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BEFORE READING
Prereading Strategies
OBJECTIVES
Target Skill Identify facts and opinions to improve comprehension.
Target Skill Recognize how facts and opinions are used within the text structure.
GENRE STUDY
Photo Essay
How My Family Lives in America is an example of a photo essay. Explain that photo essays are collections of photographs with captions or an essay to explain them.
PREVIEW AND PREDICT
Have students preview the selection title as well as the photographs, maps, and captions. Then discuss the topics or ideas students think this selection will cover. Encourage students to use lesson vocabulary as they talk about what they expect to learn.
Strategy Response Log
Activate Prior Knowledge Describe a family you know who has brought their heritage to America. Students will monitor their comprehension of the selection in the Strategy Response Log activity on p. 183.
SET PURPOSE
Read the first page of the selection aloud to students. Have them consider their preview discussion and tell what they hope to find out as they read.
Remind students to look for facts and opinions as they follow the text structure of the selection.
STRATEGY RECALL
Students have now used these
before-reading strategies:
  • preview the selection to be
    aware of its genre, features,
    and possible content;
  • activate prior knowledge about
    that content and what to expect
    of that genre;
  • make predictions;
  • set a purpose for reading.
Remind students that, as they read, they should monitor their own comprehension. If they realize something does not make sense, they can regain their comprehension by using fix-up strategies they have learned, such as:
  • use phonics and word structure to decode new words;
  • use context clues or a dictionary to figure out meanings of new words;
  • adjust their reading rate—slow down for difficult text, speed up for easy or familiar text, or skim and scan just for specific information;
  • reread parts of the text;
  • read on (continue to read for clarification);
  • use text features such as headings, subheadings, charts, illustrations, and so on as visual aids to comprehension;
  • make a graphic organizer or a semantic organizer to aid comprehension;
  • use reference sources, such as an encyclopedia, dictionary, thesaurus, or synonym finder;
  • use another person, such as a teacher, a peer, a librarian, or an outside expert, as a resource.
After reading, students will use these
strategies:
  • summarize or retell the text;
  • answer questions they or
    others pose;
  • reflect to make new information
    become part of their prior
    knowledge.
Audio CDAudioText
How My Family Lives in America

"How My Family Lives in America"
by Susan Kuklin

Student Edition
Unit 5, pp. 174–189

Narrative nonfiction gives factual information about real people and events in the form of a story. Look for interesting facts about the three children in this Snapshot.

Sanu, Eric, and April are all Americans living in New York City. Each child has a parent who was born in another country. Each has a story to tell.
Sanu and her brother have African names. Sanu has the same name as an African princess from long ago. Her brother, Badu, was named for a famous African warrior. Their father grew up in Senegal in West Africa. Sanu's African grandparents still live there. She visited them once and learned some African words. Sanu's mother grew up in Baltimore. Sanu's mommy works in a hairstyling shop. There Mommy might braid someone's hair into a Senegalese twist. Sanu likes to go grocery shopping with Daddy. He laughs that in Africa the wife buys and cooks the food. Here he helps to do both. Mommy reminds him that this is America. Sometimes the family eats the way people in Senegal eat. Everyone uses hands to scoop food from a large bowl. The bowl is placed on a cloth on the floor. This is the custom in Senegal. Sanu is happy to be African American, with customs from both Africa and America.
Eric lives in an apartment with his parents and their pet parrot. They are Hispanic Americans. His daddy and all of his grandparents came from Puerto Rico, an island close to Florida. His mommy and he were born in New York City. Eric and Daddy like baseball. It is a popular sport both in Puerto Rico and in New York. Eric liked being able to play ball last winter, when he and his parents visited Puerto Rico. At home Eric and his family speak Spanish and English. His good friends, Irma and Glen, are from the Dominican Republic. They also speak Spanish. People who come from a place where Spanish is spoken are called Hispanic. One of Eric's favorite foods is rice with chicken and beans. He helps Mommy make it. First they put the beans in water and leave them there overnight. That makes them soft. Then he helps her mix the special spices that go into the pot of beans. Eric sees his nana Carmen every day. On some nights, friends visit and do Spanish dances like the merengue. Eric likes to mention that his family enjoys dancing almost as much as baseball.
April lives in New York with her Mama and Papa and her older sister and brother. Both of their parents came to New York from Taiwan, an island next to China. April and her family are Chinese Americans. April also has a Chinese name, Chin Lan. Chin means "admire," and Lan means "orchid." She and her brother and sister go to public school during the week. On weekends they go to Chinese school. There they learn to speak and write Chinese. To make calligraphy, April uses a brush and special paper made from rice. April and Papa like to play Tangram together. They make different shapes with the pieces. April knows that the Chinese admire older people because they are wise. She says that when she grows up, she will teach this to her own family.

From How My Family Lives in America. Copyright © 1992 by Susan Kuklin. Reprinted with permission of Simon & Schuster Books for Young Readers, Simon & Schuster Children's Publishing Division. All rights reserved.

Copyright © Pearson Education.

 
   
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Activate Prior Knowledge Encourage students to discuss how a family usually passes along their heritage to younger generations. Ask students to think about family traditions, food, dress, favorite activities, and language.
Consider having students read the selection summary in English or in students' home languages. See the Multilingual Summaries in the ELL Teaching Guide, pp. 152–154.
ELL