UNIT X 120 | UNIT 3 Publish A Create a final copy Provide access to computers if students choose this method for publishing. B Illustrate the text Direct students to review their writing and identify sections that might benefit from illustrations or photos. Emphasize that illustrations should serve a specific purpose (to help communicate a point) rather than be decorative. C Practice presenting Give students time to practice reading their texts before presenting to partners. Then pair students with different levels of proficiency to read their writing aloud. Direct presenters to read with appropriate volume, rate, and expression. Listeners should listen actively. D • Provide positive feedback Echo read the expectations in Activity D. Then model giving and receiving feedback with a student. Direct students to provide positive feedback to their partners. • Home-School Connection Have students share their published writing with family members. Then students can write brief summaries of feedback they receive and share them with the class. BIG Idea: Roots connect us to people and land. • Engage in conversational exchanges Arrange students in groups. Read the prompt aloud and ask students to discuss the questions. Check in to ensure students are participating equally, taking turns, and following rules for discussion. • Revisit familiar texts Direct students to revisit texts from the unit to support their responses during discussion. ANSWERS Sample answer: Agriculture is important in the U.S. because it lets us get to know the land, plants, animals, and food that we share the land with. These natural things are an important part of our roots and our identities. Many Americans eat squash, beans, and corn. In my family, we love to eat popcorn. Provide students with the self-evaluation sheet from the online teacher resources. Practice Book p. 65 COMMUNICATE FORMATIVE ASSESSMENT What I learned in this unit: Roots Write an informational paragraph about why a person’s roots are important and how they connect our identities to our communities. Draw and label a picture of you and the roots that connect your family to their identity and culture. DIFFERENTIATED INSTRUCTION Scaffold In order to build fluency and confidence, give students plenty of time to practice reading their writing aloud before sharing it with their peers. Provide feedback and support with pronunciation, volume, and pace as needed. Amplify Have students take notes on their discussions about the Big Idea and turn those notes into written statements. Tell students to restate the questions in their responses to reinforce writing complete, thorough sentences. Post written statements around the room and have the class do a gallery walk to read them. UNIT 3 / CONNECT TO WRITING Publish A Rewrite a final copy of your letter to the editor in your best handwriting. You can also use a computer. B Draw one or more pictures to illustrate your letter. C Work with a classmate. Read your letters aloud to each other. Be sure to read with appropriate expression. D Talk about each other’s writing. Tell your classmate: if you agree or disagree if the letter changed your mind BIG Idea Roots connect us to people and land. Why is agriculture important in the United States? What are some common foods grown in the US? What traditional foods do people eat in the US? How is agriculture or food important to your family? 120 CONNECT TO Writing UNIT 3
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