UNIT X 84 | UNIT 3 Instructional Routine: Before You Read p. Txxiv Use Prior Knowledge: A Journey Preview images Read the information about journeys aloud. Then direct students’ attention to the people on the page who are traveling. Say: A journey is when you go somewhere. Usually, you start a journey from home and go to a place where you have never been before. We often learn something new on a journey. A • Interpret images Direct students’ attention to specific aspects of the picture. Point to the car and the family. Ask: Is the family at home? This will help them infer what the family is doing. To introduce question 1, remind students that people have to go somewhere to take a journey: they walk or take a car, plane, or train. Ask: How did you go on your journey? Where did you start? Where did you end up? You can use a map to indicate where each student says their journey began and ended. • Answer questions Read each question aloud. Guide students to answer in full sentences. ANSWERS Sample answers: 1. I once went to the beach. My dad taught me to swim there. 2. I once read a story about a boy who travels to a different planet. That was definitely a long journey away from home. Build Background: Native American Reservations A • Preview a topic Display some pictures of Native Americans. Some may be in traditional clothing on a reservation and some may be in non-traditional, modern clothing. Point to each picture. Ask: Who is this person? Where do you think their roots are? How can you tell? Preview the questions with students. Tell them that they will read the paragraph to identify answers to these questions. • Identify relevant details Have students read or listen to the text as you read it aloud at least twice. Then read the questions aloud again and have students share responses. Direct students to identify evidence in the text to support answers. ANSWERS Sample answers: 1. Native Americans choose to live on a reservation to be near other Native Americans. 2. There is more space on a reservation than in a city. EXPLORE AND LEARN PRACTICE DIFFERENTIATED INSTRUCTION Scaffold Emphasize to students that oral communication is very important in the classroom. Give students the opportunity to rehearse their responses to the questions about Native American reservations with a peer before sharing with the group. Students can brainstorm a sentence about what they think life is like on and off a reservation. Amplify • Have pairs take turns imagining one of them lives on a reservation, while the other doesn’t live on a reservation. They explain what they do and don’t like about life where they live. Then have partners switch roles. • Students can research the different parts of the United States that have Native American reservations and locate them on a map. UNIT 3 / BEFORE YOU READ A Journey Use Prior Knowledge On a journey, you go to a different place. You often learn things about yourself on a journey. A Discuss the questions. 1. Think about a place you’ve been. Where did you go? What did you learn? 2. Have you read about a journey or seen a movie about one? Explain. Native American Reservations Build Background A Native American reservation is a place in the United States where Native Americans manage their own land. Their laws might be different from the laws of the state they live in. Native Americans lived on a lot more land in the past. Many Native Americans live on the United States’s 326 reservations, but many also live in places that are not on a reservation. A Discuss the questions. 1. Why do you think some Native Americans choose to live on a reservation? 2. How do you think life on a reservation might be different from life in a big city? BEFORE YOU Read 84 UNIT 3
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