UNIT X 50 | UNIT 2 Reading • Understand genre Remind students that informational texts contain a lot of facts. Have a race to see how many facts students can identify on the world wonder featured on pages 50–51. (There are over ten facts!) • Visualize Note how the expert supports the information with evidence and examples. This helps with our comprehension. Read and discuss the information. • 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 50–51. Help students set a purpose for listening, such as to learn from the expert and find out the facts. • 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. Have students who have demonstrated proficiency read passages of the text aloud. Provide encouragement and feedback on students’ oral reading fluency. • Use a glossary Ask a volunteer to identify the word in bold type. (tons) Then point out the glossary. Ask: How heavy are some of the rocks? Instruct students to use the word in a sentence to show understanding. • Understand illustrations Ask students to describe the structure of this world wonder. • Background knowledge Explain to students that some countries use different measurements. In the U.S. and Canada, one ton is equal to 2,000 pounds or 907.185 kilograms. In the U.K., one ton is equal to 2,240 pounds or 1,016.047 kilograms. To distinguish between these two measures, a U.K. ton is called a “long ton,” while a U.S. ton is a “short ton.” DIFFERENTIATED INSTRUCTION Scaffold • To support students’ understanding, reread the text. Have students underline the facts in the informational text. They can look up the definitions of words they do not know. Provide students with a template to track the information provided. Then students can write the facts in a bulleted list in their notebooks. Have them use their notebooks while reading the entire text to support comprehension. • Alternatively, have students draw and label an illustration for each paragraph. Then support them in writing a description. Amplify In pairs or groups, have students use blocks to recreate the Stonehenge structure. Then they can present it to the class. Ask: How strong is your structure? What would make it stronger? What happens if I blow on your structure, like the wind? Stonehenge Stonehenge is a circle of huge rocks in England. People moved the rocks more than 5,000 years ago. Some of the rocks weigh over 40 tons each and stand about 30 feet tall. The tops of the rocks are flat. Some rocks are on top of others. Archeologists learned many things about Stonehenge, but there are still mysteries. They know the stones came from about 15 miles away. Some think that people rolled the heavy stones on large tree trunks. Others believe people brought the stones to the area on a nearby river. Picture It Three school buses weigh 40 tons. A three-story building is about 30 feet tall. GLOSSARY ton one ton = 2,000 pounds Reading UNIT 2 Secrets of the Ancient World 50 UNIT 52 / CREOANDNINECGT TO THE THEME
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