UNIT X 90 | UNIT 3 Reading • Use a glossary Ask volunteers to identify words in bold type on pages 90–91. (stroked, tapes) Then point out the glossary on each page. Say: These words are in bold type. That is how we know that they are in the glossary. Model how to refer to the glossary to learn a new term and then go back to reread the text to deepen understanding. Say: I learned that to stroke means to move a hand over something. Remind students to use the glossary as they continue reading. • Understand exaggeration Point out the sentence, I hate it. Explain that hate is a very strong word. Kiki probably doesn’t hate that people don’t understand; she probably really dislikes it. Sometimes, people use very strong words and exaggerate when they are upset or want to say something very strongly. • 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 90–91. Help students set a purpose for listening, such as to learn where Kiki is going in the story. • 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. DIFFERENTIATED INSTRUCTION Scaffold • To support students’ understanding of realistic fiction, reread the text and have students write down the things Kiki and her mom say onto sticky notes. Divide students into two groups and have each group practice reading and acting out what each character says. • Once students have demonstrated confidence, have them role play the entire passage. Then discuss if what they said could happen in real life. Amplify Have students predict how Kiki and her mom might solve the problem identified on this page. Create a problem/solution chart on the board. Work with students to identify the problem (Kiki hates that people think she knows things about all Indians) and have them write possible solutions to the problem on the board. Then have students vote on the most likely solution and explain why. GLOSSARY stroked moved a hand over something ACADEMIC VOCABULARY understand (verb) Definition To know the meaning of something Example My teacher helped me understand her family’s roots. “I hate it!” I roared to my mother after school. “I hate that everyone thinks I know everything about all Indians!” I looked around my room. My cradleboard and all of my moccasins from the time I was a baby hung above my bed. “Kiki, people ask questions because they really don’t know. They are just trying to understand a way of living that is very different from their own. That doesn’t make it right or wrong. It just means that they don’t understand,” Mom said as she stroked my hair. “Let’s think about how you can tell people how you feel in a good way.” Reading 90 UNIT 3 Kiki’s Journey UNIT 3 / READING
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