additional resources found in the rift region? Three additional
resources found in the rift region are oil, fish, and wildlife.
Section #7 Main Question:
What resources can be found in the East African Rift? Begin your answer by
saying (or writing): In the East African Rift, you can find these resources:
1. , 2. , 3. ,
4. , 5. , and 6. . Accept an
answer such as: In the East African Rift, you can find these resources: 1. sodium
carbonate, 2. rich soil for growing flowers, 3. steam for generating electricity,
4. oil, 5. fish, and 6. wildlife.

26 REWARDS Plus: Reading and Writing Strategies Applied to Social Studies Text
Section #8

594 The Rifts Are Widening

598 The rifts in Africa’s landscape are slowly widening. Some geologists speculate
609 that, in millions of years, the eastern part of Africa may split off. If it does, it will
627 form a new island. Although the changes happen slowly, the volcanoes, shifting
639 rock, and human impact will continue to shape this unique and interesting region of
653 the world. (#8)
655

Section #8 Key Details—Scaffolding Questions:

a. W hat is happening to the rifts in Africa? The rifts in Africa are slowly
widening.
b. If the rifts continue to widen over many millions of years, what may happen to
the eastern part of Africa? If the rifts continue to widen, the eastern part of
Africa may split off.
c. If that happens, what will the eastern part of Africa become? If the eastern
part of Africa splits off, it will form a new island.
Section #8 Main Question:
What do some geologists think may happen to the eastern part of Africa? Why?
Begin your answer by saying (or writing): Some geologists think that the eastern
part of Africa may . This may happen because .
Accept an answer such as: Some geologists think that the eastern part of Africa
may split off and form a new island. This may happen because the rifts are
slowly widening.

Teacher’s Guide • Unit 1 27

 ACTIVITY H: Rate Development
Student Objective:
• to increase reading rate of a social studies informational passage that contains
many long words

Activity Summary
• In this activity, students work on rate development in addition to working
on accuracy. When students have finished reading the passage, have them
work on rate by using a repeated reading procedure.
• Have students complete a Cold Timing, in which they whisper-read for one
minute as you time them. Have them record in their Student Book the number
of words they read.
• Have students repeat with one or two practice readings to attempt to beat their
Cold Timing.
• Have students exchange books in preparation for a Hot Timing. Have students
take turns listening to a partner read for one minute while underlining any
word errors.
• Have the student who listened determine and record the number of words his
or her partner read.
• When both students have completed their Hot Timing, have them return each
other’s books and complete their own Progress Monitoring Graph by indicating
the number of words they read in the one-minute Cold Timing and the one-
minute Hot Timing.

Cold Timing Practice 1

Practice 2 Hot Timing

Instructional Steps / Display 1.46

1. Look at the bottom of page 7. Find Activity H. It is important that you read a
passage accurately. However, it is also important that you can read the material
quickly. What are some benefits of reading quickly? Allow ample thinking time.
Then call on individual students.

28 REWARDS Plus: Reading and Writing Strategies Applied to Social Studies Text
2. In each of the remaining units, you will work to increase your reading rate.
First, you will see how many words you can read in one minute without
practicing. This is called a “Cold Timing.” Then you will practice reading the
passage once or twice. Finally, after you have practiced, you and your partner
will read to each other while I time each of you. This is called a “Hot Timing.”
3. Find the beginning of the passage about the East African Rift. Pause.
4. You’re going to whisper-read this passage until I say “Stop.” I want you to
whisper-read so that I can hear you when I am close, but you will not disturb
your neighbors. See how many words you can read in one minute. Begin. Time
students for one minute. Stop. Circle the last word you read. Pause. Count the
number of words you read in one minute, like this: Find the line containing the
last word that you read. Pause. Now find the number at the beginning of that
line. Pause. Start with that number and count on until you get to your last word.
In your Student Book, find Cold Timing. Pause. Record the number of words
you read. Pause and monitor.
5. Let’s practice again. Return to the beginning of the passage. Pause. Remember
to whisper-read. See if you can beat your Cold Timing. Begin. Time students for
one minute. Stop. Put a box around the last word that you read. Pause. Count
the number of words you read in one minute. Pause. Find Practice 1. Pause.
Record the number of words you read. Pause and monitor.
6. Optional Let’s practice one more time before the Hot Timing. Return to the
beginning of the passage. Pause. Remember to whisper-read. See if you can
beat your Cold Timing. Begin. Time students for one minute. Stop. Put a box
around the last word that you read. Pause. Count the number of words you read
in one minute. Pause. Find Practice 2. Pause. Record the number of words you
read. Pause and monitor.
7. Please exchange books with your partner. Pause. Partner 1, you are going to
read first. Partner 2, you are going to listen carefully as your partner reads. If
your partner makes a mistake or leaves out a word, underline that word. Ones,
get ready to read quietly to your partner. Begin. Time students for a minute.
Stop. Twos, cross out the last word that your partner read. Pause. Twos,
determine the number of words your partner read in one minute. Pause. Find
Hot Timing. Pause. Record the number of words your partner read. Pause
and monitor.
8. Partner 2, you are going to read next. Partner 1, you are going to listen carefully
as your partner reads. If your partner makes a mistake or leaves out a word,
underline that word. Twos, get ready to read quietly to your partner. Begin.
Time students for one minute. Stop. Ones, cross out the last word that your
partner read. Pause. Ones, determine the number of words your partner read
in one minute. Pause. Record the number of words your partner read after Hot
Timing. Pause and monitor.

Teacher’s Guide • Unit 1 29

 9. Show Display 1.46. Please return your partner’s book. Pause. Turn to the
Progress Monitoring Graph on page XXX of your Student Book. Pause. First,
put a dot and a “C” next to the number that shows how many words you read
for your Cold Timing, like this. Show students the placement of the dot and
“C” on your display. Monitor as students mark their books. Then put a dot
and an “H” next to the number of words you read for your Hot Timing, like
this. Show students the placement of the dot and “H” on your display. Monitor
as students mark their books. (See the sample of the completed Progress
Monitoring Graph.)

30 REWARDS Plus: Reading and Writing Strategies Applied to Social Studies Text
ACTIVITY I: Comprehension—Multiple-Choice Questions
Student Objectives:
• to learn a strategy for completing multiple-choice comprehension questions
• to apply the Multiple-Choice Strategy to challenging multiple-choice items,
including vocabulary, cause/effect, compare/contrast, and main idea items
• to develop the close reading and critical thinking skills necessary for choosing
the best answer from among four choices and for defending the selection

Activity Summary
• Have students read each step in the Multiple-Choice Strategy.
• Model item 1 for students. Lead students through item 2 and part of item 3,
proceeding step by step. Have students complete the rest of item 3 and item 4
with partners.
• Have students check their answer after each item, using the display. Have
students explain why they selected their answer and why they eliminated the
other choices.

Multiple-Choice Strategy
Step 1: Read the item and think about what it is requesting.
Step 2: Read each choice and think about why it might be correct or incorrect. Check the text for
evidence as needed.
Step 3: Read all of the choices, even if you think you know which one is correct.
Step 4: From the possible correct choices, select the best answer.

Instructional Steps / Display 1.47

1. Turn to page 8. Pause. Find Activity I. Often in school you take multiple-choice
tests. Today, you are going to learn and practice a strategy for completing
multiple-choice items.
2. Read Step 1 with me: “Read the item and think about what it is requesting.” To
be sure you understand what the item is asking, you might need to read it more
than one time.
3. Read Step 2 with me: “Read each choice and think about why it might be
correct or incorrect. Check the text for evidence as needed.” This is the most
critical step in the strategy. For each choice, you must really think about why
the choice might be correct or incorrect and be able to describe your thinking.
You must use what you have read in this unit to support your thinking.
4. Read Step 3 with me: “Read all of the choices, even if you think you know
which one is correct.” It is important that you not make your selection before
you have considered all of the choices.

Teacher’s Guide • Unit 1 31

 5. Read Step 4 with me: “From the possible correct choices, select the best
answer.” After you have really thought about each choice, you should select the
best answer.

