UNIT X UNIT 4 | 139 GLOSSARY builders seats Everyone in Phoenixville reads the newspaper story. They want to save the Colonial Theater. Lots of people start to help. Builders and painters fix the theater. People give money to pay for new seats. Now the theater can be a movie house and a community arts center. It can have movies, shows, music, and dance. Finally, Sonia helps save the Colonial Theater. She is happy. Now she has a new plan. She says, “Someday I will act on the theater’s stage!” CHECK IN 1. Sequence What happens after the reporter writes a story about the theater? 2. Main idea and details Does Sonia save the theater by herself? Which words in the story support your answer? UNIT 4 The Show Must Go On! 139 CON22_3_SE_U04_130-139_RD.indd 139 30/10/2020 13:53 UNIT 4 / READING FORMATIVE ASSESSMENT DIFFERENTIATED INSTRUCTION Scaffold Have students work in pairs to summarize what they read. Tell them to act out and use expressions and gestures to retell the story. Pair students with the same home language so they can discuss the content and new vocabulary with home-language help. Amplify Tell students who have demonstrated proficiency to write their response to question 2 in complete sentences. Direct them to cite text evidence to support their answers. Provide students with a sentence frame, if necessary. I know this because_____. Talk and write: The Show Must Go On! • Ask and answer in pairs: How do people in a community work together to solve problems? • Write two things people can do together to make something better. • Use words that identify sequence Ask students to point out the words on page 139 that identify the story’s sequence. Support them in identifying now (used twice) and finally. Ask: Why do good readers pay attention to sequence words? Elicit that sequence words help good readers better understand the order of events in a story. • Use a resource to determine meanings of new words Have students locate the glossed words on page 139. (builders, seats) Then ask them to identify the resource on the page that can help them understand the words’ meanings. (the glossary) Ask students to use gestures and descriptive language to explain builders and seats. • Connect to self Ask students if they have done anything similar to what Sonia does in the story. Ask: Have you worked with other people in your family or community to solve a problem? What was the problem? What did you do? Do you think working together to solve a problem can be better than working alone? Why or why not? If students are reluctant to share, model by describing an experience of your own. • Home-School connection Have students talk with their families about a problem that needs to be solved at home. For example, there may be neglected small projects, disagreements about chores, or an area in the home that needs to be reorganized. Invite students to help create a plan that addresses the issue and gets the job done, with everyone pitching in as best they can. Then have a sharing day when students describe how they helped their families like Sonia helped her community. Check In • Ask and answer questions Have students work in pairs to ask and answer the questions. Ask students to take notes on their answers and prepare to share responses in a class discussion. • Use evidence to support understanding Ask volunteers to share their answers with the class. Have one student share the answer to question 1 and another point out text evidence that supports the answer. Then have another pair share their answers to question 2. ANSWERS 1. The story is on the front page of the newspaper. 2. Sample answer: No, she did not. Other people helped her. Words that tell me are “She asks her friends and neighbors to help;” “Lots of people start to help;” “People give money.”
RkJQdWJsaXNoZXIy MjUyNzA0NQ==