UNIT x UNIT 4 | 133 Reading • Understand vocabulary in context Direct students’ attention to edible in the last paragraph on page 133. Ask: Who can tell us what edible means? Model how to use context clues. Say: Let’s look at the words around it. Marisol says, If it’s here, it’s edible! . . . But sometimes you have to cook it first. I remember that clues can be before or after a new word. In the first sentence, I know Marisol is talking about foods in the market. In the next sentence Marisol says you might have to cook the food to eat it. I think edible must mean food that can be eaten. Have students explain what edible means in their own words. • Use text features to aid comprehension Review how to refer to the glossary to understand the word in bold type. Then go back and reread the text to deepen understanding. Say: We learned that vendor means a person who sells something. That must mean that the person who gives the carrots to Marisol is a vendor. Remind students to use the glossary as they continue reading. • Confirm predictions Have students revisit their predictions. Say: Remember the prediction you made about what the girls would sample next? Was your prediction correct? • Play a game to confirm understanding of story events Tell pairs with mixed proficiency to identify each food the girls sample and the sequence. Then ask one pair to describe one food and when they tried it and have another pair match the information to the text. Have students continue with remaining foods. Ask: How did matching the words to the text and following the sequence help you check your understanding of story events? Check In Recall Discuss the questions as a class. Then have students respond to the questions independently, reminding them to use sequence phrases and locate relevant details in the text to support their responses. ANSWERS 1. First she tries a plum. Next, she tries a white carrot. After that she tries peas, radishes, cucumber, and walnuts. 2. She thinks the carrots are delicious. The carrots are purple, red, deep orange, and white. PRACTICE DIFFERENTIATED INSTRUCTION Scaffold Be aware that some students may need a little more time to prepare their oral answers to the Check In questions. Display labeled photos of peas, radishes, cucumbers, carrots, and walnuts as prompts. Read the questions aloud. For question 1, direct students to note down when the girls tried each food, using sequence terms: first, next, then, last. Then tell students to think about and formulate their answers in pairs before discussing them as a class. Amplify Have pairs return to their profile of Zoey. Direct students to revise the profiles to include inferences and opinions about this character along with supporting evidence from the text. Have some students share their profiles with the class for a discussion on the role of character in realistic fiction. UNIT 4 / READING At a table piled high with leafy greens, Marisol points toward some carrots. The carrots are many different colors: purple, red, deep orange, and white. All the carrots Zoey had seen before were orange. The vendor nods at Marisol, rinses a mixed bunch, and quickly chops them into sticks. Marisol takes two sticks of the white carrot. She hands one to Zoey. Just like the plums, the carrots are sweeter than any carrot Zoey has ever eaten before. She says, “This is delicious.” They visit more stalls, and more vendors give them samples. Zoey eats fresh green peas, radishes, cucumbers, and walnuts. Marisol talks up a storm while she persuades Zoey to try everything. Zoey tries a couple of things that are completely unfamiliar to her. “If it’s here, it’s edible!” Marisol announces. “But sometimes you have to cook it first.” GLOSSARY vendor a person who sells something CHECK IN 1. Sequencing What does Zoey try first? What does she try next? 2. Fact and opinion What does Zoey think of the carrots? What do the carrots look like? 133 UNIT 4 Fresh Finds at the Farmers Market
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