1. (Vocabulary) Read this sentence from the passage: “The rift system extends from
Ethiopia in northeastern Africa down through Kenya and Tanzania and into
Mozambique.” Based on the wording of the sentence, what does the word
extends mean?
a. widens
b. multiplies
c. stretches
d. migrates

6. My turn to do the first item using the Multiple-Choice Strategy. First, I do Step 1.
Read the item with me and think about what it is requesting: “Read this sentence
from the passage: ‘The rift system extends from Ethiopia in northeastern
Africa down through Kenya and Tanzania and into Mozambique.’ Based on
the wording of the sentence, what does the word extends mean?” The item
is asking us to think about the meaning of the word extends in the sentence, so
we will reread the sentence as we consider the choices.
7. Next, I do Step 2. I read each of the choices and think about why the choice
might be correct or incorrect. Read choice a with me: “widens.” Try the
word widens in the given sentence with me: “The rift system widens from
Ethiopia in northeastern Africa down through Kenya and Tanzania and into
Mozambique.” We know from reading that the rifts are widening to the east
and west. But, we have not learned in this unit that the rifts are widening from
north to south. I don’t think this is the correct choice.
8. Read choice b with me: “multiplies.” Try the word multiplies in the given
sentence with me: “The rift system multiplies from Ethiopia in northeastern
Africa down through Kenya and Tanzania and into Mozambique.” Multiplies
means increasing in number. We have not learned that the rifts are
multiplying in number. This cannot be the correct choice.
9. Read choice c with me: “stretches.” Try the word stretches in the given sentence
with me: “The rift system stretches from Ethiopia in northeastern Africa down
through Kenya and Tanzania and into Mozambique.” Stretches means spreading
or reaching from one point to another. The sentence tells us that the rifts
stretch from one country to another. So, this sounds like the correct choice.
10. Now, I do Step 3. The strategy tells me to read all of the choices, even though
I think I know the answer. So, read choice d with me: “migrates.” Try the word
migrates in the given sentence with me: “The rift system migrates from
Ethiopia in northeastern Africa down through Kenya and Tanzania and into
Mozambique.” Migrates means moving from place to place. The rifts are
stretching from country to country, but the rifts are not moving from country to
country. This cannot be the correct choice.
32 REWARDS Plus: Reading and Writing Strategies Applied to Social Studies Text
11. Finally, I do Step 4. I have read and thought about all of the choices. I ask
myself, “Which is the best answer?”
12. Show Display 1.47 and uncover item 1. I circled choice c. Go ahead and circle c
in your Student Book.

2. The East African Rift supports a huge variety of plants and

(Cause and Effect)
animals because:
a. there are many lakes that are isolated from oceans, rivers, or other lakes.
b. high concentrations of minerals in the lakes support the growth of plants and the
animals that eat those plants.
c. several of the highest mountains in all of Africa are in this region.
d. there are many unusual environments in the region.

13. Let’s use the Multiple-Choice Strategy for item 2. Step 1—Think about what the
item is asking while you read it with me: “The East African Rift supports a
huge variety of plants and animals because:” The item is asking us to think
about the cause of, or the reason for, the East African Rift supporting a huge
variety of plants and animals.
14. Step 2—We read the choices and think about whether they are correct or
incorrect. Read choice a with me: “there are many lakes that are isolated
from oceans, rivers, or other lakes.” Does the isolation of the lakes from other
bodies of water cause a huge variety of plants and animals? Partner 2, tell your
partner Yes or No, and explain your answer. Monitor partner work. Then call
on individual students to give their explanations. Accept an answer such as:
Being isolated causes a lot of unusual fish, but it is not the cause of all the
diversity of plants and animals, so this is not the correct choice.
15. Read choice b with me: “high concentrations of minerals in the lakes support
the growth of plants and the animals that eat those plants.” Does having high
concentrations of minerals in the lakes cause a diversity of plants and animals?
Partner 1, tell your partner Yes or No, and explain your answer. Monitor partner
work. Then call on individual students to give their explanations. Accept an
answer such as: Only a few special plants and animals could stay alive in high
concentrations of minerals, so this might be a reason to have fewer kinds of
plants and animals, not more. This is not likely to be the correct choice.
16. Read choice c with me: “several of the highest mountains in all of Africa are
in this region.” Does having several of the highest mountains in Africa cause a
huge variety of plants and animals? Partner 2, tell your partner Yes or No, and
explain your answer. Monitor partner work. Then call on individual students
to give their explanations. Accept an answer such as: Having several of the
highest mountains in Africa would also be a reason to have fewer kinds of
plants and animals, not more. This is probably not the correct choice.

Teacher’s Guide • Unit 1 33

 17. Read choice d with me: “there are many unusual environments in the
region.” Does having many unusual environments cause a huge variety of
plants and animals? Partner 1, tell your partner Yes or No, and explain your
answer. Monitor partner work. Then call on individual students to give
their explanations. Accept an answer such as: Yes, having a lot of unusual
environments would lead to different kinds of plants and animals in each
environment, so there would be a great diversity across the region. This is
the correct choice.
18. Steps 3 and 4—You have read and thought about all of the choices. Which
choice is the best answer? d
19. On the display, uncover item 2. Go ahead and circle d in your Student Book.

3. The East African Rift has extremes in elevation. As a result, the

(Cause and Effect)
following is true:
a. Fish from the various lakes can be used as food.
b. The area attracts many tourists.
c. Farmers can grow flowers near Lake Naivasha.
d. There are great differences in temperature.

20. Let’s begin item 3 together. Step 1—Think about what the item is asking while
you read it with me: “The East African Rift has extremes in elevation.
As a result, the following is true:” The item is asking us to think about
extremes in elevation from low to high and what effect or result those extremes
would have.
21. Step 2—We read the choices and think about whether they are correct or
incorrect. Read choice a with me: “Fish from the various lakes can be used as
food.” Do extremes in elevation cause fish from the various lakes to be used as
food? Partner 2, tell your partner Yes or No, and explain your answer. Monitor
partner work. Then call on individual students to give their explainations.
Accept an answer such as: Being able to use the fish for food depends on other
factors, not on elevation, so this is probably not the correct choice.
22. Read choice b with me: “The area attracts many tourists.” Do extremes in
elevation cause tourists to visit the area? Partner 1, tell your partner Yes or
No, and explain your answer. Monitor partner work. Then call on individual
students to give their explainations. Accept an answer such as: The area
attracts many tourists because of the wildlife, not because of extremes in
elevation. This is not the correct choice.

34 REWARDS Plus: Reading and Writing Strategies Applied to Social Studies Text
23. Partner 2, read choice c to your partner. Then Partner 1 read choice d to your
partner. For each choice, be ready to explain why it is correct or incorrect.
Monitor partner work. Then call on individual students to explain why their
choice was the best answer. Ask other students to explain why they eliminated
the other choice. Encourage discussion.
For choice c, accept an answer such as: Farmers can grow flowers near Lake
Naivasha because of the rich soil near the lake, not because of the extremes
in elevation. This is not the correct choice.
For choice d, accept an answer such as: The passage said that temperatures
vary greatly because of extremes in elevation. It also said the higher
up someone climbs, the lower the temperature will be. So, this is the
correct choice.
24. Steps 3 and 4—You have read and thought about all of the choices. Which
choice is the best answer? d
25. On the display, uncover item 3. Go ahead and circle d in your Student Book.

4. (Cause and Effect) Fish in some of the East African Rift lakes are found only
there because:
a. the fish are an important food source for the local people.
b. the lakes are isolated from oceans, rivers, or other lakes.
c. people and birds in the area won’t eat the fish.
d. the fish cannot swim far enough to enter a different lake.

26. With your partner, use the Multiple-Choice Strategy to find your answer for item
4 and circle it. Take turns reading the choices aloud, beginning with Partner 1.
Be ready to explain why you selected your answer and why the other choices
were not the best answer. Monitor partner work.
27. Call on individual students to explain why their choice was the best answer.
Ask other students to explain why they eliminated the other choices. Encourage
discussion.
28. On the display, uncover item 4. Point to the correct answer. Compare your
choice for item 4 with the answer on the display.

