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Armour, C. (2011). Volcanoes! Time For Kids. Teacher Created Materials.

Cole, J. & Herman, G. (1996). The Magic School Bus Blows Its Top. Scholastic Inc.

Neuman, S.B., & Wright, T.S. (2013).  Supporting content-rich vocabulary through book reading. All About Words. Teachers College Press, NY, NY. pp. 62-82

NGSS Lead States. (2013). Next Generation Science Standards: For States, By States 2-ESS1-1. Retrieved from https://www.nextgenscience.org/

Peters, W. L. (2010). Volcano Wakes Up!. Henry and Holt Company, LLC.

Rathburn, B. (2020). Natural Disasters Volcanoes. Bellwether Media.

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Vocabulary Words Explained Across the Text Set

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Vocabulary Words Explained Across the Text Set

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1. The word erupt is found frequently across all of the books for this text set. As one of the big ideas emphasizes, a volcanic eruption is a fast change to the earth's surface. Throughout this text set, the class can discuss this word and talk about what it means to erupt/burst. I would have students demonstrate what an eruption looks like with their bodies. I would crouch down on the ground, then jump up in the air fast and have students do the same. I believe acting this out with their bodies would help students understand that when something erupts, it happens quickly with a lot of force, similar to jumping up into the air fast.

Volcano Wakes Up! pg. 29

The Magic School Bus Blows Its Top pg. 23

Volcanoes! pg. 15

Natural Disasters Volcanoes pg. 5

2. The word magma is found in three of the books for this text set. This word relates to the big idea that volcanoes go through changes before they erupt. Magma is hot melted rock that gathers in chambers underground. As time goes on pressure makes it rise to the top. Once it rises to the top, the magma erupts from the volcano (Armour, 2011). The Magic School Bus Blows Its Top introduces these changes by taking students on an adventure into an underwater volcano. The magic school bus floats in magma inside a volcano. As pressure builds, the bus rises to the top of the volcano (Cole & Herman 1996). This demonstrates how pressure causes magma to rise and erupt once it reaches the top of the volcano. Also, the informational texts that I read, later on, explain how magma forms and rises through the use of diagrams.

The Magic School Bus Blows Its Top pg. 18

Volcanoes! pg. 8

Natural Disasters Volcanoes pg. 10

3. The word pressure is in all of the books for this text set. This word helps students understand the big ideas about change over time and fast eruptions that occur after pressure build up inside a volcano. I would help students understand this word by physically showing them how to apply pressure to a desk to make it move. I could also explain the word, using a different context. We could discuss what pressure feels like emotionally. I could use an example such as, when I put off doing my school work, it builds up over time. This build-up can make me feel overwhelmed, almost like I am going to explode. This is similar to what happens when pressure slowly builds inside a volcano. The volcano can't handle this pressure, so it explodes quickly. Making this connection could help students understand the way pressure slowly builds then erupts quickly.

Volcano Wakes Up! pg. 29

The Magic School Bus Blows Its Top pg.20

Volcanoes! pg. 18

Natural Disasters Volcanoes pg. 7

4. The word dormant is in three of the books for this text set. This word relates to the big idea that volcanoes can be active or dormant. The books explain that a dormant volcano is not expected to erupt, but has the potential to erupt (Rathburn, 2020). I would explain to students that it's almost like dormant volcanoes are resting. To help students gain understanding of the word I would ask students to draw a picture of an active volcano and a dormant volcano and compare the differences. Throughout the text set, there are real pictures and illustrations of active and dormant volcanoes. Looking at the pictures, I would ask students if they think the volcano is dormant or active and explain their reasoning. This allows students to discuss with classmates and emphasizes the importance of providing evidence for reasoning.

Volcano Wakes Up! pg. 29

Volcanoes! pg. 16

Natural Disasters Volcanoes pg. 20

5. The word destroy is found in two of the books for this text set. This word relates to the big idea that volcanic eruptions leave a lasting impact on communities. We would discuss the pictures of communities that have been destroyed and impacted by volcanic eruptions. Although the word “destroy” is not present in all of the books for the text set, the idea of destruction is apparent. The last book I would read for the text set specifically focusses on the impact that volcanic eruptions have on communities. I would ask students, “What do you do, or how do you feel when something you love gets destroyed?” this opens the conversation about emotions and how we fix things that get destroyed. Students would research and discuss how volcanic eruptions destroy and bring communities together at the same time. I hope thinking about this will inspire students to continue learning about world events that leave lasting impacts on communities.

Volcano Wakes Up! pg. 29

Natural Disasters Volcanoes pg. 17

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Natural Disasters Volcanoes by Betsy Rathburn is an informational book about volcanoes. This book includes facts, real pictures, charts, and diagrams (Rathburn, 2020). I would read this book last because it discusses the fast and drastic impact volcanic eruptions have on communities. Talking about the impact volcanic eruptions have on communities is a perfect way to wrap up the text set because it could inspire students to continue researching other volcanoes and their impacts. It could also encourage students to think about other world events that leave lasting impacts.

Text-Related Prompts:

1. How do you feel when something you love gets destroyed?

2. What do you do when something you love gets destroyed?

3. How can people come together to rebuild their community?

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Volcanoes! by Cy Armour provides facts, pictures, and labeled diagrams about volcanoes (Armour, 2011). I would read this book third because by this time students would be somewhat familiar with the challenging vocabulary words. Students would (hopefully) be ready to dive into the facts about volcanoes.

Text-Related Prompts:

1. Draw a picture of an active and dormant volcano. Use drawings to compare the differences.

2. How do the diagrams in the book help you understand volcanoes?

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The Magic School Bus Blows Its Top by Joanna Cole and Gail Herman engages students by taking them on an adventure with Ms. Frizzle to an underwater volcano. Through this story, students begin to learn about the fast-moving power of a volcanic eruption (Cole & Herman 1996). It is important to use familiar genres and texts before diving into less familiar, informational texts. This is a perfect book to engage students and prepare them for the more complex texts that come next (Neuman & Wright, 2013).

Text-Related Prompts:

1. What do you think the authors are trying to teach you in this book?

2. What do you want to know more about volcanoes?

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This text set builds student knowledge about volcanoes by exploring their fast and slow changes (NGSS, 2013). It includes predictable/poetry, adventure, and informational texts. This text set is scaffolded, starting with familiar genres, and gradually introduces complex texts to build conceptual knowledge (Neuman & Wright, 2013).

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erupt: to burst with a lot of force

magma: hot melted rock that forms underground

pressure: a force that pushes against things

dormant: asleep or resting, not currently active

destroy: ruin, completely damage something

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Volcanic eruptions are a fast change to the earths surface.

Prior to an eruption, volcanoes go through changes that happen overtime.

Volcanoes can be active or dormant.

Volcanic eruptions leave a lasting impact on communities.

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Volcano Wakes Up! by Lisa Westburg Peters is about a small volcano that has a huge eruption. The book uses silly language and is told from the viewpoint from the volcano itself as well as the plant and animal life living around the volcano. The book is visually predictable because it is written in chronological order of one day…morning, midday, and twilight. The first few illustrations are repeated three times as the day progresses, helping the reader to understand the changes in the volcano in one day (Peters, 2010). This poetic story will engage young students and get them interested in volcanoes.

Text-Related Prompts:

1. What are the changes the characters in the book noticed?

2. In the book we saw pictures of caution signs, why do you think the illustrator used those pictures?