UNIT X 132 | UNIT 4 One day Sonia walks past the theater with her mom. There is a sign on the door. It reads: SAVE ME! “What does that mean?” Sonia asks. “They will tear down the theater if no one fixes it,” her mom replies. “But the theater is so beautiful,” says Sonia, “and it was fun to go to the movies there.” “What can we do?” asks her mother. Sonia thinks and thinks. “Maybe we can find a way to save the theater. There must be something we can do.” GLOSSARY tear down to destroy a building save to keep something from danger Reading UNIT 4 The Show Must Go On! 132 CON22_3_SE_U04_130-139_RD.indd 132 30/10/2020 13:53 UNIT 54 / CREOANDNINECGT TO THE THEME Reading • Use a glossary Ask volunteers to identify words in bold type on page 132. (tear down, save) Then point out the glossary. Say: These words are in bold type. That is how we know that they are in the glossary. Model how to refer to the glossary to learn a new term and then go back to reread the text to deepen understanding. Say: I learned that tear down means to destroy a building. That must mean that people will destroy the theater if no one fixes it. Gesture to explain destroy if needed. Remind students to use the glossary as they continue reading. • Understand English expressions Point out the SAVE ME sign in the illustration. Explain that, typically, a person might say “save me” if they were in danger. Guide students to understand that someone wanted others to feel an emotional connection to the building, as if it were a person who needed saving. Explain that this was done to get more attention from people walking by. • Follow the instructional routine for reading. The following strategies are a sample routine. • Listen actively Remind students to listen actively as you play the audio for pages 132–133. Help students set a purpose for listening, such as to learn the main problem in the story. • Match oral to written words Replay the audio, this time asking students to read along silently. Model how to track the text with your finger as you listen. • Build oral fluency Remind students that reading smoothly and with expression comes with practice. Play the audio a final time, asking students to follow along in a whisper read to imitate intonation, phrasing, and pacing. Repeat as necessary until students demonstrate confidence. Direct students who have demonstrated proficiency to read passages of the text aloud. Provide encouragement and feedback on students’ oral reading fluency. DIFFERENTIATED INSTRUCTION Scaffold • To support students’ understanding of dialogue, reread the text and have students copy the dialogue onto sticky notes, using a different color for each character. Divide students into two groups and have each group practice reading and acting out the dialogue for one character. Then have groups practice the conversation together. • Once students have demonstrated confidence, direct them to do a reader’s theater with the entire passage. Then discuss what the characters are talking about. Amplify Direct students to predict how Sonia and her mother might solve the problem identified on this page. Create a problem/solution chart on the board. Work with students to identify the problem (the theater will be torn down) and have them write possible solutions to the problem on the board. Then have students vote on the most likely solution and explain why.
RkJQdWJsaXNoZXIy MjUyNzA0NQ==