Teacher’s Guide • Unit 1 35

 ACTIVITY J: Writing—Short Answer
Student Objectives:
• to learn a strategy for completing written comprehension questions
• to apply the Short-Answer Strategy to two questions about the unit text
(background knowledge and passage)
• to write accurate answers in complete sentences, incorporating critical words
from the question into the answer

Activity Summary
• Have students read each step in the Short-Answer Strategy. Stress the
importance of changing the question into part of the answer.
• Have students read question 1 and Jonathan’s answer. Have students read
the underlined part to see which words in the question he turned into part of
his answer.
• Have Partner 2 read Jonathan’s answer again and ask Partner 1 the questions
from Step 5 of the strategy.
• Have students read question 2. Have students underline the words in the
question that Jonathan turned into part of his answer. Then have students read
Jonathan’s answer.
• Have Partner 1 read Jonathan’s answer again and ask Partner 2 the questions
from Step 5 of the strategy.

Short-Answer Strategy
Step 1: Read the question.
Step 2: Turn the question into part of the answer and write it down.
Step 3: Think of the answer or locate the answer in the passage.
Step 4: Complete your answer.
Step 5: Reread your answer. Ask yourself: Does it make sense? Did I answer all parts of
the question?

Instructional Steps / Display 1.48

1. Look at page 9. Find Activity J. Often in school you are asked to answer
questions that can have short answers. Today, you are going to learn a strategy
for effectively answering those questions with complete sentences. Look at the
Short-Answer Strategy at the top of the page.
2. Read Step 1 with me: “Read the question.”

36 REWARDS Plus: Reading and Writing Strategies Applied to Social Studies Text
3. Read Step 2 with me: “Turn the question into part of the answer and write it
down.” This is the most important step. If you turn the question into part of
the answer, you are more likely to have an accurate answer that is a complete
sentence. Let’s look at how a student, Jonathan, did this.

1. What are some of the resources of the East African Rift? Name five or
more resources.
Some of the resources of the East African Rift are sodium carbonate, rich
soil for growing flowers, steam for generating electricity, oil, fish, and
wildlife that attracts tourists.


4. Show Display 1.48 and uncover question 1 and the answer. First, read question 1
with me: “What are some of the resources of the East African Rift?
Name five or more resources.” Before Jonathan wrote his whole answer,
he turned the question into part of the answer. Look at the underlined part to
see which words in the question he turned into part of his answer. Jonathan
underlined: some of the resources of the East African Rift.
5. Read Step 3 with me: “Think of the answer or locate the answer in the passage.”
When the passage is available, it is useful to look back at it to locate the answer.
In some cases, however, you will have to remember or create the answer. In this
case, Jonathan looked in the passage to find resources he could list.
6. Read Step 4 with me: “Complete your answer.” Let’s read Jonathan’s answer to
see how he completed it. Read it with me: “Some of the resources of the East
African Rift are sodium carbonate, rich soil for growing flowers, steam for
generating electricity, oil, fish, and wildlife that attracts tourists.”
7. Read Step 5 with me: “Reread your answer. Ask yourself: Does it make sense?
Did I answer all parts of the question?” It’s important to reread your answer.
Sometimes you leave out a word, or you answer only one part of a question that
has two parts. Partner 2, read Jonathan’s answer to your partner and ask your
partner: Does his answer make sense? Did he answer all parts of the question?
Monitor partner work.

2. What do some geologists think may happen to the eastern part of Africa?
Some geologists think that the eastern part of Africa may split off and
form a new island.



8. Now read question 2 with me: “What do some geologists think may happen
to the eastern part of Africa?” Before Jonathan wrote his whole answer, he
turned the question into part of the answer. Underline the words in the question
that Jonathan turned into part of his answer. Pause and monitor.

Teacher’s Guide • Unit 1 37

 9. On the display, show question 2 and the answer. You should have underlined
some geologists think and the eastern part of Africa.
10. Next, Jonathan thought about the answer. This time, he didn’t look in the
passage because he remembered what the passage said. Let’s read Jonathan’s
answer to see how he completed it. Read it with me: “Some geologists think
that the eastern part of Africa may split off and form a new island.”
11. Partner 1, read Jonathan’s answer to your partner and ask your partner: Does
his answer make sense? Did he answer all parts of the question? Monitor
partner work.
12. You’ve seen that Jonathan answered each question by using words from the
question in his answer. His answers were correct, they made sense, and he
answered all parts of each question. In the next unit, the answers will not be
given. Instead, you will be using this strategy to answer questions yourself.

38 REWARDS Plus: Reading and Writing Strategies Applied to Social Studies Text
ACTIVITY K: Writing—Single Paragraph
Student Objectives:
• to learn how to apply the Summary Writing Strategy in response to a given prompt
• to learn how to use details from the unit passage to plan the content of the summary
• to learn how to write a coherent single-paragraph summary of a social studies
informational passage that includes topic and detail sentences and correct spelling
and mechanics

Activity Summary
• Have students read the prompt in the middle of page 10.
• Point out the topic that Beth wrote on the first line of her plan.
• Explain how Beth reread the passage and made a LIST of important details.
Have students read Beth’s details.
• Explain that less important details should be crossed out, and have students
CROSS OUT the same detail as Beth.
• Explain how details can be connected into one sentence, and have students
CONNECT ideas as Beth did in her plan.
• Have students NUMBER their details in the same manner as Beth.
• Explain that Beth was able to WRITE a good summary by telling the topic and
main idea of the summary in the first sentence and by giving important details
in the rest of the sentences.
• Explain that Beth was able to IMPROVE her summary by rereading it and
fixing any problems.
• Have students read Beth’s summary.
• Explain to students the use of a rubric that defines the attributes of a well-
written summary.
• Guide students in reading each of the attributes on the rubric, examining
Beth’s summary, and circling either “Yes” or “Fix up.”
• Explain to students that in future units, they will examine their own
summaries with this rubric.

Teacher’s Guide • Unit 1 39

 Summary Writing Strategy
Step 1: LIST (List the details that are important enough to include in the summary.)
Step 2: CROSS OUT (Reread the details. Cross out any that you decide not to include.)
Step 3: CONNECT (Connect any details that could go into one sentence.)
Step 4: NUMBER (Number the details in a logical order.)
Step 5: WRITE (Write your summary.)
Step 6: IMPROVE (Revise, edit, and proofread your summary.)

Prompt: Write a summary of the information you read about the East African Rift.

Beth’s Plan
Planning Box
(topic) the East African Rift
① (detail) – extends from Ethiopia down into Mozambique

② { (detail)

(detail)
– Africa collided with Eurasia
– collision cracked earth’s crust in eastern Africa
③ (detail) – volcanoes give mountainous appearance
④ (detail) – deep lakes with fish not found anywhere else
(detail) – temperatures vary greatly

⑤ { (detail)

(detail)
– many unusual environments
– variety of plant and animal life
⑥ (detail) – economy driven by resources, including sodium carbonate, rich soil,
geothermal energy, oil, fish, wildlife
⑦ (detail) – eastern part of Africa may split off and form a new island

Instructional Steps / Displays 1.49 to 1.51

1. Turn to page 10. Pause. Find Activity K. Frequently, you are asked to write a
summary of material you have read. Today, you are going to see how Beth,
another student, applied a strategy to writing a summary. In the next unit, you
will be writing a similar summary.
2. Show Display 1.49. Point to the Prompt. Look up here. Read the Prompt with
me: “Write a summary of the information you read about the East African Rift.”
To begin, Beth wrote the topic of the summary on the first line of her plan.
Point to the topic line. Read the topic with me: “the East African Rift.” Then she
used the steps in the Summary Writing Strategy to plan and write her summary.
Let’s see how she did that. Look at page 10 again and look at the Steps in the
shaded strategy box.

