UNIT X 256 | UNIT 7 Reading • Follow the instructional routine for reading. The following strategies are a sample routine. • Activate background knowledge Preview the section heading. Ask: Have you ever been in a forest? What did you do there? What did you see? • Preview images and captions Point out the photos and captions on pages 256–257. Ask volunteers to read the captions aloud. Ask: What do you already know about the places shown in the photos? Have students to share ideas in pairs. Then elicit ideas from the class. • Match oral to written words Play the audio for pages 256–257 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 new vocabulary Call attention to the words coating and sap. Ask volunteers to read the sentences with these words aloud. Then draw attention to the words and definitions in the glossary. Ask: Is a coating inside or outside a tree? (outside) Is sap inside or outside a tree? (inside) • Connect to science Ask students to reread the second sentence in the first paragraph on page 256. Say: This sentence has three scientific terms related to chemistry. Circle the scientific terms. What terms did you circle? (carbon dioxide, photosynthesis, oxygen). Ask students if they know what these terms mean. Provide brief definitions or symbols if needed. • Identify phrasal verbs Write the second sentence in the first paragraph on page 256 on the board and underline the phrasal verbs: Forest trees take in carbon dioxide to use in photosynthesis and give off oxygen for us to breathe. Say: Take in means to gather, and give off means to send out. For example, when people breathe in, they take in oxygen, and when they breathe out, they give off carbon dioxide. Demonstrate taking in oxygen and giving off carbon dioxide, having students imitate your actions. DIFFERENTIATED INSTRUCTION Scaffold To help students navigate longer sections, help them find a sentence in the introduction that provides clues about the text organization. Read the last sentence in the first paragraph on page 256 aloud: Three types of forests are taiga, deciduous forests, and tropical rain forests. Say: This sentence tells us that we will read about three types of forests. Look at pages 256–258. Which paragraph will tell us about the taiga? (second paragraph on page 256) Which paragraph will tell us about deciduous forests? (first paragraph on page 257) Which paragraph will tell us about tropical rain forests? (first paragraph on page 258) Amplify Before students read through pages 256–258, have them create a three-column chart with the headings taiga, deciduous forests, and tropical rain forests. As they read, have them add important information about each forest type to the chart. After they finish, have them write a paragraph summarizing the main differences between the three types of forest. Reading Forests are the largest and most diverse ecological systems. Forest trees take in carbon dioxide to use in photosynthesis and give off oxygen for us to breathe. Three types of forests are taiga, deciduous forests, and tropical rain forests. The taiga biome is the largest single biome on Earth. It starts where the tundra ends. It has long, cold winters and short, humid summers. Precipitation is 12 to 33 inches per year. The trees have thin needles with a coating to protect them from the cold. Most of the trees here don’t have sap, so the needles don’t freeze. They stay on the trees all year. Many animals either migrate or hibernate during the winter. Some grow thicker coats of fur. Trees in the taiga are called conifers, or evergreens. Forest Biome GLOSSARY coating covering, outer layer sap thick liquid inside a plant 256 UNIT 7 Biomes of the World UNIT 57 / CREOANDNINECGT TO THE THEME
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