UNIT X 134 | UNIT 4 GLOSSARY frown Later, Sonia and her mother go to the town hall to see the mayor. Maybe the mayor can help save the theater. “We want to save the theater,” Sonia tells him. “So do we,” the mayor replies. “But the theater needs a lot of repairs. The owner doesn’t have the money. He has to sell it.” “What is going to happen after that?” asks Sonia. The mayor frowns. “They will tear down the theater. A new building will go there.” Sonia cries out, “We can’t let that happen!” “Well, people need to show they care about the theater,” says the mayor. “If the community believes it is important, we can save it.” Reading 134 UNIT 4 The Show Must Go On! CON22_3_SE_U04_130-139_RD.indd 134 30/10/2020 13:53 UNIT 54 / CREOANDNINECGT TO THE THEME Reading • Follow the instructional routine for reading. The following strategies are a sample routine. • Follow oral content Play the audio for pages 134–135. Ask students to listen to the story for a general understanding without looking at the text. • Match oral to written words Replay the audio. This time ask students to read along silently. • Use visuals to support comprehension Replay the audio, pausing after “The mayor frowns.” Gesture frowning. Model how to use clues in the picture and the glossary to determine the meaning of frowns. Say: I know the mayor is the man behind the desk because he has a small sign that says, “MAYOR.” The mayor looks unhappy. So does the face in the glossary. I think that someone frowns when they are unhappy. • Imitate intonation, phrasing, and pace Play the audio a final time. Ask students to follow along in a whisper read, trying to match the speaker’s intonation, phrasing, and pace exactly. Model, if necessary, by playing a short excerpt then pausing to imitate these elements. Provide encouragement and feedback on students’ oral reading fluency. • Use new vocabulary to enhance comprehension Direct students to find town hall, mayor, and community on page 134. Discuss what new information students learn about these words by reading them in context. Then ask: How does knowing these words help you understand the story better? • Generate questions during reading Ask students if they have any questions about the story so far. If students need prompting, provide an example, such as Will the community believe the theater is as important as Sonia thinks it is? Guide students to discuss their questions with each other and offer answers and ideas. DIFFERENTIATED INSTRUCTION Scaffold Have students work in pairs. One student reads aloud the lines of text while the other student acts out the scene. Then partners switch roles. Guide readers to change their voices when the different characters are speaking, and to use their regular reading voices for the narrative portions. Encourage students to be expressive and demonstrate understanding of the content through their actions. Amplify Have pairs use key details from the story to write a short character description of Sonia. Direct them to answer questions about her, such as How does she react to the problem? Does she go home and do nothing? Does she seek help from others? (Sample answers: She is sad that the theater is going to be torn down. She decides to do something about it. She learns about the theater then tries to get help from the mayor.)
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