UNIT x 130 | UNIT 4 Reading • Use context clues to determine meaning Remind students that there are clues to the meaning of unfamiliar words in the text. Say: One clue is what the term describes. Does it describe a thing or an action? Write spot on the board. Have students scan the text on page 130 for the word. (sent. 1) Read the first sentence aloud then model how to determine the meaning. Say: The text says saving a spot. I know that animals can have spots, spots name a thing, but animal spots cannot be saved. I think saving is a clue. It’s an action. Marisol wants to save a spot for Zoey. Spot must mean place, like a place for Zoey to sit down at the picnic table. Tell students to listen for context clues to plunks, blush, juicy bite, and other unfamiliar words in the text. • Use knowledge of compound nouns to decode compound adjectives Ask students to use critical thinking skills to discover the compound words in the text. Write the words on the board. Ask: How do you know different-looking and heart-shaped are compound words? (they are connected by hyphens) Elicit that the phrases describe Marisol’s apples and are compound adjectives. Say: Compound words act together as one word. Compounds can name things or describe them. • 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 130–131. Help students set a purpose for listening, such as to learn the central idea of the text. • 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. Have students listen for and point to the highlighted key words on page 130. Model each word for students to repeat. Tell students they will revisit these words later in the reading. • 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. Direct students who have demonstrated proficiency to read passages of the text aloud. Provide encouragement and feedback on students’ oral reading fluency. UNIT 4 / READING DIFFERENTIATED INSTRUCTION Scaffold To support students’ understanding of dialogue, reread the text and have students copy the dialogue onto sticky notes, using a different color for each character. Divide students into two groups and have each group practice reading and acting out the dialogue for just one character. Then have groups practice the conversation together. Amplify Direct students to predict how Zoey might solve a problem she mentions on page 131. Create a problem/solution chart on the board. Work with students to identify the problem (her mom wants her to do chores and errands with her every weekend) and have them write possible solutions to the problem on the board. Then have students vote on the most likely solution and explain the reason for their choice. When Zoey catches up, Marisol is sitting on a picnic bench, saving a spot for her. Zoey plunks the backpack down on the table and sits down across from Marisol. “So,” Zoey says slowly, “What’s for lunch?” “Do you want an apple first?” Marisol asks. She reaches into her backpack and pulls out a light red apple with a yellow blush. Zoey takes the apple and says, “That looks delicious. Thank you!” She takes a juicy bite. “Mm! This is so good!” she exclaims. Meanwhile, Marisol pulls out another, different-looking apple. This one is heart-shaped and has dark red skin. She holds it to her nose and says, “Nice. It smells fruity.” Reading 130 UNIT 4 Fresh Finds at the Farmers Market
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