UNIT X UNIT 3 | 89 • Reading: Kiki’s Journey • Follow the instructional routine for reading. The following strategies are a sample routine. • Follow oral content Play the audio for page 89. Ask students to listen for a basic understanding of the narrative without looking at the written text. • Match oral to written words Replay the audio for page 89. This time ask students to read silently. Model how to use a finger or notecard to track the text. • Build oral fluency Replay the audio a final time, asking students to follow along in a whisper read and imitate intonation and phrasing. Repeat as necessary until students demonstrate confidence. Have students who have demonstrated proficiency read the page aloud together. • Focus on geography Call attention to the place Taos Pueblo. Ask: Who knows where Taos Pueblo is? Observe students to see if they notice that it is not in California. Then look up Taos Pueblo on a map and highlight that it is in New Mexico, not California. • Understand genre Review the term realistic with students. (something that could really happen) Remind students that in realistic fiction, the events could really happen. Ask: Are the events in this story realistic? • Identify point of view and perspective Ask: Who is the narrator of this story? (Kristina/Kiki) Point out that this is called “first person point of view” and that the narrator uses the words I and my. Clarify that this is different from the character’s perspective. Perspective refers to the character’s inner thoughts. Ask: What is Kristina’s perspective about her teacher’s question? (She is embarrassed. She is not happy.) • Connect to society Ask multilingual learners to talk about experiences of sharing their culture at school. Ask: Have you ever been asked to share something about your culture with your classmates? What was it? How do you feel talking about your culture? Check In Monitor comprehension Ask and answer the questions as a class. Have a volunteer explain how we know from the text what Native American tribe Kiki is from. Then tell students that they can infer the answer to question 1 from the text. Ask students to point out the text where they can infer the answer to question 1. (In the text, Kiki says her parents’ tribe is Tiwa.) ANSWERS 1. She is part of the Tiwa tribe. 2. She is upset because Ms. Lee assumed that she would know about California Native Americans just because she is a Native American. PRACTICE DIFFERENTIATED INSTRUCTION Scaffold • Some students may need more time to infer meaning from the text and to comprehend it fully. Allow these students time in class to read the text prior to reading it with the class. • Provide students with a storyboard template to track story events. Ask students to draw the first event in the story. Then support them in writing a conclusion. Use the storyboard while reading the entire text to support students’ literal comprehension. Amplify Have students connect what they read on the first page to their understanding of the genre of realistic fiction. Ask them to reread the realistic fiction descriptors on page 88 and identify believable feelings and settings. EXPLORE AND LEARN Kiki’s Journey “Today I’d like to talk about California Indians,” said Mrs. Lee. “Kristina, is there anything that you can tell us about Native Californians?” I felt a red heat spread across my face. “No, not really. Sorry,” I said and lowered my head. Just because my parents were born on a reservation, she expects me to know everything about all Native Americans. Hilda Garcia leaned over and whispered, “What about all the stuff you have at home? Why didn’t you tell Mrs. Lee about that?” “It’s not California Indian stuff. It’s Tiwa, from Taos Pueblo,” I said. If Mrs. Lee had asked me about my parents’ tribe, I could have brought my pueblo drum or my woven sash to class. But she didn’t. story by Kristy Orona-Ramirez illustrations by Jonathan Warm Day CHECK IN 1. Comprehension What Native American tribe is Kiki a part of? 2. Make inferences Why is Kiki upset? 89 UNIT 3 Kiki’s Journey UNIT 3 / READING
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