UNIT X 292 | UNIT 8 Reading • Use a glossary Ask volunteers to identify the word in bold type on page 292. (indigenous) Then point out the glossary. Say: This word is in bold type. That is how we know that it is in the glossary. Model how to refer to the glossary to learn a new term and then go back to reread the text to deepen understanding. Say: I learned that indigenous means living or existing naturally in an area. That must mean that these words come from the languages of the first inhabitants. Gesture to explain indigenous if needed. Remind students to use the glossary as they continue reading. • Understand academic vocabulary Point out the word respond in the Academic Vocabulary box. Explain that, typically, a student responds to a teacher’s question by raising their hand to be called on. Guide students to understand that people respond to things in their environments. Explain that the first inhabitants responded with innovations to solve problems. • 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 292–293. Help students set a purpose for listening, such as to learn the key innovations in the text. • Match oral to written words Replay the audio, this time asking students to read along silently. Model how to track the text with your finger as you listen. • Build oral fluency Remind students that reading smoothly and with expression comes with practice. Play 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, reread the text and have students copy the innovations onto sticky notes, using a different color for each innovation. Divide students into two groups. Have one group identify the problems in the story. Have the other group identify the innovations used to solve problems. Then pair students from each group and have them match problems to innovations. • Once students have demonstrated confidence, direct them to brainstorm alternative solutions and innovations for each problem. Have them discuss the benefits of those innovations. Amplify Direct students to explain how the innovations on this page are used to solve problems today. Create a problem/solution chart on the board. Work with students to identify modern problems (a river flood washes away a bridge) and have them match the innovation solution to the problems on the board. Then have students vote on the solution most in use today and explain why. The first inhabitants of Latin America responded to their surroundings. They used natural resources to create many things that we continue to use today. The words for these things have become part of the Spanish language. They have also become part of English and other languages. These words come from indigenous languages. Canoe and hammock come from the Arawak language spoken by peoples of the Caribbean and Orinoco. Poncho comes from the Quechua language spoken by a great number of inhabitants of the Andes. ACADEMIC VOCABULARY respond (verb) Definition to react by speaking or doing something Example I responded to the teacher’s question by raising my hand. Canoas (canoes) were used to travel through rivers, lakes, and the sea. Hamacas (hammocks) were used to sleep and rest in. Ponchos (ponchos) were used to cover up and keep warm in. GLOSSARY indigenous living or existing naturally in an area Reading 292 UNIT 8 On the Wings of the Condor UNIT 58 / CREOANDNINECGT TO THE THEME
RkJQdWJsaXNoZXIy MjUyNzA0NQ==