94 | 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 94–95. Ask students to listen for general understanding without looking at the text. • Match oral to written words Replay the audio, this time asking students to read along silently, tracking the words as they listen. Remind students to pay special attention to words in bold type. • Build fluency Play the audio a final time. Ask students to do a whisper read along with the audio, trying to match the speaker’s intonation, phrasing, and pace. Pause as necessary and repeat until students are confident. • Use text features to aid comprehension Review how to refer to the glossary to understand words in bold type. Then go back and reread the text to deepen understanding. Say: Remained means to stay the same way. Kiki says that the Blue Lake was special for generations. That means it must have stayed special for a very long time. • Identify a problem Direct students’ attention to the second paragraph and ask them to identify the action words (joined, smiled, wrinkled (up) whispered, stared). Ask: Did Kiki join a group of people she knew? (no) Why do you think Kiki smiled at the blond boy? (She was nervous.) What does wrinkling your nose usually mean? (It’s a sign of disgust.) How do you think it made Kiki feel when the boys stared at her? (uncomfortable, awkward) With these action words, what problem does the author want to express in the paragraph? (that other people make Kiki feel different in a rude way) Lead a class discussion about how some gestures and expressions can be friendly while others are considered rude. DIFFERENTIATED INSTRUCTION Scaffold Work with students in small groups of help them summarize the text. Provide sticky notes, and have students write one event on each sticky note and stick it to the page where it occurs. Then have students use their notes and gesturing or pantomiming to retell the story to a partner. Amplify Draw students’ attention to the rules to a Pueblo tour. Ask: Do you think the rules are strict? Why do you think these are the rules of the tour? Students can then discuss in groups why they think each rule exists. (I think the rules exist because some places, like the Blue Lake, are special for the people who live in the Pueblo.) The next afternoon, I walked slowly to the center of the Pueblo. Butterflies of every color swirled around in my stomach as I read a sign that hung in front of a small adobe building: PUEBLO TOURS No cameras or photography No recording or videotaping No sketching or painting I joined a small group of people who had gathered to take the tour. I smiled nervously at a blond boy who looked about my age. He wrinkled up his nose at me and whispered to another kid beside him. They both stared at me, but neither one smiled back. As we walked through the village, I learned about the Blue Lake, which had been taken from the Tiwa by the U.S. government in 1906. The People fought hard to have the Blue Lake returned to them, and in 1970, it was. For generations of Tiwa, the Lake has remained a special place for sacred ceremonies. GLOSSARY gathered came together remained stayed the same Reading 94 UNIT 3 Kiki’s Journey
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