UNIT X 102 | UNIT 3 DIFFERENTIATED INSTRUCTION Scaffold • Review how to use context and visual clues to determine a new word’s meaning. Students can use an online dictionary to find the meanings. • For Activity B, pair emerging learners with those who have higher proficiency. Students work together to search for context clues in the text and answer the questions. Amplify Have students use the internet and the boldfaced words to research food production in their region. Then have them write five sentences about food production using the words in bold and the information they find. Instructional Routine: Grammar p. Txxviii Grammar in Action A • Understand genre Preview “Where Does Our Food Come From?” with students. Tell them that it is an informational text. Ask: The last story we read was realistic fiction. This is an informational text. What do you think the features of an informational text are? Discuss with students, reinforcing the idea that articles like the one they are about to read are not fiction; they contain facts. • Use text features to make a prediction Ask students to point out the text features. If they have difficulty remembering what they are, ask: What is the title? What do you see in the photos? What are the words in bold type? What do you think this informational text is about? • Listen to media to build academic language Play the audio once, having students listen to gain a general understanding of the text without looking at the words. Then replay it, this time asking students to read along silently. Direct them to pay special attention to the words in bold type and their context. • B • Use context to determine present tense On the board, write raise, grow, and produces. Point out that the words are verbs: action words. Ask: What do these verbs have in common? What tense are they in? Why do you think an informational article uses verbs in the present tense? • Use the vocabulary Have students analyze the words in bold and discuss their meaning. Students complete Activity B. Choral drill the answers. ANSWERS 1. Grains that are used in baking bread are grown in the Midwest. 2. Farmers raise cattle and chickens in the Midwest. 3. California makes the most dairy products. 4. After food leaves the farms, a lot of it goes by truck to warehouses. Then it goes to supermarkets. 5. People in cities have urban farms so they can have fresh fruits and vegetables. EXPLORE AND LEARN PRACTICE Grammar in Action A Read the informational text. Where Does Our Food Come From? Where does food grow in the United States? Farms in the Midwest grow a lot of grains. Bread is made with grains, so this area is sometimes called the Breadbasket. Midwestern farmers raise cattle and chickens, too. The animals provide us with meat. We also get eggs from the chickens. Almost every state has farms that grow crops. Farmers in the South and Southeast grow peaches, peanuts, oranges, and other fruits. Farms in the Northeast and Northwest produce fruits and vegetables, like apples, cherries, potatoes, and carrots. There are also many dairy farmers who raise cows for milk and milk products. California grows most of the fruits and vegetables in the United States. Strawberries, grapes, almonds, onions, and garlic all grow well there. The state produces the most dairy products in the United States, too. Farmers sell some products locally, but a lot of the food goes by truck to large warehouses. Then, drivers take the food from the warehouses to supermarkets in cities. This is expensive, and it can be bad for the environment. The food is often several days old when it gets to the stores. In some cities, people have urban farms. They grow food on top of buildings and in empty lots to provide local, fresh fruits and vegetables for people in the city. B Use the vocabulary 1. Why is the Midwest sometimes called the Breadbasket? 2. What animals do farmers raise? 3. Which state produces the most dairy products? 4. What happens to food after it leaves the farms? 5. Why do people in some cities have urban farms? an urban community farm a warehouse for fruits and vegetables CONNECT TO Grammar 102 Tutorial UNIT 3 UNIT 3 / CONNECT TO GRAMMAR
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