UNIT X 294 | UNIT 8 Reading • Follow the instructional routine for reading. The following strategies are a sample routine. • Follow oral content Play the audio for pages 294–295. Ask students to listen to the story for a general understanding without looking at the text. • Match oral to written words Replay the audio. This time ask students to read along silently. • Use visuals to support comprehension Replay the audio, pausing after “the Incas built rope bridges over the deep abysses of the Andes Mountains.” Draw an abyss on the board. Model how to use clues in the picture and the glossary to determine the meaning of abysses. Say: I know we use bridges to cross over water and deep valleys. The people in the picture are in the mountains. The glossary says an abyss is a very deep hole. I think that in the story abysses means very deep valleys. • Imitate intonation, phrasing, and pace Play the audio a final time. Ask students to follow along in a whisper read, trying to match the speaker’s intonation, phrasing, and pace exactly. Model, if necessary, by playing a short excerpt then pausing to imitate these elements. Provide encouragement and feedback on students’ oral reading fluency. • Use new vocabulary to enhance comprehension Direct students to find abysses, tambos, chasquis, and swift on page 294. Discuss what new information students learn about these words by reading them in context. Then ask: How does knowing these words help you understand the story better? • Generate questions during reading Ask students if they have any questions about the story so far. If students need prompting, provide an example, such as Are the words tambos and chasquis in English or are they in a language of the first inhabitants? Guide students to discuss their questions with each other and offer answers and ideas. DIFFERENTIATED INSTRUCTION Scaffold Have students work in pairs to identify other innovations picture on page 294. What problems do those innovations solve? Sample answers: stairs – hard to climb steep mountains; shell horn – need to signal others from far away; water jug – need to carry water away from the river; basket – need to carry lots of small items; animal pack – need to transport heavy items. Amplify Have pairs use relevant details from the story to write a short summary of the innovations. Direct them to answer questions about the innovations, such as What problem does the innovation solve? (Sample answers: Rope bridges allowed people to cross steep valleys faster. Stone roads allowed people to move more easily. Tambos provided a place for people to rest on long journeys. Chasquis got messages from one place to another faster.) To overcome enormous distances, the Incas built rope bridges over the deep abysses of the Andes Mountains. They built stone roads with tambos, or inns, for eating and resting. Each tambo was at a certain distance from the other. They also devised a system of relay runners, called chasquis. These swift runners carried messages or products from one end of the empire to another. Several chasquis waited at each tambo. When one saw another approach, he would begin to run in the same direction as the incoming chasqui. The arriving chasqui would not stop. He would deliver the message to the new chasqui running by his side. The new chasqui would take the message and run to the next tambo. GLOSSARY abyss a very deep hole swift very fast 294 UNIT 8 On the Wings of the Condor Reading UNIT 58 / CREOANDNINECGT TO THE THEME
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