96 | UNIT 3 UNIT 3 / READING Reading • Follow the instructional routine for reading. The following strategies are a sample routine. • Use new academic vocabulary Call attention to the word in bold: turquoise. Ask: Who knows what turquoise is? What in the picture is made with turquoise? Call attention to the illustration of turquoise jewelry on the page. Explain that turquoise is a stone that many Native American cultures use to make jewelry. Point out that turquoise is also the name of the bluish-green color that most of these stones have. • Match oral to written words Play the audio for pages 96–97 and ask students to read along silently, tracking the print as needed. • Build fluency Play the audio again, then practice echo reading. Model smooth reading, pause, then have students reread chorally, imitating your pronunciation, intonation, and pacing. • Use illustrations to confirm word meanings Ask: What do you see in the illustration on this page? Direct students to describe the rest of the objects, pointing at each with their finger and describing them. (The manta is a beautiful woven blanket on the chair. There are family photos on the wall and traditional shoes hanging there, too.) Ask: How does the illustration and the text help you understand the story? What do the things in the illustration show us about Kiki’s roots? (The illustration shows us objects and pictures from Kiki’s culture and family. We know that these objects are important to her family and in her culture because they are on display.) DIFFERENTIATED INSTRUCTION Scaffold If students are struggling to understand new vocabulary words, focus on a couple of the objects in the room. Slowly, describe the objects. Then have students draw their own versions of the objects, like their own manta or turquoise jewelry. Have each student present their objects to the class to demonstrate their understanding of what each object is. Amplify Have students pretend they are a reporter. Direct them to write a list of questions they might ask Kiki’s mom and grandma about the objects in their home. Point out that reporters typically ask who/what/when/where/why questions to get the facts they need. Questions should focus on learning more about the objects and what they mean about Kiki’s roots and her culture. Provide students with a model question, such as, What does the design on the manta mean? Is it unique to your culture? GLOSSARY turquoise Back at the house, Mom had set the table and wrapped the fresh bread in a clean dishtowel to keep it warm. The house was filled with the smells of good cooking. As I helped bring dinner to the table, I looked around the room at Mom’s old manta, turquoise jewelry, and pictures of Mom and Uncle Tim when they were little. They both stood frozen in time, their faces shiny after dancing all day at a Corn Dance years ago. My baby picture hung close by. I could see in the old photos how much I looked like Mom when she was a kid. Reading 96 UNIT 3 Kiki’s Journey
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