UNIT X 136 | UNIT 4 GLOSSARY traffic march One month later, everyone meets outside the theater. Sonia’s father is a police officer. The police stop the traffic. They close Bridge Street. People start to march on the street. They carry signs. The high school band plays music. Later, girls and boys tell the history of the Colonial Theater. The owner of the corner store gives everyone free popcorn. People are excited about the theater. Reading UNIT 4 The Show Must Go On! 136 CON22_3_SE_U04_130-139_RD.indd 136 30/10/2020 13:53 UNIT 54 / CREOANDNINECGT TO THE THEME Reading • Recall story events Ask students to use sequence words to recall story events so far. On the board, write first, after, later that day, the next week and reinforce that these words help good readers understand the sequence of a story. • Follow the instructional routine for reading. The following strategies are a sample routine. • Follow oral content Play the audio for pages 136–137. Ask students to listen for general understanding without looking at the text. • Match oral to written words Replay the audio, this time asking students to read along silently, tracking the words as they listen. Remind students to pay special attention to words in bold type. • Build fluency Play the audio a final time. Ask students to do a whisper read along with the audio, trying to match the speaker’s intonation, phrasing, and pace. Pause as necessary and repeat until students are confident. • Identify sequence words in context Ask students to identify signal words on page 136. (One month later, later) Support their understanding that one month later indicates a jump ahead in time. • Build academic vocabulary Ask students to point out the two glossed words on page 136. To enhance their understanding of traffic, point out the photo in the glossary and the car in the illustration. Say: Do you know why Sonia’s father is standing in the street? His job is to stop traffic. What do you think that means? Support students in understanding that traffic is the flow of cars. Then point out the crowd of people in the illustration and gesture marching as you read the sentence, “People start to march on the street.” Ask students to explain the meaning of march to confirm understanding. • Identify problem and solution Have pairs share why they think holding signs and marching will help solve the main problem in the story. Remind students what the mayor says on page 134: “If the community believes it is important, we can save it.” Ask: What do we learn about the community from this page? Why are people marching and holding signs to save the theater? DIFFERENTIATED INSTRUCTION Scaffold Work with students in a small group to help them summarize the text. Provide sticky notes, and have students write one event on each sticky note and stick it to the page where it occurs. Then have students use their notes and gesturing or pantomiming to retell the story to a partner. Amplify Have students imagine that they are marching with the crowd outside the Colonial. Direct small groups to create signs or fliers to support the theater. They should incorporate evidence from the text to write original signs or fliers rather than simply copying an illustration.
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