UNIT X 252 | UNIT 7 Reading • Follow the instructional routine for reading. The following strategies are a sample routine. • Preview images and captions Point out the photos and captions on pages 252–253. Call on volunteers to read the captions aloud. Ask: What do you already know about the wildlife in the photos? Have students share ideas in pairs. Then elicit ideas from the class. • Follow oral content Play the audio for pages 252–253. Ask students to listen for a general understanding without looking at the text. • Match oral to written words Play the audio again. Ask students to read along silently. • Use new vocabulary to enhance comprehension Direct students to find the bold words trunk and spines on page 252. Have them look at the words in context and then check the meanings in the glossary. To check comprehension, ask: Which part of the cactus stores water (the trunk) Which part of the cactus protects it from animals? (the spines) • Read for comprehension Replay the audio one more time, pausing after each paragraph. Check for comprehension of terms such as range, extreme, protect, and holes. Use synonyms, examples, and sketches as needed. Point out that range is a word with multiple meanings. Write the phrase range from X to Y on the board. Say: As a noun, range can mean a stove and oven or a group of mountains. When we say something ranges from one number to another, it’s a verb that means it includes those numbers and other numbers in between. • Notice text features Point out the words in parentheses in paragraph 2. Explain that sometimes writers put words in parentheses to give definitions or explanations of the words before them. Say: Look at the words they get light rainfall in parentheses in paragraph 2. What word does this define? (semiarid) • Imitate intonation, phrasing, and pace Read the section aloud. Ask students to follow along in a whisper read, trying to match pronunciation, intonation, phrasing, and pace exactly. Use short pauses after commas, longer pauses after periods, and the longest long pauses at the end of a paragraph. DIFFERENTIATED INSTRUCTION Scaffold To support students as they learn new information about each biome, draw a KWL chart on the board. Write the column headings Know, Want to Know, and Learned. Before students read about each biome, ask: What do you already know about this biome? Elicit ideas and add them to the first column. Ask: What do you want to know about it? Elicit ideas and add them to the second column. After students have finished reading, ask: What have you learned about this biome? Elicit ideas and add them to the third column. Have students make their own KWL charts in their notebooks.. Amplify Before students read about each biome, have them write notes in response to this prompt: What do you know about this biome? After they read, have them write a list of facts or information in response to this prompt: What did you learn about this biome? When we think of deserts, we think of very hot, dry areas with sand. But there are cold deserts, too. Hot deserts can be arid or semiarid (they get light rainfall). Arid deserts get less precipitation and have hotter temperatures than semiarid deserts. Temperatures in arid deserts range from 70°F to 77°F, with extreme high temperatures of 120°F. Hot and cold deserts get about 10 inches of precipitation a year. In cold deserts, the precipitation is snow, and the winter temperatures range from 28°F to 39°F. The plants in hot deserts have developed adaptations to survive for many months with no water. The cactus stores water in its trunk to use during the dry months. Spines protect the cactus from animals that try to make holes in it to drink the water. a desert in Arizona Desert Biome GLOSSARY trunk spines 252 Reading UNIT 7 Biomes of the World UNIT 57 / CREOANDNINECGT TO THE THEME
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