UNIT x UNIT 4 | 125 Reading Strategy: Identify Fact and Opinion • Build academic language proficiency Discuss the meaning of fact and opinion. Say: It is important to know the difference between fact and opinion. Look for facts and opinions as you read. Emphasize that opinions are feelings or beliefs that may be true for us but not true for others. • Understand the strategy Review the text and the reading strategy and signal phrases. Point out that opinions do not always use signal phrases. Say: Value words also signal an opinion. Value words are words that judge, such as good/better, bad/worse, pretty, handsome, smart, great. • Distinguish fact from opinion Display photos of unappealing objects or foods. Write on the board: This food looks delicious! Soup is a food. Apples are fruit. Their house is beautiful. On the board, make a two-column chart labeled fact and opinion. Work with students to sort the sentences. A Use a graphic organizer Copy the graphic organizer onto the board. Review the text, photo, and chart. Elicit why each sentence belongs in the fact or opinion column. Support students in expressing their reasons. ANSWERS Sample answers: Fact: The watermelon has seeds. The apple is green. Opinion: Watermelon tastes better than apples. Apples are the best fruit in the world. B Exchange ideas Elicit more phrases for agreeing or disagreeing with an opinion and write them on the board (for example, I think so, too/do, too; I don’t agree/ think so). ANSWERS Sample answers: Student 1: No, I don’t think apples are better than watermelon. Student 2: I do! I love apples. C Use fact and opinion language Have students brainstorm foods and complete Activity C independently. ANSWERS Sample answer: F: It’s a fact that oranges are round. It’s true that lemons are yellow. O: I think fruit and yogurt is a good snack. In my opinion, peaches are better than grapefruit. Practice Book p. 67 Assessment Program p. 61 EXPLORE AND LEARN PRACTICE COMMUNICATE DIFFERENTIATED INSTRUCTION Scaffold To support students in differentiating between fact and opinion, provide illustrations of vocabulary terms. Write fact and opinion phrases about the images on individual sticky notes. Then model matching a fact then an opinion to illustrations. Have students match the remaining phrases then sort them into a Fact pile and an Opinion pile, and identify each in a complete sentence. Provide sentence frames. Use one fact or opinion per image. (sample phrases: (F) has red hair; (O) feels anxious) Facts: _____ is/are _____. Opinion: _____ is/are _____. I believe/think/feel _____ is/are _____. Amplify Ask students to extend their understanding of fact and opinion by writing a brief profile of a historical or other person who interests them. Direct students to state facts about the person and include their own and, when appropriate, others’ opinions of him or her. UNIT 4 / BEFORE YOU READ Identify Fact and Opinion Reading Strategy A story can have facts —things that are true. It can also have opinions— things people think, believe, or feel. These words can express opinions: I believe . . . She feels . . . He thinks . . . In my opinion, . . . As you read, you can ask yourself these questions to decide if something is a fact or an opinion. Is this true for everyone? Or is this what one person thinks, feels, or believes? Try Out the Strategy A Look at the picture. Write two more facts and two more opinions in the chart. B Share your ideas from Activity A with a classmate. Did you have similar or different opinions? I don’t. I think they’re bland. C Write two facts and two opinions about one of your favorite foods. It’s a fact that . . . It’s true that . . . I think . . . In my opinion, . . . I think apples are delicious. fact opinion They are eating fruit. They have different fruits. I think the apple is better than the watermelon. I think all apples are delicious. UNIT 4 125
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