UNIT X UNIT 2 | 45 DIFFERENTIATED INSTRUCTION Scaffold • Support students’ understanding of inference by guiding them through the process of making inferences about the photo of Easter Island. • For Activity B, students can write down their sentences and practice before discussing with their partner. They can use these notes for the Activity C writing task. Amplify Ask students to extend their understanding of inference by choosing a different world wonder and making a similar chart to the one in Activity A. You can provide some images, or students can research a location. Reading Strategy: Make Inferences Build academic language proficiency Discuss the meaning of inference. Emphasize the sentence starters and note that these phrases can be used to make an inference. Say: Look at the pictures on pages 42–43. There is no information about the pictures so we need to infer what they show. We can use clues from the pictures. The girls are wearing beautiful traditional clothes so they might be going to a special festival. Why are they happy? They might be excited. A Use a graphic organizer Copy the graphic organizer onto the board. Have students look at the photo and caption of the Great Pyramid on page 44. Elicit from students what information belongs in each column. Have them complete the chart in their own notebooks. ANSWERS Sample answers: facts from photo or caption: made from stone, called the Great Pyramid of Giza, pyramid and Sphinx; what I know: stone is heavy and people had no equipment to move it, Giza is in Egypt, pyramid and Sphinx are large; what I infer: stones were moved by many people working together, both structures were built by Egyptians B Presentation Read the model sentence starters that signal making inferences. In pairs, have students use the information in their graphic organizers to talk about how they think the pyramid was built. ANSWERS Sample answer: The caption says that both structures were made from stone. I can see from the photo that the stones are stacked on top of each other. I know that many people working together could move a stone. I think that people had to find a way to move the stones to build the structures. C Use inference words Have students read the directions and complete Activity C. Ask them to underline the inference words they used. In pairs, students can check each other’s sentences. ANSWERS Sample answer: The photo shows me that the Great Pyramid of Giza is very big. I know that the pyramid is made of stone. I think that the pyramid was built by many people working in large groups. I can see from the photo that the stones are stacked. People had to invent something to help them move and lift the stones. Practice Book p. 23 Assessment Program p. 21 EXPLORE AND LEARN COMMUNICATE PRACTICE Make Inferences Reading Strategy When you make an inference, you make a guess about something. You use clues in a text and your own experience to figure something out. You can use these phrases to make inferences: Maybe it / they . . . I think that they may / might . . . Try Out the Strategy A Look at the photo and caption of the Great Pyramid on page 44. How was it built? Complete a chart. B Explain how you think the pyramid was built. Use your notes from the chart. C Use your best ideas from Activity B. Write sentences about how you think the pyramid was built. The photo shows me that the Great Pyramid of Giza . . . I know that the pyramid . . . I think that the pyramid was built . . . I know that . . . facts from photo or caption what I know what I infer The caption says . . . I can see from the photo that . . . I think that . . . UNIT 2 45 UNIT X2 / BEFORE YOU READ
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