UNIT X 82 | UNIT 3 Connect to the Theme • Activate prior knowledge Say: Roots. Ask: What are roots? What do roots do? How do roots help a tree? Point to the picture of a girl standing on a tree’s roots. • Use a semantic organizer Sketch an idea map on the board. Write roots in the center circle. Explain to students that trees and plants are not the only things that have roots, people have roots, too: people’s roots connect them to their family, the people around them, and the Earth. Ask: What are your roots? Who do they connect you to? How do your roots help you? In the outer circles, draw and label what students name. Guide them to consider family, culture, nature, and community. Connect to THE THEME Play the Connect to the Theme video. Ask students to describe what they see. This will help you assess what vocabulary terms students already know. Theme-related Vocabulary Use pictures to identify theme Direct students’ attention to the photo. Ask: What do you see? Guide students toward exploring the following terms: roots, tree, plant, climb, water, nutrients, anchor. Encourage them to think about how roots soak up water and nutrients for the plant, as well as support and anchor the plant. Assess Language Levels Related to the Theme Answer questions Hold up the book and do a picture walk of Unit 3. Have students identify elements in the picture. For example, point to the roots. Ask: Where are the roots of the tree? Where are the branches? What do the roots of a tree do? Then ask more advanced, open-ended questions that allow discussion. Ask: Does the girl have roots, too? What do her roots connect her to? Connect to the BIG Idea Develop prior knowledge Say: Stories can explain what we see in the world around us. Connect this idea to stories that students have read about trees. Say: Yesterday, I read a book about a tree in a forest. It had strong roots that connected it to the Earth. Extend this idea to people and how their roots connect them to the world. DIFFERENTIATED INSTRUCTION Scaffold As you introduce the concept of roots, provide comprehensible input for new vocabulary. Display images of concepts, such as place, family, parents, community, friends, environment. Use gesturing to indicate that roots connect plants and people to the world around them. Guide students to use the new vocabulary as they make statements about their roots. Amplify Have students say more about how they are connected to their family, community, or country. Model the conversation. Say: My roots are in this country … I was born here and so were my parents. I also have some French roots … because my grandpa is French. UNIT 3 Roots BIG Idea Roots connect us to people and land. UNIT 3 Unit 3 82
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