UNIT X UNIT 8 | 297 DIFFERENTIATED INSTRUCTION Scaffold Provide additional comprehensible input for the term edible. Create a menu of edible plants, such as the vegetables served at school for lunch. Read it aloud several times and have students echo you. Then have each student come to the board and add their favorite food to the menu. Explain that everything on the menu is edible. Amplify Have students write a brief comparison paragraph in response to question 2 explaining the reasons why people wear jewelry today compared to the first inhabitants. Together, brainstorm a word bank they can use for writing. Model an example paragraph, then give pairs a chance to discuss their ideas. Provide sentence frames, if necessary. People wear_____ because _____. Jewelry is made from _____. Reading • Use non-textual information Direct students’ attention to the illustration on this page. Have students describe the different elements in the picture. Ask: Where are they? (on the coast) How do you know? (I can see the ocean, the sand, and the palm trees.) What are the two men doing? (I think they are fishing. They have tied a rope onto a fish. I also see a large turtle.) Have students skim the text to find out more information about what is happening in the picture. • Use the vocabulary strategy Review word families with students. Write edible on the board and ask students to point to the word in the text. Help students identify what is edible in the illustration. Then point to the yucca. Say: Yucca is edible as flour. Ask students to explain what edible means. • Retell to confirm understanding Have students work in pairs to list the innovations thus far. Remind them to list both the problem and the innovation that solves the problem. Listen in to confirm students comprehend the story. Check In • Ask and answer questions Give students time to ask each other the questions and formulate answers. Then discuss answers as a class. • Make inferences Help students make inferences from text evidence. For example, say: Can you eat yucca when it comes out of the ground? When can you eat it? Help students understand what words in the text help them make inferences: They learned to make it edible. ANSWERS 1. They reproduced what they saw to make sure it would not be forgotten. 2. They wanted ways to create even more beauty. 3. No. First, it must be grated and squeezed through a cotton sack. PRACTICE The first inhabitants of Latin America helped nature to be more useful to them. The Taino and Siboney peoples of the West Indies planted yucca. They learned to make it edible. They grated and squeezed it though a cotton sack. Then, they made cassava f lour. They also used live bait. They raised guaican, a type of fish that has a sucker on its back. A fisherman tied a cotton rope around a guaican’s tail and let it swim on its own. When the guaican got stuck to a turtle or a large fish, the fisherman pulled the rope to catch his prey. GLOSSARY yucca edible safe to eat CHECK IN 1. Problem and solution How did the first inhabitants make sure they would remember what they saw? 2. Comprehension Why did the first inhabitants make jewelry? 3. Make inferences Can you eat yucca when it comes out of the ground? When can you eat it? 297 UNIT 8 On the Wings of the Condor UNIT 8 / READING
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