UNIT 1 BRIDGES TO WRITING DIFFERENTIATED INSTRUCTION Scaffold Be mindful when creating groups for students to share their narratives. Group students together who are especially reluctant to speak or who need more support with expressive language skills. Have them work together to form follow-up questions for each narrative. Encourage them to be supportive listeners. Amplify Use a Gallery Walk method of presenting students’ personal narratives. All students post their narratives around the room. Provide sticky notes to all students. Have students move around the room, reading each narrative. Instruct them to use the sticky notes to write a wow (something they really like) and a wonder (a question about the narrative) on each narrative. 5 PUBLISH • Include visual displays to emphasize salient points Make sure students know that they should choose the most important idea in their narrative to use or illustrate, and that the visual can represent an idea or one moment rather than ongoing action. • Engage effectively in collaborative discussion Emphasize to students that their purpose is to engage in meaningful discussion about each other’s experiences and also help each other improve their writing by providing feedback on what they learned from the narrative. 6 PRESENT • Present information in style appropriate to task, purpose, and audience Make sure students read aloud clearly for their classmates to understand easily. • Pose questions that elicit elaboration Ask students to listen closely to their classmates and write down thoughtful questions as they listen. Collecting students’ questions for assessment may encourage more purposeful questions. BIG IDEA: Your personality traits, special stories, and history make up your identity. • Identify supporting evidence Direct students back to page 2 and ask a student to read aloud the Big Idea. Remind students of the discussion the class had when they began the unit. Say: Think of the Big Idea as the central idea of this unit. What have we learned about in the unit that supports it? Remind students of elements, such as the memoirs from Honoring Our Ancestors, the information about the cultural celebrations from the Social Studies lesson, the I am . . . presentations from the Oral Language activities, and the digital footprint discussion from the Technology lesson. • Come to discussions prepared Tell students to view the mural and read the questions silently. Give them a few minutes to think about their answers in preparation for a group discussion. • Acknowledge new information expressed by others Remind students to be respectful and listen to each other’s lessons, keeping in mind that their own ideas and answers may be modified based on others’ ideas. Supersite Provide students with the Self-Evaluation sheet from the online teacher resources. Practice Book p. 17 COMMUNICATE FORMATIVE ASSESSMENT Speak/Write • What I learned in this unit: Discovering Your Roots • Write an informational paragraph about how your personality traits, special stories, and history make up your identity. 5 6 A Rewrite a final copy of your personal narrative in your best handwriting. You can also use a computer to type your final copy. B Find or draw one or more pictures to illustrate your personal narrative. C Work with a classmate. Read your personal narratives aloud to each other. Be sure to read with appropriate expression. D Talk about each other’s writing. Tell your classmate ➜ what you learned from their personal narrative ➜ what more you want to know A Work with a group. Read your personal narratives aloud and show your pictures. B Ask each reader follow-up questions: Who . . . ? Why did . . . ? What . . . ? How did . . . ? When . . . ? Where did . . . ? PUBLISH PRESENT BIG IDEA Your personality traits, special stories, and history make up your identity. This mural appears in Minneapolis, Minnesota. Read the mural. Do you agree? Do you think our ancestors dreamed about what we are today? What do you think they predicted? What do you think they didn’t predict? UNIT 1 40 BLC23_SE_LB_U01_038-040_BW.indd 40 8/30/21 12:34 PM 40 | Teacher’s Edition • UNIT 1
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