UNIT X 212 | UNIT 6 Reading • Follow the instructional routine for reading. The following strategies are a sample routine. • Follow oral content Play the audio for pages 212–213. 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, However, she educated herself by reading books in her family’s library. Ask: Do we use books to educate ourselves? Call on volunteers to talk about books they have read independently that have taught them things. Have volunteers say what these things are. • Use new vocabulary to enhance comprehension Direct students to find educated and education on pages 212 and 213. Discuss what new information students learn about these words by reading them in context. Then ask: How does knowing these words help you understand the story better? • Use language frames Provide language frames on the board so all students can participate in the discussion about how they can educate themselves or receive an education from books. I educated myself on the subject of _____ by reading _______. I think books educate us because _______. We can learn ________ from books. • Generate questions during reading Ask students if they have any questions about Abigail’s biography so far. If students need prompting, guide them to compare Abigail’s education with their own. Students can discuss their questions with one another and offer answers and ideas. Ask: What is the difference between an education you receive at school and an education you get from books? What similarities are there in both types of education? • 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. DIFFERENTIATED INSTRUCTION Scaffold Draw a circle on the board with Abigail Smith Adams in the center. As a class, reread the first page of the biography and expand the web with information that we know about Abigail. (She likes to read, she is from Massachusetts.) Amplify Have pairs use relevant details from the biography to write a short character description of Abigail. Direct them to answer questions about her, such as, Was she curious? Was she a “self-starter,” someone who takes initiative? (She was curious, and she was a self-starter who educated herself with books from her family’s library.) Abigail Smith Adams Abigail Smith Adams was an important person in the early years of the United States of America. She was born in Massachusetts in 1744. Like many women at the time, she did not go to school. However, she educated herself by reading books in her family’s library. In 1764, she married John Adams. He was important during the American Revolution. He became the second president of the United States. 212 UNIT 6 Great Americans Reading UNIT 56 / CREOANDNINECGT TO THE THEME
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