UNIT 1 READING DIFFERENTIATED INSTRUCTION EXPLORE AND LEARN Scaffold Have students first listen to the text and follow along so they can hear the way English rises and falls according to punctuation and meaning. Then play the audio again, pausing it after each sentence or sentence chunk. Have students echo or repeat the text they just heard, imitating the intonation, phrasing, and pace. Amplify Before students read or listen to the memoir, focus on the painting. Ask students to write a paragraph describing in detail what they see. Tell them to make guesses about any elements they are unsure of, such as the vegetables in the ground or the planting stick. After students have read, have them compare their description with the author’s. Ask: Was there anything important in the painting that you didn’t notice? How similar was your description to the author’s? Reading: I Honor My Grandfather • Make predictions Ask a student to read aloud the title. Ask: Who is the author? Say: Point to him. Draw students’ attention to the picture. Ask several students to describe what they see. Then ask: What do you think we will learn about this man and boy? • Recognize mood Remind students that the mood of a text or piece of art is how it makes you feel when you read or view it. Ask: How does this painting make you feel? What is the background scenery like? What do you think the man is doing? How does the boy feel? • Read and comprehend literature Play the audio or read aloud the memoir as students read along silently. • Identify point of view Ask: Who is telling the story? (the author, George Crespo) • Use a glossary Tell students to study the glossed words and practice substituting them with the definitions given to understand their meaning. Discuss the meaning of indigenous further. Ask: Who are the Indigenous people of the United States? (the Native American people who first lived here before people from other parts of the world moved here) Ask: What are indigenous plants or trees? (plants or trees that grow here naturally and were not brought here from another place) • Culture note Tainos are Indigenous people who inhabited most of the Caribbean (Cuba, Hispaniola, Jamaica, and Puerto Rico) before contact with the Europeans. Many Puerto Ricans today are their descendants. • Determine meaning from context Point out the word Abuelo in the first line. Ask: What does this mean? Show how it is defined in parentheses in the next sentence. Explain that this is common when an author knows that a word may not be familiar to readers. Encourage students to always look for clues like this when they encounter an unfamiliar word. • Use visuals as a comprehension aid Point out to students that the author describes the painting in the memoir. Ask: What words can you find illustrated in the painting? (hawk, planting stick, tuber vegetables) • Probe and reflect on a reading Ask students to engage in conversation about what they have read. Ask questions to stimulate ideas, for example: How do you think Crespo felt about his grandfather? 903928513_Honoring Our Ancestors_US_PB_Text_Size:216x273mm 128gM/A 8 《敬仰祖先（美平）》 2021.05.22 149 正常红 Honoring Our Ancestors_US_PB_P01-32.indd 8 21-5-25 15:29 14 UNIT 1 Honoring Our Ancestors BLC23_SE_LB_U01_008-017_RD.indd 14 8/30/21 11:28 AM 14 | Teacher’s Edition • UNIT 1
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