UNIT X 254 | 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 254–255. Have volunteers read the captions aloud. Ask: What do you already know about the wildlife in the photos? Ask students to share ideas in pairs. Then elicit ideas from the class • Follow oral content Play the audio for pages 254–255. 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 word temperate on page 254. Have them look at this word in context and then check the meaning in the glossary. Point out that this word is related to temperature but has a different meaning. To check comprehension, ask: What temperature do you consider to be temperate? • Read for comprehension Replay the audio one more time, pausing after each paragraph. Check for comprehension of such terms as covered, mild, averages, and moist. • Notice organization of ideas Explain that that the paragraphs on page 254 divide a topic into two different categories. Write these sentences from the text on the board: Grasslands are in both temperate and tropical climates. There are two types of grasslands: temperate and tropical. Point to the first sentence. Ask: What is the topic of this sentence? (grasslands) Say: The writer divides grasslands into two categories. What are they? (grasslands in temperate climates and grasslands in tropical climates) Point to the second sentence and ask the same kinds of questions. Point out how the writer uses two different sentences to draw attention to the two categories of grasslands. • Read for relevant details Draw a two-column chart on the board with the headings temperate grasslands and tropical grasslands. Ask students to copy the chart. Then ask them to read paragraph 2 on page 254 carefully and note down the differences. Elicit features of each type of grassland and add them to the chart on the board. DIFFERENTIATED INSTRUCTION Scaffold To help students understand and remember the vocabulary, point out that the text often uses synonyms with the same meaning. Write these words on the board: temperate and savannas. Ask: What synonym does the writer use for temperate? (mild) What synonym does the writer use for savannas? (tropical grasslands). Encourage students to keep a vocabulary log that includes synonyms for new words. Amplify Have students write a short paragraph comparing and contrasting grasslands in temperate climates with grasslands in tropical climates. Direct them to avoid looking at the text and write the paragraph from memory. Did you know that grasslands are covered in grass and have very few trees? Grasslands are in both temperate and tropical climates. Temperatures are usually mild, and precipitation averages between 10 and 36 inches per year. There are two types of grasslands: temperate and tropical. Some temperate grasslands are moist and humid. Others are semiarid. In humid grasslands, the moisture helps grasses grow very tall. The grasses are shorter in semiarid grasslands. Tropical grasslands are called savannas. Savannas are warmer than temperate grasslands, and they have both a dry season and a rainy season. zebras in a tropical grassland Grassland Biome GLOSSARY temperate not too hot or too cold 254 Reading UNIT 7 Biomes of the World UNIT 57 / CREOANDNINECGT TO THE THEME
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