UNIT X UNIT 5 | 169 FORMATIVE ASSESSMENT DIFFERENTIATED INSTRUCTION Scaffold Be purposeful about pairing. Instead of pairing children by proximity, consider pairing children with higher levels of proficiency with children who have lower levels of proficiency. The children with higher levels of proficiency can serve as peer tutors who can prompt and reinforce language. Amplify Challenge children who finish Activity A quickly to write a description of the diagram using all of the key words: plant, sprout, soil, stem, roots, leaves. For each stage, ask them to copy the illustration and write at least one sentence to describe it. Talk and write: Seasons and weather Write the seasons. Write two weather words to describe each. Ask and answer with a classmate, “What is your favorite season?” Ask and answer with a classmate, “What is your favorite weather?” Vocabulary: Key Words • Identify key words Remind children that they listened for key words on page 167. Now they will read for key words. Ask: What are the key words on this page? (the highlighted words) Which word was a key word on both page 167 and 169? (plant) • Use illustrations to learn or clarify word meanings Ask children to read the example sentences and match the highlighted words to the pictures to aid comprehension. • Recognize related words Explain the difference between plant as a noun and plant as a verb. Elicit or provide additional usage examples; e.g., This is a plant. You plant flowers. They will see both forms in the reading. • Decode words with inflectional endings Point out that roots and leaves are plural words. Teach the singular forms as well. Have children copy examples with both forms. A • Retell an event Confirm understanding of the picture. Elicit that it shows how a plant grows, or changes. Each picture shows the plant at a different stage in its growth. • Use newly acquired vocabulary Ask children to practice explaining the picture with a classmate. Tell them to look at the pictures of the key words above and match them to the stages of the plant’s growth. • Use sequence words Remind children of sequence words to help identify the stages in a plant’s life cycle (first, next, then, finally) or ordinal numbers (first, second, third). • Participate in discussions Ask children to share their own experiences with planting seeds and growing plants. Some children may have experience growing, caring for, or picking vegetables or flowers. • Demonstrate to retell an event Have children imagine that they are plants. Use total physical response to illustrate the process of a seed growing. First, use the body, hands, and facial gestures to show a seed in the soil. Then mimic the plant spouting out of the ground, enjoying the rain and the sunshine, and becoming a fully-grown plant. Practice Book pp. 90–91 Assessment Program p. 82 PRACTICE COMMUNICATE EXPLORE AND LEARN UNIT X5 / BEFORE YOU READ Tutorial Key Words Vocabulary These words are in the article. Which words do you know? A Look at the picture. What do you see? Use the key words. We put seeds in the soil. A plant needs water. plant soil Leaves grow on plants. Flowers grow from the stem of a plant. stem leaves This sprout is a new plant. sprout roots The roots are in the soil. UNIT 5 169 CON22_1_SE_U05_168-169_BR.indd 169 30/10/2020 11:53
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