40 REWARDS Plus: Reading and Writing Strategies Applied to Social Studies Text
3. Read Step 1 with me: “LIST (List the details that are important enough to
include in the summary.)” Now look down at the Planning Box. Beth reread the
East African Rift passage. Then she wrote one or two important details from
each paragraph in the Planning Box. Notice that she wrote mostly phrases, not
complete sentences. Let’s read her list of important details. Have students read
details by calling on individuals, having the details read as a group, or having
students read to partners.
4. Read Step 2 with me: “CROSS OUT (Reread the details. Cross out any that
you decide not to include.)” Beth reread her details and crossed out one detail
she decided not to use. Look up here. What detail did she cross out on her list?
temperatures vary greatly Why do you think Beth eliminated this detail?
Call on an individual. Accept an answer such as: She thought it was a less
important detail. Cross out the same detail in your Student Book. Monitor as
students mark their books.
5. Read Step 3 with me: “CONNECT (Connect any details that could go into
one sentence.)” In a summary, you want to combine ideas into one sentence
so that the summary doesn’t get too long. Look up here. On the display, point
to the bracket next to the circled number 2. Beth connected Africa collided
with Eurasia and collision cracked earth’s crust in eastern Africa. These
ideas can easily be combined into one sentence. Notice that she did not connect
all of the ideas on her list. She wanted both short and long sentences. Point to
the bracket next to the circled number 5. She also wanted to combine many
unusual environments and variety of plant and animal life, so she connected
them. Please draw brackets in your book to connect the ideas that Beth
connected. Monitor as students mark their books.
6. Read Step 4 with me: “NUMBER (Number the details in a logical order.)” Look
up here again. Beth numbered the details in the order they would appear in
her summary. Point to the numbers 1 through 7. In Beth’s Planning Box, the
numbers are in the same order as her list, but that is not always necessary.
Number your details as Beth did. Monitor as students mark their books.
7. Read Step 5 with me: “WRITE (Write your summary.)” Show Display 1.50.
Look up here. Beth wrote the sentences in her summary. On the display, point
to the first sentence. Her first sentence names the topic and tells the main idea
of the summary. The remaining sentences give important details. Look at the
shaded strategy box again.
8. Read Step 6 with me: “IMPROVE (Revise, edit, and proofread your summary.)”
Beth reread and improved her summary. We’re going to read Beth’s summary.
Look at page 11.

Teacher’s Guide • Unit 1 41

 Beth’s Summary
   The East African Rift is an interesting geological feature. The rift extends
from Ethiopia down into Mozambique. A long time ago, Africa collided with
Eurasia, and the collision cracked the earth’s crust in eastern Africa in two
places. Many volcanoes formed, giving the area a mountainous appearance.
The area has several deep lakes that contain unusual fish. The East African
Rift also has many unusual environments, which is why it supports an
amazing variety of plants and animals. The people have found many resources
that drive the economy of the region. These include sodium carbonate, rich soil,
geothermal energy, oil, fish, and wildlife. The eastern part of Africa may
split off and form a new island, but that won’t happen for millions of years.

9. Let’s read Beth’s summary. Have students read the summary chorally with you
or to a partner.

Student or Teacher
Rubric—Summary
Partner Rating Rating
1. Did the author state the topic and the main idea in the Yes Fix up Yes No
first sentence?
2. Did the author focus on important details? Yes Fix up Yes No
3. Did the author combine details in some of the Yes Fix up Yes No
sentences?
4. Is the summary easy to understand? Yes Fix up Yes No
5. Did the author correctly spell words, particularly the Yes Fix up Yes No
words found in the passage?
6. Did the author use correct capitalization on the Yes Fix up Yes No
first word in the sentence and on proper names of
people, places, and things?
7. Did the author use correct punctuation, including a Yes Fix up Yes No
period at the end of each sentence?

10. Show Display 1.51. Look up here. In the following units, you will be writing
summaries like the one Beth wrote. The questions in this rubric tell us the
characteristics, or attributes, of well-written summaries. We’ll use these
questions to evaluate Beth’s paragraph and to determine whether she needs to
make further improvements. Look down at your book.
11. Read question 1 with me: “Did the author state the topic and the main idea in
the first sentence?” Reread Beth’s first sentence and decide whether she stated
the topic and the main idea. Circle “Yes” if she did. Circle “Fix up” if she didn’t.
Pause and monitor. What did you circle? Yes

42 REWARDS Plus: Reading and Writing Strategies Applied to Social Studies Text
12. Read question 2 with me: “Did the author focus on important details?” Reread
all of Beth’s sentences and decide whether she included important details and
avoided details that were not important. Then circle “Yes” or “Fix up.” Pause
and monitor. What did you circle? Yes
13. Read question 3 with me: “Did the author combine details in some of the
sentences?” Underline the two sentences where Beth combined details. Look
back at her plan, if you need to. Then circle “Yes” or “Fix up.” Circulate and
monitor student responses.
14. Show Display 1.50 again. Underline the first sentence that combines details.
Point to the sentence. Look up here. Read this sentence with me: “A long time
ago, Africa collided with Eurasia, and the collision cracked the earth’s
crust in eastern Africa in two places.” Check to see that you underlined
this sentence. Pause. Beth combined two ideas from her plan and wrote one
sentence. Notice that Beth added small details that weren’t on her plan. She
remembered from the passage that Africa collided with Eurasia a long time ago,
and she remembered that the collision cracked Africa in two places.
15. On the display, underline the second sentence that combines details. Point to
the sentence. Read this sentence with me: “The East African Rift also has
many unusual environments, which is why it supports an amazing variety
of plants and animals.” Check to see that you underlined this sentence. Pause.
Here again, Beth combined two ideas and wrote one sentence. So, how do you
rate question 3, “Yes” or “Fix up?” Yes
16. Complete the ratings for the remaining questions. Remember to read each
question and look at Beth’s Summary to see if the criteria were met. Circulate
and monitor as students evaluate. When students have finished evaluating,
review ratings for the remaining questions with the class.
17. In the next unit, you will be writing and evaluating your own summary.
18. Optional In the next unit, I will be using the Teacher Rating column to
evaluate your summary. Then you will be able to make improvements based on
your own evaluation and based on my feedback.

A Check-up that tests material learned in Unit 1 is provided online. Have

students complete the Check-up before proceeding to Unit 2.

Teacher’s Guide • Unit 1 43

Displays
 Display 1.1

1. physical geography (noun)

explanation:
Physical geography is the study
of the natural features of the earth’s
surface.

example:
The physical geography of a
region includes vegetation, water
features, the shape of the land, and
many other physical features.

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 Display 1.2

2. Ethiopia (noun)

explanation:
Ethiopia is a country in East Africa.

example:
In Africa, one very interesting natural
feature is known as the Great Rift
Valley or the East African Rift. Rifts
are deep cracks in the earth’s crust.
The East African Rift extends from
Ethiopia down through several
other countries.

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 Ethiopia — example
Display 1.3

The same forces that created the

East African Rift also created more
than 100 volcanoes. Over half of
those volcanoes are in Ethiopia.
Following a volcanic eruption in
2011, researchers began to study
Ethiopia’s volcanoes more intently
to predict eruptions and save lives.

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 Display 1.4

3. Kenya (noun)

explanation:
Kenya is a country in East Africa.

example:
As you follow the East African Rift
south from Ethiopia, the next country
you go through is Kenya. The East
African Rift is home to some of the
world’s deepest lakes. Several of
them are in Kenya.

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 Display 1.5

4. Tanzania (noun)

explanation:
Tanzania is a country on the eastern
coast of the African continent.

example:
From Kenya, the East African Rift
goes through Tanzania.

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 Display 1.6

5. Mozambique (noun)

explanation:
Mozambique is a country on the
southeastern coast of the African
continent.

example:
From Tanzania, the rift goes into
Mozambique.

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 Display 1.7

6. continent (noun)

explanation:
A continent is one of the main
landmasses of the earth.

example:
Some people say that the earth has
seven continents. Other people
combine two of the continents
and count them as one. Those
people say that the earth has
six continents.

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 Display 1.8

7. Europe (noun)

explanation:
Europe is a continent across the
Atlantic Ocean from the continent of
North America. The Atlantic Ocean is
the western boundary of Europe.

example:
Europe is one of the world’s seven
continents.

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 Europe — check for understanding
Display 1.9

Make a list of 10 or more countries

in Europe.

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 Display 1.10

8. Asia (noun)

explanation:
Asia is a continent across the
Pacific Ocean from the continent of
North America. The Pacific Ocean is
the eastern boundary of Asia.

example:
In Unit 2, you will read a passage
about Marco Polo. You will learn that
most of Asia was governed in the
13th century by Kublai Khan, ruler of
the Mongol Empire.

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 Asia — check for understanding
Display 1.11

Make a list of countries in Asia.

