92 | UNIT 3 UNIT 3 / READING Reading • Follow the instructional routine for reading. The following strategies are a sample routine. • Follow oral content Play the audio for pages 92–93. Ask students to listen to the story for a general understanding without looking at the text. • Match oral to written words Replay the audio. This time ask students to read along silently. • Use visuals to support comprehension Replay the audio, pausing after Mom was working some dough on a floured tablemat. Gesture how this would look and show how it would be a lot of work. You may want to illustrate this point by having students make their own dough. Provide each student with a little bit of flour and water, then show them how to make dough individually. Ask: Was making the dough easy? Do you think if we all worked together it would have been easier? • Imitate intonation, phrasing, and pace Play the audio a final time. Ask students to follow along in a whisper read, trying to match the speaker’s intonation, phrasing, and pace exactly. Model, if necessary, by playing a short excerpt, then pausing to imitate these elements. Provide encouragement and feedback on students’ oral reading fluency. • Use new vocabulary to enhance comprehension Direct students to find rubbing, dough, adobe oven, and apron on pages 92 and 93. Discuss what new information students learn about these words by reading them in context. Ask: How does knowing these words help you understand the story better? • Generate questions during reading Ask students if they have any questions about the story so far. If they need prompting, guide them to compare living in the city to living on a reservation. Students can discuss their questions with one another and offer answers and ideas. DIFFERENTIATED INSTRUCTION Scaffold Have students work in pairs. One student reads the lines of text aloud while the other student acts out the scene. Then partners swap roles. Guide readers to change their voices when the different characters are speaking, and to use their regular reading voices for the narrative portions. Encourage students to be expressive and demonstrate understanding of the content through their actions. Amplify Have pairs use relevant details from the story to write a short character description of Kiki. Direct them to answer questions about her, such as, Does she do things quickly? Is she a “self-starter,”—someone who takes initiative to help without being asked? (Sample answers: She moves slowly, especially in the morning. She doesn’t seem to be a self-starter because her grandma and mom tell her what to do before she does it.) GLOSSARY rubbing dough Early the next morning I woke up to the sounds of wood crackling and pots and pans bumping into each other. Rubbing the sleep out of my eyes, I walked into the kitchen. “Good morning, sleepyhead! Time to bake some oven bread outside. Wash your hands and put this on.” Grandma Santana handed me an apron and waddled over to a bowl of red chilies soaking in water. She didn’t have a toaster or a microwave. She made everything from scratch and by hand. Mom was working some dough on a floured tablemat. “Come on Kiki, we haven’t got all day! We need this bread made by lunch time.” Reading 92 UNIT 3 Kiki’s Journey
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