UNIT X UNIT 2 | 57 Reading • Use visuals to support comprehension Have students look at the pictures. Ask: How did the farmers create the terraces? (by using walls and leveling the steps) What is the archeologist doing? (searching for clues) What instruments is the archeologist using? (a magnifying glass and brush) • Use a glossary Ask volunteers to identify the word in bold type. (taro) Then point out the glossary. Say: Taro is a root vegetable that is often used to make flour. Ask a volunteer to use the word in a sentence to show understanding. • Make inferences Ask students to identify what tools farmers use today. Ask: Why did farmers not use tools in the past? How did they farm in the past? What has changed? By asking questions in this way, you are guiding students to make inferences to answer the questions. • Compare and contrast Have students find and underline facts that help them to contrast the different natural world wonders. • Generate questions during reading Ask students if they have any questions about what they learned in the informational text. If they need prompting, provide an example, such as How do archeologists know that farmers grew taro? Guide students to discuss their questions with each other and offer answers and ideas. • Identify author’s opinion Ask: What do you think is the author’s opinion about the ancient world? Why? (Sample answer: She thinks the ancient world is interesting to study because of the mysteries. She says, “They are amazing and strange.”) 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. Sample answer: They use the terraces to grow rice. Tools make the job easier. 2. Sample answer: Stonehenge—I want to know how people were able to stack the rocks. The Standing Stones at Al-Rajajil—I want to know why the stones are in groups of four or five. The Stone Spheres of Costa Rica—I want to know why people wanted to make them round. Ifugao Rice Terraces—I want to how people got the idea to grow food this way. PRACTICE FORMATIVE ASSESSMENT DIFFERENTIATED INSTRUCTION Scaffold Have students work in pairs to summarize what they just read. Guide students to retell the information they read. Amplify Have students write and present a paragraph on a world wonder, either one covered in this reading or another they have researched. Talk and write: Secrets of the Ancient World Which world wonder did you find most interesting? Explain your answer. Write two similarities and two differences between two of the wonders of the world. Archeologists know a lot about the terraces. However, they don’t agree on everything. Some think people have only been planting rice on the terraces for 400 years. They think people planted taro before that. Taro is a vegetable people use to make flour. Ancient people left behind many mysteries like stone structures and terraces. Archeologists can’t always explain them. They are amazing and strange. The secrets of these wonders might be revealed in the future, but some may always be unexplained. CHECK IN 1. Make inferences Why do you think people use tools on the terraces today? 2. Ask questions What is one thing you want to know about each wonder in the reading? GLOSSARY taro UNIT 2 Secrets of the Ancient World 57 UNIT 2 / READING
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