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 Display 1.12

9. Eurasia (noun)

explanation:
Eurasia is the combination of
Europe and Asia as one continent.

example:
Eurasia is the largest continent.
Because of political and cultural
differences between the eastern
and western parts of the continent,
Eurasia is frequently considered
two separate continents: Europe
and Asia.

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 Display 1.13

10. sodium carbonate (noun)

explanation:
Sodium carbonate is a chemical
used for making glass and soap. It is
sometimes called soda ash.

example:
People who live near Lake Magadi
in Kenya export sodium carbonate.
When sodium carbonate is added
to detergents, it improves cleaning
power. It is a valuable substance for
removing grease, oil, and stains.

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 Display 1.14

11. Lake Magadi (noun)

explanation:
Lake Magadi is a lake in Kenya.

example:
During the dry season, sodium
carbonate covers most of the
surface of Lake Magadi. After it is
collected and taken to a factory, the
sodium carbonate is prepared for
export to other parts of the world for
use in making household goods.

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 Display 1.15

12. Lake Naivasha (noun)

explanation:
Lake Naivasha is a lake in Kenya.

example:
Because Kenya is at the equator,
it has sunlight year-round. The
combination of climate, rich soil, and
water from Lake Naivasha has led
to an abundance of flower farms on
the shores of this lake.

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 Lake Naivasha — example
Display 1.16

Flower farmers near Lake Naivasha

grow many kinds of flowers,
including carnations, roses, and
lilies. Selling flowers to other
countries has become a large part of
Kenya’s economy.

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 Display 1.17

1. economy (noun)

explanation:
An economy is the system that a
country or region uses to organize
its money and its exchange of goods
and services.

example:
The people of Kenya and other
countries of the East African Rift
have found and developed a number
of resources that help drive the
economy of East Africa.

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 Display 1.18

2. enormous (adjective)

explanation:
Enormous describes something that
is very large, especially something
that is larger than the usual things of
that type.

example:
This pumpkin is enormous—it’s
probably much larger than any
you’ve seen at the market or in a
grocery store.

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 enormous — example
Display 1.19

Enormous mountains line the East

African Rift. Several of the highest
mountains in all of Africa are in
this area.

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 Display 1.20

3. elevation (noun)

explanation:
Elevation is the height of land
above sea level.

example:
Mount Kenya is the highest
mountain in Kenya and the second
highest in Africa. It has more than
one peak—the highest peak has
an elevation of 17,057 feet (5,199
meters). Only about 50 rock climbers
reach that peak’s summit each year.

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 Display 1.21

4. visible (adjective)

explanation:
When something is visible, it can
be seen.

example:
Look at this photo taken by a U.S.
astronaut from the International
Space Station. The East African Rift
and some of the lakes in that area
are clearly visible.

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 visible — word work
Display 1.22

Directions: The word visible contains the Latin root vis, which
means to see or to look at. Work with your partner to determine the
original meaning of each word in the first column.

____ 1. visible (adj.) a. to go to see someone

____ 2. visit (v.) b. able to be seen

____ 3. vista (n.) c. not able to be seen

____ 4. invisible (adj.) d. to look at something again to improve it

____ 5. supervise (v.) e. a pleasing view

____ 6. revise (v.) f. to watch over others

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 Display 1.23

5. concentration (noun) — explanation

A concentration is a large amount of a substance gathered

in one place that results in increased strength or density of
that substance.

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 concentration — example
Display 1.24

Like the concentration of sodium

carbonate on Lake Magadi in Kenya,
the concentration of gold in this
part of Australia is sufficient for a
company to create a money-making
operation out of mining it, processing
it for export, and selling it.

The Super Pit is Australia’s largest open-cut gold mine.

It is located near Kalgoorlie-Boulder, Western Australia.

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 Display 1.25

6. geothermal (adjective)

explanation:
Geothermal describes something that is related to the heat
produced naturally in the earth’s interior.

analysis of word:
geo = earth
thermal = relating to or caused by heat

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 geothermal — example
Display 1.26

Below the volcanoes of the

East African Rift, magma heats
underground pools of water. These
concentrations of geothermal
energy are being used to generate
electricity.

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 geothermal — word work
Display 1.27

Directions: In the Greek language, geo means earth. Work with

your partner to determine the original meaning of each word in
the first column.

____ 1. geothermal (adj.) a. the study of the earth’s magnetic fields

____ 2. geocentric (adj.) b. the study of the chemical composition of the

earth

____ 3. geomagnetism (n.) c. relating to the internal heat of the earth

____ 4. geometry (n.) d. having the earth as the center

____ 5. geochemistry (n.) e. word formed from words that mean

describing the earth

____ 6. geography (n.) f. the process of measuring the earth

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 Display 1.28

7. commodity (noun)

explanation:
A commodity is something that can
be bought and sold.

example:
In the East African Rift area, fish
is an important food source for
the local people. Fish is also a
commodity that can be sold
to others.

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 Display 1.29

8. diversity (noun)

explanation:
Diversity is variety; it is the state
of or quality of being diverse or
different.

example:
In many cultures, people use
a diversity of spices to create
exciting, delicious, and healthy
meals.

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 diversity — word family
Display 1.30

• diversity – noun The East African Rift supports an

• diverse – adjective astonishing diversity of plants and

animals. This area has so many
• diversification – noun
diverse environments, from deserts
to tropical forests and deep lakes to
high mountains, that just about any
plant or animal can live there. Over
time, the changing geography of the
area causes new diversification
of the various species that call this
area home.

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 Display 1.31

9. collision (noun) — explanation

A collision is the act of coming

together with force, or the act of
colliding or crashing.

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 Display 1.32

10. speculate (verb)

explanation:
When you speculate about something, you guess about its
nature or about what might happen.

example:
When you speculate about something, you usually have some
information upon which to base your guess. For example,
scientists have learned that sounds in a certain range improve
bone density, so scientists speculate that cats purr so their
bones will grow. But, purring might be for some other purpose.
No one knows for sure.

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 speculate — word work
Display 1.33

Directions: For better understanding of speculate, read the

first item and then read it again with the word guess in place of
speculate. Repeat for the other items.

1. 
Scientists speculate that dolphins talk to each other about
many topics, just like humans do.
2. 
Scientists speculate that wild horses developed the habit of
sleeping while standing to protect themselves from danger.
3. 
Scientists speculate that zebras have stripes to protect them
from insects or to lower their body temperatures and help them
stay cool. Other people speculate that the stripes help zebras
confuse predators, such as lions, but a recent study disproves
that theory.
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 speculate — word family
Display 1.34

• speculate – verb Scientists speculate about dinosaur

• speculations – noun extinction with varying degrees

of evidence. Hardly any evidence
• speculated – verb
supports these speculations:
• speculating – noun cosmic rays, a devastating disease,
or competition with mammals for
food. In recent years, scientists have
speculated that a giant asteroid
(or two) collided with earth and the
collision wiped out the dinosaurs or
that dinosaurs died as a result of
volcanic activity. We still don’t know,
so speculating will continue.

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 Display 1.35

ACTIVITY C Word Families

Family 1 combine v. (to join together)
combining v.
combination n.

Family 2 preserve v. (to keep safe or keep from disappearing)

preservation n.
preservationist n.

Family 3 generate v. (to produce or bring into existence)

generator n.
generation n.

Family 4 isolate v. (to keep separate from others)

isolated adj.
isolation n.

Family 5 geology n. (the study of the earth’s history and formation)

geologist n.
geological adj.

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 Display 1.36

ACTIVITY D Spelling Dictation

1. preserve

2. preservation

3. preservationist

4. geology

5. geologist

6. geological

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 Display 1.37

ACTIVITY E Vocabulary Partner Work

Directions: For each statement, tell your partner if you agree or disagree. Tell why, using
the meanings of the words in bold. Listen as your teacher demonstrates the first two.

Teacher: When you study physical geography, you learn how to preserve ancient books.

Teacher: Someone could speculate about the cause of a two-car collision.

Partner 2: When you are referring to six continents, Eurasia is the largest.

Partner 1: Sodium carbonate is never a commodity.

