UNIT X 170 | UNIT 5 DIFFERENTIATED INSTRUCTION Scaffold Some children may need more time and exposure to a text in order to comprehend it fully. Allow these children time in class to read the text prior to reading it with the class. Amplify To offer additional practice with reading fluency, pair children with higher levels of oral proficiency with children who have lower levels of oral proficiency. The children with higher levels of proficiency can model lines of text orally for their classmate to copy, or read aloud for their classmate to follow along and practice discriminating words. Instructional Routine: Reading p. Txxvi Text Genre: Science Article • Recognize characteristics of genre Say: This text is a science article. It is nonfiction. Ask: What other nonfiction text did we read? (Aliki’s Five Senses in Unit 2) What do we know about nonfiction? (It gives true information.) Explain that a science article is a special type of nonfiction. • Academic language Ask: What are facts? (true information) What are details? (extra information) • Discuss author’s purpose Ask children what they think the author’s purpose is in a science article. Elicit that it is to teach something. Ask children to explain how they know. (Because in science, we ask questions and test answers to learn new information.) Preview • Use visuals to enhance understanding Conduct a text walk. Have children look through the pages of the story with you. Hold up your copy of the book and point to each page. Make sure children are following along. Help children point to and name things they see; e.g., These are flowers. These are seeds. This is a sprout. These are mountains. • Use text features to make a prediction Ask children to think about the pictures in the article and the title of the article. Ask: What do you think the author wants to teach you in this science article? Essential question: What do plants need to grow? • Exchange information and ideas Write the Essential Question on the board and ask children to predict the answer. Say: As you read the article, you will confirm the answer to this question. But first, what do you predict the answer is?. • Activate prior knowledge Ask children to share what they already know about plants and record their responses. Create a K-W-L chart on the board and fill in the “Know” column as a class. Ask children to think about all the aspects of a plant’s life: where it grows, what it needs, what it looks like, what kind of plant it is, etc. Then ask children to think of something they want to know about plants. Add their responses to the “Want to Learn” column of the chart. • Generate questions about text before reading Tell children they will complete the K-W-L chart after they have read the article. Elicit questions about the text from the information in the “Want to Learn” column of the chart. For example, children might ask, “When do plants grow?” (They learn on page 171 that many plants grow in spring.) EXPLORE AND LEARN 19pt Heinemann Blk Preview 1. Look at the pictures in the article. 2. Read the title. 3. Predict What is this science article about? TEXT GENRE Science Article A science article is nonfiction. It gives facts and details. Reading 170 UNIT 5 Plants Grow Reading CON22_1_SE_U05_170-179_RD.indd 170 30/10/2020 11:52 UNIT 5 / READING
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