UNIT X 258 | UNIT 7 DIFFERENTIATED INSTRUCTION Scaffold Students may need help deconstructing more complex sentences. To support them in understanding their meaning, copy them onto the board and break them into chunks. For example, copy the last sentence on the page on the board and break it into chunks as follows: Some animals / have developed / large eyes / that can see / in the dark. Point to and explain each part of the sentence, explaining its purpose. For example, say: Some animals tells us what the sentence is about; have developed explains what these animals have done; large eyes lets us know what part of their body developed; so they can see explains why they developed large eyes; and in the dark tells us where they can see with their large eyes. Amplify Have students research another animal that lives in the forest biome and the adaptations it has made. Ask them to share what they find with the class. Reading • Follow the instructional routine for reading. The following strategies are a sample routine. • Preview heading, image, and captions Point out the photos and captions on page 258. Point out that the word continued in the heading shows that this is part of the section on the previous pages. Invite a volunteer to read the caption aloud. Ask: Have you ever seen a tree frog? • Match oral to written words Play the audio for page 258 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 word equator. Ask a volunteer to read the sentence with this word aloud. Then draw attention to the word and image in the glossary. Ask: Where is the equator? What countries are near the equator? Have students find them on a map or globe. • Identify time expressions Write the first two sentences from the page on the board, with these time expressions underlined: Tropical rain forests are near the equator and are warm and humid all year. Precipitation averages 50 to 260 inches per year. Ask: What does all year mean? (the whole year) What does per year mean? (each year or every year). Provide example sentences as needed to help clarify meaning. • Identify quantifiers Write these sentences from the page on the board and underline the quantifiers: The trees produce a lot of Earth’s oxygen. Few plants grow close to the ground. Many animals have developed adaptations to live without much sunlight. Some animals have developed large eyes so they can see in the dark. To check comprehension, point to each sentence, read it aloud, and ask basic questions about the meanings of the quantifiers. For example, after reading the first sentence aloud, ask: How much of Earth’s oxygen comes from the trees? (a lot, much) Tropical rain forests are near the equator and are warm and humid all year. Precipitation averages 50 to 260 inches per year. The trees produce a lot of Earth’s oxygen. The tallest trees form a kind of roof. The thick, green vegetation blocks sunlight and shades the ground. Few plants grow close to the ground. Many animals have developed adaptations to live without much sunlight. Some animals have developed eyes that can see in the dark. Forest Biome—Continued GLOSSARY equator A tree frog can see in the dark. Reading 258 UNIT 7 Biomes of the World UNIT 7 / READING
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