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 Display 1.38

The East African Rift

Section #1
Key Details—Scaffolding Questions:
a. W hat is on either side of the rifts that run from north to
south through Africa?
b. In addition to lots of volcanoes, what else does the
region have?
c. The rift system extends through what African countries?

Main Question:
(Note to teacher: You may select to have students write out answers to main
questions before sharing with their partners and the class.)

You have decided to travel to East Africa. What physical

features would you see? What four countries would
you visit?

Begin your answer by saying (or writing):

In East Africa, I would see: 1. ____, 2. ____, and 3. ____.
I would visit ____.
(Be sure to use evidence from the passage.)

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 Display 1.39

The East African Rift

Section #2
Key Details—Scaffolding Questions:
a. A bout 25 million years ago, what happened to Africa and
Eurasia?
b. What did the collision of Africa and Eurasia do to the
earth’s crust in eastern Africa?

Main Question:
How was the East African Rift formed?

Begin your answer by saying (or writing):

The East African Rift was formed when ____.
(Be sure to use evidence from the passage.)

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 Display 1.40

The East African Rift

Section #3
Key Details—Scaffolding Questions:
a. S ome of the _____ mountains in Africa line the East
African Rift.
b. How does the East African Rift get its mountainous
appearance?
c. How did the volcanoes form?

Main Question:
Summarize what you learned about the mountains in the
East African Rift.

Begin your answer by saying (or writing):

Here’s what I learned about the mountains in the East
African Rift: First, ____. Second, ____. Third, ____.
(Be sure to use evidence from the passage.)

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 Display 1.41

The East African Rift

Section #4
Key Details—Scaffolding Questions:
a. B ecause the lakes are isolated, what is true about the fish
that live there?
b. The Western Rift has some of the ____ lakes in the world.
And, one lake is the _____ in the world.
c. In the Eastern Rift, most of the lakes are _____.
d. Name one mineral that can be found in the lakes of the
Eastern Rift.

Main Question:
Describe the lakes in both branches of the East African
Rift (Western Rift and Eastern Rift).

Begin your answer by saying (or writing):

The lakes in the East African Rift: 1. ____, 2. ____,
3. ____, 4 ____, 5. ____, and 6. ____.
(Be sure to use evidence from the passage.)

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 Display 1.42

The East African Rift

Section #5
Key Details—Scaffolding Questions:
a. A re temperatures in the East African Rift all the same or
different? Why?
b. Describe the elevation of the lowest and highest places.
c. Describe the temperature of the lowlands and the
highlands.
d. What happens to the temperature as you climb to a
higher elevation?

Main Question:
Why do temperatures in the East African Rift vary greatly?
Explain.

Begin your answer by saying (or writing):

Temperatures in the East African Rift vary greatly because
____. Generally, the higher up one climbs, ____, so the
temperature at the top of the highest mountain would be
____ than the temperature at 510 feet below sea level.
(Be sure to use evidence from the passage.)

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 Display 1.43

The East African Rift

Section #6

Main Question:
Name some of the animals a person might see in the East
African Rift.

Begin your answer by saying (or writing):

In the East African Rift, a person might see ____.
(Be sure to use evidence from the passage.)

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 Display 1.44

The East African Rift

Section #7
Key Details—Scaffolding Questions:
a. W hat resource found in Kenya is used for glass
and soap?
b. What resource is near Lake Naivasha?
c. What resource does magma create? How is this
resource used?
d. What are three additional resources found in the
rift region?

Main Question:
What resources can be found in the East African Rift?

Begin your answer by saying (or writing):

In the East African Rift, you can find these resources:
1. ____, 2. ____, 3. ____, 4. ____, 5. ____, and 6. ____.
(Be sure to use evidence from the passage.)

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 Display 1.45

The East African Rift

Section #8
Key Details—Scaffolding Questions:
a. W hat is happening to the rifts in Africa?
b. If the rifts continue to widen over many millions of years,
what may happen to the eastern part of Africa?
c. If that happens, what will the eastern part of Africa
become?

Main Question:
What do some geologists think may happen to the eastern
part of Africa? Why?

Begin your answer by saying (or writing):

Some geologists think that the eastern part of Africa may
____. This may happen because ____.
(Be sure to use evidence from the passage.)

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 Display 1.46

Progress Monitoring Graph

Name: 
Unit
1 2 3 4 5 6 7 8
220
215
210
205
200
195
190
185
180
175
170
Number of Words Read Per Minute

165
160
155
150
145
140
135
130
125
120
115
110
105
100
95
90
85
80
75
70
65
60
55
50
Check-up Scores
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

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 Display 1.47

ACTIVITY I Comprehension—Multiple-Choice Questions

1. (Vocabulary) Read this sentence from the passage: “The rift system extends from
Ethiopia in northeastern Africa down through Kenya and Tanzania and into
Mozambique.” Based on the wording of the sentence, what does the word
extends mean?
a. widens
b. multiplies
c. stretches
d. migrates
2. The East African Rift supports a huge variety of plants and
(Cause and Effect)
animals because:
a. there are many lakes that are isolated from oceans, rivers, or other lakes.
b. high concentrations of minerals in the lakes support the growth of plants and the
animals that eat those plants.
c. several of the highest mountains in all of Africa are in this region.
d. there are many unusual environments in the region.
3. (Cause and Effect) The East African Rift has extremes in elevation. As a result, the
following is true:
a. Fish from the various lakes can be used as food.
b. The area attracts many tourists.
c. Farmers can grow flowers near Lake Naivasha.
d. There are great differences in temperature.
4. (Cause and Effect) Fish in some of the East African Rift lakes are found only
there because:
a. the fish are an important food source for the local people.
b. the lakes are isolated from oceans, rivers, or other lakes.
c. people and birds in the area won’t eat the fish.
d. the fish cannot swim far enough to enter a different lake.

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 Display 1.48

ACTIVITY J Writing—Short Answer

1. What are some of the resources of the East African Rift? Name five or
more resources.

Some of the resources of the East African Rift are sodium carbonate, rich

soil for growing flowers, steam for generating electricity, oil, fish, and

wildlife that attracts tourists.


2. What do some geologists think may happen to the eastern part of Africa?

Some geologists think that the eastern part of Africa may split off and

form a new island.

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 Display 1.49

ACTIVITY K Writing—Single Paragraph

Prompt: Write a summary of the information you read about the East African Rift.

Beth’s Plan
Planning Box
(topic) the East African Rift
① (detail) – extends from Ethiopia down into Mozambique

② { (detail)

(detail)
– Africa collided with Eurasia
– collision cracked earth’s crust in eastern Africa
③ (detail) – volcanoes give mountainous appearance
④ (detail) – deep lakes with fish not found anywhere else
(detail) – temperatures vary greatly

⑤ { (detail)

(detail)
– many unusual environments
– variety of plant and animal life
⑥ (detail) – economy driven by resources, including sodium carbonate, rich soil,
geothermal energy, oil, fish, wildlife
⑦ (detail) – eastern part of Africa may split off and form a new island

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 Display 1.50

Beth’s Summary

   The East African Rift is an interesting geological feature. The rift

extends from Ethiopia down into Mozambique. A long time ago,

Africa collided with Eurasia, and the collision cracked the earth’s

crust in eastern Africa in two places. Many volcanoes formed, giving

the area a mountainous appearance. The area has several deep

lakes that contain unusual fish. The East African Rift also has many

unusual environments, which is why it supports an amazing variety

of plants and animals. The people have found many resources that

drive the economy of the region. These include sodium carbonate, rich

soil, geothermal energy,oil, fish, and wildlife. The eastern part of

Africa may split off and form a new island, but that won’t happen

for millions of years.

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 Display 1.51

ACTIVITY K Writing—Single Paragraph

Student or Teacher
Rubric—Summary
Partner Rating Rating
1. Did the author state the topic and the main idea in Yes Fix up Yes No
the first sentence?
2. Did the author focus on important details? Yes Fix up Yes No
3. Did the author combine details in some of the Yes Fix up Yes No
sentences?
4. Is the summary easy to understand? Yes Fix up Yes No
5. Did the author correctly spell words, particularly Yes Fix up Yes No
the words found in the passage?
6. Did the author use correct capitalization on the Yes Fix up Yes No
first word in the sentence and on proper names of
people, places, and things?
7. Did the author use correct punctuation, including a Yes Fix up Yes No
period at the end of each sentence?

