UNIT X UNIT 5 | 201 DIFFERENTIATED INSTRUCTION Scaffold Have children who need substantial writing support work together in a group. Work with the group to write an informational text together. Read each step of the Plan it! Write it! section aloud. As children share their ideas, write them on the board. Then draft the paragraph in steps, writing cloze sentences on the board as children copy them down and complete them. For example: The ___ has many animals. The ___ is rainy. Amplify Provide time and resources for children to research information about their place in nature as necessary. Group children who are writing about the same place together. Have them share their questions and work together to find answers and gather information from nonfiction books, Internet sites for kids, or encyclopedias. Plan It! Write It! • Have children discuss places in nature in pairs and choose one to write about. • Draw a habitat Have children draw a picture of a place in nature, or a habitat. Tell them to include animals and plants that live in their habitats. You may want to allow time for research. At the end of the activity, tell the children that they drew a habitat. Explain what a habitat is. Have children share their pictures and talk about the habitats they drew. • Write a topic sentence As children share their pictures, ask the class to help them formulate topic sentences; for example, Many plants and animals live in the forest/ocean, or Not many plants and animals live in the Arctic. • Writing strategy: Ask and answer information questions Have children create a chart like the one on page 198 with wh- questions and answers. In the first column, they write questions about their place in nature with the words who, what, where, why, and when. Children answer the questions in the second column. • Organize facts and details Tell children to organize the answers to their questions as facts and details for the middle of their writing. • Write a closing sentence Ask a child to read aloud the example from the student model on page 200 and point out that the closing sentence relates to the topic sentence. Ask children to state their topic sentences and ask the class to help them write a related closing sentence. Check It! Tell children to read their draft paragraph closely and mark each item in the checklist as they find it in their writing. After children have self-edited, collect their writing and provide feedback on the checklist items and basic standards of writing that children are continuing to develop. • Use frequently-occurring verbs Make sure children use correct subject-verb agreement with is, are, has, and have. • Use compound words Note that all children may not have a logical place to use a compound word. • Supply facts about topics Remind children that their paragraphs should include factual information and not opinions. • Provide a sense of closure Remind children that their closing sentence should be related to their topic sentence. PRACTICE Check It! Use the checklist to review your work. Plan It! Write It! • Talk with a classmate about a place in nature. • Draw a picture of the place. • Write questions and answers. • Write a topic sentence. • Write sentences with facts and details. • Write a closing sentence. Checklist I have a topic sentence. I use is, are, has, and have correctly. I use compound words correctly. My facts tell who, what, where, why, and when. I have a closing sentence. UNIT 5 201 CON22_1_SE_U05_198-203_CWM.indd 201 30/10/2020 11:44 UNIT 5 / CONNECT TO WRITING
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