Page 38 - Scaffolding for English Language Learners

“Yes, the river water kept alive the plants that were grown for food. Now look around.”
growing in it
alive—having life; not dead
Supplementary Questions
22. What did the people who lived along the river realize or know? [ALL]
They realized that the land _______________________________. [EN,EM,TR] [had rich soil for planting crops]
23. What kind of soil is good for crops? [ALL]
The kind of soil good for crops is ___________________________. [EN,EM,TR] [rich]
24. What kinds of crops did they plant? [ALL]
They planted ________________________________. [EN,EM,TR] [wheat and barley]
25. What do you use wheat and barley for? [ALL]
You use wheat and barley to make _________________________________. [EN,EM,R] [bread]
26. What kind of land was there away from the river? [ALL]
The land away from the river was _________________________. [EN,EM,TR] [desert]
27. What did they do with the crops? [ALL]
They used the crops to ______________________________. [EN, EM,TR] [feed themselves and their families]
28. Why did people build the city next to the river? [ALL]
They build the city next to the river so they could _____________________. [EN,EM,TR] [water the plants]
Response to Guiding Question
Partner Talk: Why did people live along the river? [ALL]
People lived along the river because of the _______________________. [EN, EM,TR] [rich soil]
Part 4
“A Father and His Son in Mesopotamia”
[Show Image 1A–6: Warad and Iddin sitting on a bench.]
 Describe the picture to students: In this picture you see Warad and Iddin sitting on a bench.  Partner Talk: What do you see in this picture?
 Debrief several pairs.
 Elaborate on student’s responses as necessary.
American Institutes for Research Scaffolding Instruction for ELLs: Resource Guide for ELA–34