UNIT X 250 | UNIT 7 Reading • Use a glossary Ask students to identify the word in bold type on page 250. (thaws) Then point out the glossary. Say: This word is in bold type. That is how we know that it is in the glossary. Remind students to refer to the glossary to learn new terms and then go back to reread the text to deepen understanding. Check comprehension of the word melts in the glossary definition. Ask: When ice melts, what happens to it? (It becomes water.) • Follow the instructional routine for reading. The following strategies are a sample routine. • Listen actively Remind students to listen actively as you play the audio for pages 250–251. • Match oral words to written words and images Replay the audio again, this time asking students to read along silently. Model how to track the text with your finger as you listen. • Read for comprehension Replay the audio one more time, pausing after each paragraph. Check for comprehension of terms such as sunlight, form, average, top layer, grow roots, and deep. Use synonyms, examples, and sketches as needed. Ask general comprehension questions after each paragraph. For example, after students hear paragraph 1, say: This paragraph talks about the Arctic tundra. Where is the Arctic? Can someone show me on the map? • Use prior knowledge Some students may come from countries that use the metric system. They may be more familiar with temperatures in Celsius and distances in meters. When they read about temperatures in Fahrenheit and distances in miles, ask them to share how they measure temperatures and distances in their home countries. Provide conversion tables that show equivalent measurements if needed. • Build oral fluency Remind students that reading smoothly and with expression comes with practice. Replay the audio a final time, asking students to follow along in a whisper read to imitate intonation, phrasing, and pacing. Repeat as necessary until students demonstrate confidence. Direct students who have demonstrated proficiency to read passages of the text aloud. Provide encouragement and feedback on students’ oral reading fluency. DIFFERENTIATED INSTRUCTION Scaffold To support students’ understanding of the central ideas in each paragraph, write these sentence frames on the board: There is no _____ all winter in the tundra. The climate in the tundra is _____ and _____. In the winter, the ground is _____. _____ can’t grow in the tundra. _____ can grow in the tundra. Have students reread the first three paragraphs closely. In pairs, have them use text evidence to complete the sentences. Amplify Have students write a one-sentence summary of each paragraph. Ask them to reread each paragraph, close their books, and write the central idea in their own words. Imagine a summer day with sunlight for twenty-four hours. Now imagine a long, cold, dark winter. That’s what it is like in the Arctic tundra. The tundra is dry and cold. It only gets from six to ten inches of precipitation in the form of snow each year. The ground is frozen in the winter, and the average temperature is only 0°F. The summers are very short, with average temperatures between 37°F and 60°F. Trees can’t grow in the tundra because only the top layer of the ground thaws, and trees need room to grow roots deep in the ground. Only shrubs, mosses, and lichens grow in the top layer of the ground. These plants have short roots, or no roots at all. lichen moss Tundra Biome GLOSSARY thaws melts Reading 250 UNIT 7 Biomes of the World UNIT 57 / CREOANDNINECGT TO THE THEME
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