Day
Shared Reading
“Happy Accidents”
5
KEY IDEA Sometimes, scientific advances are made not on purpose but unexpectedly as
a result of happy accidents. Examples are Charles Goodyear’s discovery of how to improve
rubber in 1839 and Jamie Link’s discovery of “smart dust” in 2003.
LEARNING FOCUS
RI.5.1*
Students will ask and answer questions to demonstrate understanding, referring to the text as
the basis for the answers, both explicit and implicit.
PREVIEWING THE TEXT
3 minutes
Today we’ll read together about a different way that scientists sometimes work.
We can find a clue to that different method from the title of this text. Who can
guess what “Happy Accidents” refers to?
Yes, and why do you think those accidents are called happy?
CLOSE READING OF THE TEXT
7 minutes
Our work as readers for today is to use the strategy of asking and answering
questions about the text. As we read the first two paragraphs together, look for
the places you don’t completely understand. Ask questions in your mind. The
questions can be direct ones, like, “What does that word mean?” Or they can be
complex questions that ask for a detailed explanation.
Now that we’ve read the first couple of paragraphs, I’m sure we must have some
questions. I know I do! Who has a question to share?
Who would like to answer that? Please use details in the text for your answer.
When we try to understand a text, we look for evidence in the text about
whether our understanding is correct. We check our ideas against what the text
really says. Who sees how our reading focus of asking and answering questions
helps us find evidence?
Let’s read to the end. . . . Who formed a question about something they read?
Share it with us.
Based on the text, what did you answer?
Someone tell us, is this answer explicit in the text or implicit?
MONDO BOOKSHOP GRADE 5 • THEME 1 1
Here’s a science word that we can understand by using word parts—the word
sensor. Who sees a suffix in this word?
Will someone tell us what the suffix means?
Right. Now let’s look for a root. The whole root isn’t spelled out here, but I think
you can guess what it is.
Putting together sense and -or, what would a sensor be?
Who can suggest different kinds of sensors that we use in daily life, or in
science?
DISCUSSING THE TEXT
10 minutes
As we discuss the text, let’s remember to ask each other questions when
we’re not sure about something. And let’s try our best to answer each other’s
questions correctly by referring to the text to see if we’re right.
Here’s a word we find a lot in discussions of computers. Can anyone explain
what a computer program is?
So if something is programmed, what would that mean?
Yes, any kind of computer software works by using a program. Who’d like to
state some examples of computer programs that people use?
Who’d like to share a question you had? Tell how you answered it and how it
helped you understand something new.
Can you refer us to more information in the text that tells more about this?
Asking and answering questions about the text is a great strategy because it
forces you to return to the text.
2 HOW SCIENTISTS WORK
Day
Shared Reading
“Happy Accidents”
6
LEARNING FOCUSES
RI.5.1*, RI.5.5*, RI.5.7
Students will skim/scan to efficiently locate specific information relevant to the topic and
capture their findings in note form as they draw on information from multiple print or digital
sources, demonstrating the ability to ask and answer questions. They continue to refer to the
text as the basis for the answers, both explicit and implicit.
RETURNING TO THE TEXT
3 minutes
To begin today, who’ll remind us what “Happy Accidents” is about?
Today we’ll reread the text. We’ll keep asking and answering questions about
the text. We’ll skim and scan to help find the answers, and we’ll make notes. In
addition, we’ll find answers in more than one source.
CLOSE READING OF THE TEXT
7 minutes
Let’s read the whole article together. As you’re reading, compare it in your mind
to the other texts we’ve read in this theme. Think about what questions you can
ask about this text and also any other questions that come to mind about earlier
texts as well. Then we’ll skim for answers.
DISCUSSING THE TEXT
10 minutes
Let’s ask questions about several of the texts. Let’s say I have the question,
Which method works better, the scientific method or the accidental method?
Please review your texts now and scan to find possible answers to my
question. . . . Who has one?
And can someone find a possible answer in one of the other texts?
Is your answer explicit in the text?
Well done, you used details in several of the texts to develop your answer.
MONDO BOOKSHOP GRADE 5 • THEME 1 1
In practicing the learning focus of taking information from multiple sources,
we’ve been using the texts in this theme. In other reading and studying that
you do, you might use many sources. You might use digital sources such as the
Internet. You might use print sources such as books and encyclopedias. Who
can think of specific types of sources that would say more about how scientists
work?
Great, and if you read those texts, you could take notes in order to remember
the information.
2 HOW SCIENTISTS WORK