UNIT X UNIT 8 | 299 Reading • Use words that identify examples Ask students to point out the words on page 299 that identify the story’s examples. Support them in identifying for example. Ask: Why do good readers pay attention to example words? Elicit that example words help good readers better understand the facts in a story. • Use a resource to determine meanings of new words Have students locate the glossed words on page 299. (resin, enrich) Then ask them to identify the resource on the page that can help them understand the words’ meanings. (the glossary) Ask students to use gestures and descriptive language to explain resin and enrich. • Connect to self Ask students how they enrich their community. Ask: Do you play a musical instrument? Do you create art for your family? Do you dance? Do you help your family? What are other ways you enrich your community? If students are reluctant to share, model by describing an experience of your own. • Identify author’s opinion Ask: What do you think is the authors’ opinion about the first inhabitants of Latin America? Why? (They admire the first inhabitants. They talk about their accomplishments and their contributions to the world.) • Home-School Connection Have students brainstorm ways they can enrich the classroom. For example, they could create art for the walls, they could establish peer tutoring groups, they could sign up for classroom chores (like sweeping or cleaning the board). Then have students brainstorm ways they can enrich their wider communities, such as the school community and their families. Check In • Ask and answer questions Have students work in pairs to ask and answer the questions. Ask students to take notes on their answers and prepare to share responses in a class discussion. • Use evidence to support understanding Ask volunteers to share their answers with the class. Have one student share the answer to question 1 and another point out text evidence that supports the answer. Then have another pair share their answers to question 2. ANSWERS 1. They selected the best seeds. Words that tell me are “They carefully and patiently selected the best fruits in order to plant their seeds. Each time the fruits would grow bigger and more flavorful.” 2. They come from trees. Words that tell me are “chocolate comes from the cacao tree” and “Chewing gum comes from the sap of the sapodilla tree.” PRACTICE FORMATIVE ASSESSMENT DIFFERENTIATED INSTRUCTION Scaffold Have students work in pairs to summarize what they just read. Tell them to act out and use expressions and gestures to retell the story. Pair students with the same home language so they can discuss the content and new vocabulary with home-language help. Amplify Tell students to write their response to question 2 in complete sentences. Direct them to cite text evidence to support their answers. Provide students with a sentence frame, if necessary. I know this because_____. Talk and write: On the Wings of the Condor Ask and answer in pairs: How can people enrich their community? Write two things people can do to enrich their community. Some of the world’s most delicious foods also came from Latin America. For example, chocolate comes from the cacao tree. Chocolate is called chocolatl in the Aztec Nahuatl language. Chewing gum comes from the sap of the sapodilla tree. The Aztecs called this chewable resin tzictil. The descendants of the first inhabitants of Latin America continue to enrich life and to make it more beautiful with their music and dance, their celebrations, and their crafts. They enrich the world with their work, their intelligence, their efforts, their presence, and their existence. GLOSSARY resin thick liquid inside a tree enrich make something richer or better CHECK IN 1. Sequence How did the first inhabitants improve crops? 2. Compare Where do chocolate and chewing gum come from? 299 UNIT 8 On the Wings of the Condor UNIT 8 / READING
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