UNIT X 216 | UNIT 6 Reading • Follow the instructional routine for reading. The following strategies are a sample routine. • Use new academic vocabulary Call attention to the highlighted word: experiment. Ask: Who knows what this word means? What is the experiment in the illustration? Call attention to the illustration of a kite connected to a key. Explain that before this experiment, people did not know that you could direct energy from lightning to a piece of metal. Ask: How did experimenting with electricity help build the U.S.? (Experiments lead to knowledge that helped people in the U.S. develop technology that uses electricity. This technology helped build the economy of the country.) • Match oral to written words Play the audio for pages 216–217 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. • Use illustrations to confirm word meanings Ask: What do you see in the illustration on this page? What is the energy in the picture made of? (electricity) Direct students to describe the rest of the illustration, pointing out the items and talking about them. (Lightning hits the kite and then travels to the metal key.) Ask: How does looking at the illustration and reading the text help you understand the story? What do the things in the illustration tell us about Benjamin Franklin and how he helped build the U.S.? (The illustration shows us how Benjamin’s experiment worked. We then understand that he taught people in the U.S. to value knowledge and science.) • Read for specific information Have students work with a partner to list Benjamin Franklin’s achievements. Remind students to look at text and non-text information (pictures and captions) as their sources. Call on volunteers to share their information with the class. (Poor Richard’s Almanack, a metal stove, swim fins, bifocals, proving lightning was a form of electricity). Ask: What did Franklin publish in Poor Richard’s Alamanack? (weather reports, predictions, recipes, advice). DIFFERENTIATED INSTRUCTION Scaffold If students are struggling to understand new vocabulary words, focus on a couple of the vocabulary words, like fins or electricity. Describe the ideas behind each word. Then have students draw the vocabulary word items. Help students produce a sentence with each new word. Amplify Have students pretend they are a reporter. Direct them to write a list of questions they might ask Benjamin Franklin about his life, experiments, and inventions. Point out that reporters typically ask who / what / when / where / why questions to get the facts they need. Questions should focus on learning more about how Benjamin Franklin helped build the United States. Provide students with a model question, such as, How did your almanack help people in the colonies? In 1731, Franklin started the first library. In 1733, he started printing Poor Richard’s Almanack. The book had weather reports and predictions, recipes, and advice. Franklin invented many things, like a metal stove to heat homes, swim fins, and “double spectacles,” or bifocals. He was also a scientist. His most famous experiment was flying a kite with a key attached to it in a storm. When lightning hit the key, he proved that lightning was a form of electricity. This page of Poor Richard’s Almanack, written by Benjamin Franklin, was published in 1740. Benjamin Franklin sketched his idea for bifocals, which had two parts. The top part helped people see things far away, and the bottom part helped people see things close to them. Benjamin Franklin experimented with electricity. Reading 216 UNIT 6 Great Americans UNIT 6 / READING
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