UNIT x 132 | UNIT 4 Reading • Follow the instructional routine for reading. The following strategies are a sample routine. • Follow oral content Play the audio for pages 132–133. 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 Marisol’s parents have their apple stand. Model how to use clues in the picture and the text to determine the meaning of stand. Say: I know Marisol’s parents sell apples. The text says Zoey’s mother talks to them. In the picture she is buying apples, and they are standing by a table filled with apples. I think an apple stand is a table where you stand to sell apples. • 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 a glossary Ask volunteers to identify words in bold type on page 132. (samples, compost) Then point out the glossary. 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 sample means a small amount of something to try. That must mean the woman gave Marisol a small amount of food to eat to see if she likes it. Elicit rotten apples and other foods gone bad to clarify compost, and ensure students understand the meaning of bucket. Remind students to use the glossary as they continue reading. • Make predictions Ask students if they have any questions about the story so far, then ask what foods they think the girls will sample next. If students need prompting, provide an example, such as Do you think they will go to another fruit stand or a vegetable stand? Have students discuss possibilities and make predictions. DIFFERENTIATED INSTRUCTION Scaffold Have students work in pairs. One student reads aloud the lines of text while the other student acts out the scene. Then partners switch roles. Guide readers to change their voices when the different characters are speaking, and to use their regular reading voices for the narrative portions. Tell 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 fact profile of Zoey. Direct them to identify her role in the story and her actions. Direct students to save their profiles. (Sample profile: Name: Marisol. Role: Zoey’s classmate. Actions: Marisol helps her parents sell apples. She brings apples to school to tell students about them. She handed over her backpack to Zoey and ran to get a picnic table. She complimented Zoey and invited her to the farmers market.) UNIT 4 / READING On Saturday morning, Zoey’s mother brings her to the farmers market. Marisol’s parents have their apple stand near the parking lot, so it is easy for Zoey’s mother to walk over and say hello. While their parents agree on a pick-up time, Marisol takes Zoey by the arm and guides her to the market stall next door. “You have to try these plums!” Marisol says. “They are sweeter than anything you can get at the store.” A woman stands behind the table of fruits and vegetables. She smiles at the girls and says, “How are you, Marisol? Here are some samples to try. Just put the pits in this compost bucket.” Zoey and Marisol eat a plum each, and then Marisol pulls Zoey along to visit more market stands. GLOSSARY sample a small amount of something to try compost plant materials that go bad and are used to fertilize soil 132 Reading UNIT 4 Fresh Finds at the Farmers Market
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