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 3 rd
EDITION

Student Book

Anita L. Archer
Mary M. Gleason
Vicky Vachon
 Unit

1
ACTIVITY A Vocabulary
List 1
1. physical geography n. Physical geography is the study of the natural features
of the earth’s surface.
2. Ethiopia n. Ethiopia is a country in East Africa.
3. Kenya n. Kenya is a country in East Africa.
4. Tanzania n. Tanzania is a country on the eastern coast of the African
continent.
5. Mozambique n. Mozambique is a country on the southeastern coast of
the African continent.
6. continent n. A continent is one of the main landmasses of the earth.
7. Europe n. Europe is a continent across the Atlantic Ocean from the
continent of North America. The Atlantic Ocean is the
western boundary of Europe.
8. Asia n. Asia is a continent across the Pacific Ocean from the
continent of North America. The Pacific Ocean is the
eastern boundary of Asia.
9. Eurasia n. Eurasia is the combination of Europe and Asia as one
continent.
10. sodium carbonate n. Sodium carbonate is a chemical used for making glass
and soap. It is sometimes called soda ash.
11. Lake Magadi n. Lake Magadi is a lake in Kenya.
12. Lake Naivasha n. Lake Naivasha is a lake in Kenya.

Student Book • Unit 1 1

 List 2
1. economy n. An economy is the system that a country or region uses to
organize its money and its exchange of goods and services.
2. enormous adj. Enormous describes something that is very large, especially
something that is larger than the usual things of that type.
3. elevation n. Elevation is the height of land above sea level.
4. visible adj. When something is visible, it can be seen.
5. concentration n. A concentration is a large amount of a substance gathered
in one place that results in increased strength or density of
that substance.
6. geothermal adj. Geothermal describes something that is related to the heat
produced naturally in the earth’s interior.
7. commodity n. A commodity is something that can be bought and sold.
8. diversity n. Diversity is variety; it is the state of or quality of being
diverse or different.
9. collision n. A collision is the act of coming together with force, or the
act of colliding or crashing.
10. speculate v. When you speculate about something, you guess about its
nature or about what might happen.

ACTIVITY B Vocabulary Review

Directions: Look at List 1 or List 2 to find the words your teacher is thinking about.

Tally

2 REWARDS Plus: Reading and Writing Strategies Applied to Social Studies Text
ACTIVITY C Word Families
Family 1 combine v. (to join together)
combining v.
combination n.

Family 2 preserve v. (to keep safe or keep from disappearing)

preservation n.
preservationist n.

Family 3 generate v. (to produce or bring into existence)

generator n.
generation n.

Family 4 isolate v. (to keep separate from others)

isolated adj.
isolation n.

Family 5 geology n. (the study of the earth’s history and formation)

geologist n.
geological adj.

Student Book • Unit 1 3

 ACTIVITY D Spelling Dictation

1. 4.

2. 5.

3. 6.

ACTIVITY E Vocabulary Partner Work

Directions: For each statement, tell your partner if you agree or disagree. Tell why, using
the meanings of the words in bold. Listen as your teacher demonstrates the first two.

Teacher: When you study physical geography, you learn how to preserve ancient books.

Teacher: Someone could speculate about the cause of a two-car collision.

Partner 2: When you are referring to six continents, Eurasia is the largest.

Partner 1: Sodium carbonate is never a commodity.

4 REWARDS Plus: Reading and Writing Strategies Applied to Social Studies Text
ACTIVITY F Background Knowledge
25 Million Years Ago: Africa collided with Eurasia 200,000 Years Ago: Homo sapiens appeared

65 Million Years Ago: 2 Million Years Ago: The first humans

The dinosaurs died out related to Homo sapiens appeared

In this passage, you will read about part of the Great Rift Valley. Here are some things
to know:
1. Most scientists refer to the African part of this geological feature as the East
African Rift.
2. A rift is an opening made by splitting. There are many rifts, or splits, in the
earth’s surface.
3. The East African Rift is the most visible part of the longest rift system in the world.
Astronauts have said they can see it from outer space.

Map of the East African Rift

Student Book • Unit 1 5

 ACTIVITY G Passage Reading and Comprehension

The East African Rift

In East Africa, deep cracks (or rifts) in the earth’s crust run from north to south.
16 The rifts are framed on either side by grassy plains and enormous mountains. This
30 region is dotted with many volcanoes and some of the world’s deepest lakes. The
44 rift system extends from Ethiopia in northeastern Africa down through Kenya
55 and Tanzania and into Mozambique. Most people know this area as the Great Rift
69 Valley. Scientists call it the East African Rift. (#1)
77 How It Was Formed
81 Hundreds of millions of years ago, the continent of Eurasia formed. Today,
93 many people treat Eurasia as if it is two continents, Europe and Asia. The
107 continents on the earth do not look the same today as they did in the past. The
124 continents are always moving slowly toward or away from each other. Perhaps
136 25 million years ago, Africa collided with Eurasia. This collision created enough
148 force to crack the earth’s crust in eastern Africa in two places. The two cracks are
164 known as the Western Rift and the Eastern Rift. (#2)
173 Physical Geography
175 Several of the highest mountains in all of Africa line the East African Rift. As
190 a result of magma pushing up through the rifts, the area has more than 100 active
206 and inactive volcanoes. These volcanoes give the landscape its mountainous
216 appearance. (#3)
217 The same process that created these volcanoes also created many lakes.
228 Because many of these lakes are isolated from oceans, rivers, or other lakes, they
242 are home to fish not found anywhere else in the world. The Western Rift has some
258 of the deepest lakes in the world. One of these lakes is also the longest in the
275 world. In the Eastern Rift, most of the lakes are shallow. These Eastern Rift lakes
290 have high concentrations of minerals, such as sodium carbonate, which is mined
302 and sold as a raw material. (#4)
308 Temperature
309 In the East African Rift, temperatures vary greatly because of extremes in
321 elevation. The lowest place is 510 feet below sea level. The highest mountain has
335 an elevation of 19,340 feet above sea level. The lowlands tend to be hotter while
350 the highlands are cooler. Generally, the higher up someone climbs, the lower the
363 temperature will be. (#5)
366 Plant and Animal Life
370 Landforms, soil conditions, temperatures, and rainfall patterns combine to
379 create many unusual environments in East Africa. Therefore, the region supports
390 an astonishing variety of plant and animal life. In this area, you will find lions,

6 REWARDS Plus: Reading and Writing Strategies Applied to Social Studies Text
405 elephants, leopards, zebras, and large birds of prey. Many of the lakes contain
418 rare and unusual varieties of fish. Flamingos, pelicans, and other fish-eating birds
431 inhabit the shorelines. National parks have been created to protect and preserve
443 the diversity of species that are native to this amazing region. (#6)
454 Resources
455 The people who live in the East African Rift have discovered a number of
469 resources that help drive their economies. In Kenya, they export sodium carbonate
481 from Lake Magadi. It is then used as a raw material in making things such as glass
498 and soap. The rich soil near Lake Naivasha allows farmers to grow flowers, such
512 as carnations and roses, which are then shipped to Europe for sale. Far below the
527 volcanoes of the East African Rift, magma creates steam. The steam is a form of
542 geothermal energy that is used to generate electricity. In addition, geologists and
554 oil drillers are finding large quantities of oil. Fish is an important food source for
569 the local people as well as a commodity that can be sold. Finally, the wildlife of
585 such places as Kenya and Tanzania attracts many tourists. (#7)
594 The Rifts Are Widening
598 The rifts in Africa’s landscape are slowly widening. Some geologists speculate
609 that, in millions of years, the eastern part of Africa may split off. If it does, it will
627 form a new island. Although the changes happen slowly, the volcanoes, shifting
639 rock, and human impact will continue to shape this unique and interesting region of
653 the world. (#8)
655

ACTIVITY H Rate Development

Cold Timing Practice 1

Practice 2 Hot Timing

Student Book • Unit 1 7

 ACTIVITY I Comprehension Multiple-Choice Questions
Multiple-Choice Strategy
Step 1: Read the item and think about what it is requesting.
Step 2: Read each choice and think about why it might be correct or incorrect. Check the text for
evidence as needed.
Step 3: Read all of the choices, even if you think you know which one is correct.
Step 4: From the possible correct choices, select the best answer.

