UNIT X 214 | UNIT 6 Reading • Follow the instructional routine for reading. The following strategies are a sample routine. • Follow oral content Play the audio for pages 214–215. 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. • Use text features to aid comprehension Review how to refer to the glossary to understand words in bold type. Then go back and reread the text to deepen understanding. Say: A capital is a city that has the main offices of the government. Abigail moved to the country’s capital, Washington. This makes sense because a president and first lady are an important part of the government and need to be near the offices of government. • Identify a problem and/or solution Have pairs share why countries need capital cities. Then have them explain what they think it would be like to run a government without a capital. (We need capitals so that important people in government can be close to each other and talk about decisions. If there were no capital, it would be hard to have meetings and make important decisions about running the government and helping people.) • Identify a problem and solution Have students work with a partner. Together have them reread the text. Ask students to take turns to identify the key events in this part of Abigail’s life. Have them take turns to retell the events using sequencing words, after, then, later, in the end. • Make inferences Ask: Do you think Abigail Adams influenced her husband and son in their political careers. Why or why not? Call on volunteers to share their opinions. Elicit reasons for these opinions from the entire class. DIFFERENTIATED INSTRUCTION Scaffold Work with students in small groups to draw a map of Washington and label the important buildings that are in this city. Discuss the people who work in these building and what they do. (The Capitol Building: senators, representatives, lawmakers; The White House: the president, the first lady; The Supreme Court: judges) Amplify Draw students’ attention to the idea that capitals are important because they are a place where important people in government can meet and do their work. Have students work in pairs to make a map of Washington with important building and the people who work inside. Then have them draw arrows and write descriptions about how people in the different buildings work together to make important decisions in the government. GLOSSARY capital a city with the main office of government In 1800, John Adams’s family was the first to live in the White House. The capital was in Washington, DC. Abigail Adams was active as First Lady. She stayed active in politics even after her husband was no longer president. She wrote letters to other presidents. She also helped her son, John Quincy Adams, with his career. She died in 1818. Her son became president in 1824. The President of the United States and the First Family live in the White House. The house is more than 220 years old. 214 UNIT 6 Great Americans Reading UNIT 56 / CREOANDNINECGT TO THE THEME
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