UNIT x 134 | UNIT 4 Reading • Recall story events Ask students to use sequence words to recall story events so far. On the board, write first, next, then, after that, finally, in the end, and reinforce that these words help good readers understand the sequence of a story. • Follow the instructional routine for reading. The following strategies are a sample routine. • Follow oral content Play the audio for pages 134–135. 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. • Identify sequence of dialogue Ask students to identify the order of the quotations in the dialogue on page 134. Ask: What is the conversation about? Who speaks first? Who speaks last? Elicit students’ responses to check understanding of the text. Provide sentence frames if needed: First Marisol says_____. Then Zoey says _____. Next, _____. Then, _____. Finally, _____. At the end of the conversation, Marisol _____. After that Zoey _____. Remind students to use dialogue tags that reflect the speaker’s feelings or actions. • Build academic vocabulary Ask students to point out the word in bold on page 134. To enhance their understanding of brow, point out the photo in the glossary and Marisol’s raised eyebrow in the illustration. Say: What is Marisol doing? (wrinkling her brow) • Learn expressions Ask: What does it mean when you wrinkle your brow? Support students in understanding that this gesture has multiple meanings and can express worry, concern, doubt, and disbelief. Point out the expression on Zoey’s face then read aloud the first paragraph. Gesture wrinkling your brow like Zoey and looking concerned. Ask: Why does Marisol wrinkle her brow? Ask students to explain the meaning of the expression in this context to confirm understanding. DIFFERENTIATED INSTRUCTION Scaffold Work with students in small groups to help them sequence the dialogue. Provide sticky notes with sequence words, and have students write one quotation on each sticky note and stick it to the location where it occurs in the dialogue on page 134. Then have pairs use their notes and gesturing or pantomiming to act out the conversation, taking turns wrinkling their brow as they play Marisol. Amplify Have students recall situations or conversations where they wrinkled their brow at someone or something. Direct students to work in pairs to retell the anecdote and any conversation that accompanied it. Students should explain the specific purpose of the gesture. (Sample explanations: I wrinkled my brow. I couldn’t believe what he did. / I wrinkled my brow. I felt very anxious.) UNIT 4 / READING When they reach the far end of the market, Marisol looks hard at Zoey. She wrinkles her brow. “You’re so quiet today. You don’t look like you’re enjoying yourself as much as I thought you would. Is something bothering you?” she asks. Zoey looks down and says, “It feels like you are always telling me what to do.” She looks up at Marisol’s face and quickly reassures her: “Well, not always. You’re so cool! I like how confident you are, and you always have great ideas. I’m glad we’re friends!” Marisol replies, “Me, too.” Zoey hesitates then. She thinks to herself: A friend is someone who will be there for you when you need them. GLOSSARY brow 134 Reading UNIT 4 Fresh Finds at the Farmers Market
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