UNIT X UNIT 8 | 295 DIFFERENTIATED INSTRUCTION Scaffold Be aware that some students may need a little more time to prepare their oral answers to the Check In questions. Read the questions aloud and then tell students to think about and formulate their answers in pairs before discussing them as a class. Amplify Have students brainstorm other innovations that make farming easier. Direct students to make a list of their ideas. Have them choose their favorite idea and present it to the class, explaining what it is and why they think it is effective. Reading • Make predictions Have students revisit their predictions. Say: Remember the prediction you made before we started reading On the Wings of the Condor? Is your prediction correct? Do you need to change it? • Understand vocabulary in context Direct students’ attention to terraces on page 295. Ask: Who can remind us what slopes means? Let’s look at the words around it: In order to plant crops on the slopes of steep mountains, the Incas built terraces, an extraordinary architectural feat. I see very big steps with crops and people on each step. The Incas must have cut the steps into the mountain side to make a flat place for growing crops. Have students explain what slopes means in their own words. If necessary, students can turn back to page 295 for a visual reminder. • Use text features to aid comprehension Review how to refer to the glossary to understand words in bold type. Then go back and reread the text to deepen understanding. Say: We learned that slopes means the side of a hill or mountain. That must mean that planting crops on the side of a hill or mountain is a problem. Remind students to use the glossary as they continue reading. • Play a game to confirm understanding of story events Tell pairs to discuss the illustrations on page 295. Then ask one pair to describe an illustration and have another pair identify the text it illustrates. Continue with the other illustration. Ask: How did looking at the illustrations help you check your understanding of the story? Check In Recall relevant details Discuss the questions as a class. Then have students respond to the questions independently, reminding them to locate relevant details in the text to support their responses. ANSWERS 1. A system of relay runners, called chasquis, carried messages from one end of the empire to another. 2. They solved the problem of how to get water to the crops on the mountain terraces. PRACTICE In order to plant crops on the slopes of steep mountains, the Incas built terraces, an extraordinary architectural feat. They irrigated the land by carrying water in enormous arívalos, clay pots that they would tie around their foreheads and backs. GLOSSARY slope the side of a hill or mountain extraordinary architectural feat something amazing that was built CHECK IN 1. Sequence How did the Inca get messages from one place to another? 2. Problem and solution What problem did arívalos (clay pots) solve? 295 UNIT 8 On the Wings of the Condor UNIT 8 / READING
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