1. (Vocabulary) Read this sentence from the passage: “The rift system extends from
Ethiopia in northeastern Africa down through Kenya and Tanzania and into
Mozambique.” Based on the wording of the sentence, what does the word
extends mean?
a. widens
b. multiplies
c. stretches
d. migrates
2. (Cause and Effect) The East African Rift supports a huge variety of plants and
animals because:
a. there are many lakes that are isolated from oceans, rivers, or other lakes.
b. high concentrations of minerals in the lakes support the growth of plants and the
animals that eat those plants.
c. several of the highest mountains in all of Africa are in this region.
d. there are many unusual environments in the region.
3. The East African Rift has extremes in elevation. As a result, the
(Cause and Effect)
following is true:
a. Fish from the various lakes can be used as food.
b. The area attracts many tourists.
c. Farmers can grow flowers near Lake Naivasha.
d. There are great differences in temperature.
4. (Cause and Effect) Fish in some of the East African Rift lakes are found only
there because:
a. the fish are an important food source for the local people.
b. the lakes are isolated from oceans, rivers, or other lakes.
c. people and birds in the area won’t eat the fish.
d. the fish cannot swim far enough to enter a different lake.

8 REWARDS Plus: Reading and Writing Strategies Applied to Social Studies Text
ACTIVITY J Writing—Short Answer
Short-Answer Strategy
Step 1: Read the question.
Step 2: Turn the question into part of the answer and write it down.
Step 3: Think of the answer or locate the answer in the passage.
Step 4: Complete your answer.
Step 5: Reread your answer. Ask yourself: Does it make sense? Did I answer all parts of
the question?

1. What are some of the resources of the East African Rift? Name five or
more resources.
Some of the resources of the East African Rift are sodium carbonate, rich
soil for growing flowers, steam for generating electricity, oil, fish, and
wildlife that attracts tourists.


2. What do some geologists think may happen to the eastern part of Africa?
Some geologists think that the eastern part of Africa may split off and
form a new island.



Student Book • Unit 1 9

 ACTIVITY K Writing—Single Paragraph
Summary Writing Strategy
Step 1: LIST (List the details that are important enough to include in the summary.)
Step 2: CROSS OUT (Reread the details. Cross out any that you decide not to include.)
Step 3: CONNECT (Connect any details that could go into one sentence.)
Step 4: NUMBER (Number the details in a logical order.)
Step 5: WRITE (Write your summary.)
Step 6: IMPROVE (Revise, edit, and proofread your summary.)

Prompt: Write a summary of the information you read about the East African Rift.

Beth’s Plan
Planning Box
(topic) the East African Rift
(detail) – extends from Ethiopia down into Mozambique
(detail) – Africa collided with Eurasia
(detail) – collision cracked earth’s crust in eastern Africa
(detail) – volcanoes give mountainous appearance
(detail) – deep lakes with fish not found anywhere else
(detail) – temperatures vary greatly
(detail) – many unusual environments
(detail) – variety of plant and animal life
(detail) – economy driven by resources, including sodium carbonate, rich soil,
geothermal energy, oil, fish, wildlife
(detail) – eastern part of Africa may split off and form a new island

10 REWARDS Plus: Reading and Writing Strategies Applied to Social Studies Text
 Beth’s Summary
   The East African Rift is an interesting geological feature. The rift extends
from Ethiopia down into Mozambique. A long time ago, Africa collided with
Eurasia, and the collision cracked the earth’s crust in eastern Africa in two
places. Many volcanoes formed, giving the area a mountainous appearance.
The area has several deep lakes that contain unusual fish. The East African
Rift also has many unusual environments, which is why it supports an
amazing variety of plants and animals. The people have found many resources
that drive the economy of the region. These include sodium carbonate, rich soil,
geothermal energy, oil, fish, and wildlife. The eastern part of Africa may
split off and form a new island, but that won’t happen for millions of years.

Student or Teacher
Rubric—Summary
Partner Rating Rating
1. Did the author state the topic and the main Yes Fix up Yes No
idea in the first sentence?
2. Did the author focus on important details? Yes Fix up Yes No
3. Did the author combine details in some of the Yes Fix up Yes No
sentences?
4. Is the summary easy to understand? Yes Fix up Yes No
5. Did the author correctly spell words, Yes Fix up Yes No
particularly the words found in the passage?
6. Did the author use correct capitalization on Yes Fix up Yes No
the first word in the sentence and on proper
names of people, places, and things?
7. Did the author use correct punctuation, Yes Fix up Yes No
including a period at the end of each sentence?

Student Book • Unit 1 11

 REWARDS Plus Social Studies Check-up after Unit 1

Name Date Total Points of 100

Part 1. Spelling Points /15

Write each word the teacher dictates. Each word is worth 5 points for a total of 15 points.

1.  preservation

2.  preservationist

3.  geological

Part 2. Vocabulary Words Points /30

Practice reading all the words in each line. The teacher will ask you to read one line.
Each word is worth 6 points for a total of 30 points.

A. geology speculate isolate elevation generator

B. generating enormous preserve economy isolation

C. isolated commodity geologist combining concentration

D. generate diversity geography collision combination

E. combine generator isolation geothermal geography

Part 3. Vocabulary Meanings Points /30

Circle the letter next to the words that best express the vocabulary word’s meaning.
Be sure to pick the best answer. Each correct answer is worth 5 points for a total of 30 points.

1. commodity 4. generate
a. the natural features of a place a. produce
b. a lot of a substance in one place b. give a lot
c. the study of the earth’s formation c. prevent
d. something bought and sold d. destroy
2. concentration 5. speculate
a. separation a. guess
b. division b. present for viewing
c. a lot of a substance in one place c. watch an event
d. how something is said d. impress
3. enormous 6. preserve
a. very small a. direct or control
b. very large b. introduce
c. limited c. maintain or keep
d. miniature d. issue a command

©2017 Voyager Sopris Learning ®. All rights reserved. Permission is granted to reproduce this page for teacher use.  R E WA R D S P l u s S o c i a l S t u d i e s
Part 4. Comprehension Points /25
Circle the letter next to the best answer. Each answer is worth 5 points for a total of 25 points.
1. W hat was the passage in Unit 1 all about?
a. the African part of the longest rift in the world
b. how the earth’s crust cracked
c. the importance of fish in Lake Magadi
2. How did the East African Rift form?
a. Eurasia cracked in two places and became two continents.
b. Africa and Eurasia collided and cracked the earth’s crust in east Africa.
c. Africa cracked in half and part of it formed a new island.
3. W hy are lakes of the East African Rift home to fish that are not found anywhere else?
a. Because the lakes are isolated and not connected to any other bodies of water.
b. Because the lakes are at the foot of many active and inactive volcanoes.
c. Because the lakes are in between the Western and Eastern Rifts.
4. W hat is the major reason that the East African Rift attracts many tourists?
a. Farmers in this region grow a lot of carnations and roses.
b. This region is a good source of raw materials.
c. This region supports an astonishing variety of plant and animal life.
5. W hich statement is true about the East African Rift?
a. This region has the most uniform temperatures of any place in the world.
b. People who go looking for birds or animals in this region would find very little diversity.
c. Some of the world’s deepest lakes are found in this region.

Bonus Section. Sentences with Vocabulary Words Points /6

This section is worth extra points. Each sentence is worth 3 points for a total of 6 points.

Write two sentences, one for each word pair: (1) collision–East African Rift, and
(2) concentrations–minerals. Use information you learned in Unit 1: The East African Rift.

1. The collision of two continents caused the formation of the East African Rift.

2. The lakes of the East African Rift have high concentrations of minerals.

Points to be recorded on Progress Monitoring Graph: ______/100

90–100 A or Excellent 80–89 B or Very Good 70–79 C or Good 69 or below Needs Improvement
Bonus points: ______/6

©2017 Voyager Sopris Learning ®. All rights reserved. Permission is granted to reproduce this page for teacher use.  R E WA R D S P l u s S o c i a l S t u d i e s