176 | UNIT 5 UNIT 5 / READING DIFFERENTIATED INSTRUCTION Scaffold Reinforce students’ recognition of repeated structures. Write the phrases If it wasn’t for me . . . , Without me . . . , I am the one who + verb. . . on index cards. Read aloud the brothers’ complaints in the text and have students listen actively for repetitions. Read the text again and have students hold their hands up when they hear a repeated structure. Amplify Have students pretend they are a reporter interviewing the sons about their father’s dramatic rescue. Remind them reporters ask Wh- questions to get the facts. Direct students to develop questions before the interview. Provide model questions, such as How did you know your father was in trouble? Where was he? How did you rescue him? What did you do to help him? How do you feel about the reward? Have pairs take turns playing the reporter and one of the sons. Reading • Follow the instructional routine for reading. The following strategies are a sample routine. • Match oral to written words Play the audio for pages 176–177 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. • Understand text structure Direct students to scan page 176 for repeating words. Then elicit examples and write them on the board (_____ me, we would . . . , I am the one who + verb). Read the brothers’ complaints aloud and have students listen for the repetitious quality of the sound. Remind students that repeating structures make important ideas stand out and help join the parts of a text. Ask: What idea stands out here? (the brothers’ arguments all sound like one complaint) • Use a resource to determine meanings of new words Have students locate the glossed words on pages 176–177. (possession, swooped) Then ask them to identify the resource on the page that can help them understand the words’ meanings. (the glossary) Ask students to use gestures and descriptive language to explain possession and swooped. • Use new academic vocabulary Call attention to the phrase treasured possession. Elicit that the phrase refers to a possession of great importance to a person, usually a small item connected to people, places, or things that the person loves or highly values (for example, a photograph of a friend or a ticket to a special place he or she is going to visit). • Connect to self Have students discuss their treasured possessions. Ask: What possessions do you treasure? Why are they important to you? Where do you keep them? If students are reluctant to share, model by describing a treasured possession of your own. When they got home, Anansi went to his closet and took out a shimmering white ball that he had been saving for a long time. “This ball is my most treasured possession,” Anansi said. “I was saving it for the most special of my sons, but now I see that each of you is equally special. So, it is yours to share.” The sons began to argue over the ball, each thinking it should belong to him alone. “If it wasn’t for me, we would never have known Father was in trouble,” said See-Everything. “Without me, we would not have gotten to him,” said Road-Weaver. “But I am the one who drank all the river water,” said River-Drinker. “And I am the one who made the fish spit Father out!” said Friend-of-Fish. “It is me who saved him from the Crow,” said Bird-Whistler. “I am the one who cushioned his fall!” said Pillow. GLOSSARY possession something you own 176 UNIT 5 Anansi and His Six Sons Reading
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