UNIT X 180 | UNIT 5 DIFFERENTIATED INSTRUCTION Scaffold Have students create sequence graphic organizers. Play the audio again, pausing frequently so students can take notes in their organizers. Model how to listen and take notes in the first box. After students have finished taking notes, model labeling the first box with the word first. Then support students in labeling subsequent boxes with appropriate sequence words. Students can use the graphic organizer as a support for Activity B. Amplify Have students analyze and discuss Ricardo’s retelling of the story. Play the audio again for students to take notes. Direct students to listen for missing information and discuss whether there were relevant details Ricardo should have included or left out of his retelling. Have students defend their answers. Provide a sentence frame: I think Ricardo should/should not have included _____ because _____. Instructional Routine: Oral Language p. Txxvii Listening Strategy: Listen for Main Events and Relevant Details • Understand main events Draw students’ attention to the Listening Strategy box and read the information aloud. • Review sequence words Elicit that sequence words signal events. Ask: What are some sequence words used in stories? Write on the board: one day, long ago, then, finally, after that, when, and ever since. Tell students to listen for sequence words when they hear the recording. A • Preview illustrations Direct students to preview the illustrations and text. Ask: What do you see? • Listen actively Play the audio once for students to listen for general understanding. • Identify key words Replay the audio, this time asking students to listen for words signalling the order of events. EXPLORE AND LEARN B Listen to check understanding Replay the audio and have students check their answers. ANSWERS 1, 3, 4, 6 SCRIPT Ricardo: Anansi was a spider with six sons. Each son had a special talent. Their names were SeeEverything, Road-Weaver, River-Drinker, Friend-of-Fish, Bird-Whistler, and Pillow. One day, Anansi went on a journey. He planned to come home in four days, but he didn’t arrive. His sons were worried, so they used their special talents to find and save him. See-Everything could see their father was swallowed by a gigantic fish in a river. The brothers got to the river quickly because Road-Weaver weaved a silk road. Then River-Drinker drank all of the water in the river so he could locate the fish. After that, Friend-of-Fish made the giant fish laugh. When the fish laughed, Anansi came out of its mouth. Then a crow flew down and snatched Anansi. Bird-Whistler whistled at the crow, and she dropped Anansi. Luckily, Pillow turned the ground into a soft pad, so Anansi landed safely. Anansi was very proud of his sons, so he gave them a beautiful, white ball. They didn’t want to share. They argued for a long time. This made Anansi sad. He looked up at the sky and asked what to do. The sky came down to Earth and grabbed the ball. The sky called the ball Moon, and ever since, it appears in the night sky for everyone to see. PRACTICE UNIT 5 / CONNECT TO ORAL LANGUAGE pad gigantic LISTENING STRATEGY Listen for Main Events and Relevant Details When you listen to someone retell a story, listen for the main events and relevant details. You will hear fewer relevant details than you read in the original story. Retelling a Story A Listen to Ricardo retell the myth Anansi and His Six Sons. B Listen again. Check the events and details that the student uses when he retells the myth. 1. the names of the characters 2. what each character looked like 3. what each brother did to save Anansi 4. the size of the fish 5. what the brothers screamed when Crow snatched Anansi 6. why the brothers argued about the ball I emptied the river and located the fish! I captured Anansi, but then I dropped him. CONNECT TO Oral Language UNIT 5 180
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