UNIT x UNIT 4 | 139 Discuss the Reading A Ask and answer questions Have students work in pairs to discuss the questions. Allow plenty of time for discussion before pairs share their ideas with the class. Remind students to point out where in the text they found evidence for their answers to questions 2–7. ANSWERS 1. Sample answer: I predicted that Zoey learns about fresh foods, and I was right. She visits the farmers market and likes the fresh fruits and vegetables she samples. Zoey and her mother learned that fresh foods can help control diabetes. 2. Zoey: plums, carrots, peas, radishes, cucumbers, walnuts; Marisol: purple sweet potatoes and broccoli. 3. to help her parents sell apples; they don’t see each other outside of school. 4. She feels sad, worried, then happy. Sample answer: Her mood changes because she has found that eating fresh foods can keep her mother out of the hospital. 5. because she thinks Marisol is always telling her what to do but she wants Marisol to like her. She feels more confident when Marisol helps her solve a problem by taking her to the cooking demonstration. 6. She has Type 2 diabetes and high blood pressure. Eating fresh foods can help control the diabetes. 7. Sample answer: It is important to eat healthy foods because they can improve blood sugar levels and prevent or reverse Type 2 diabetes and high blood pressure. B Connect to self Have volunteers read aloud the directions and questions. Then have students work independently to write answers to the questions. ANSWERS Sample answer: Marisol’s aunt and uncle probably have a small farm. I think this because they sell apples in a local market and not to a big warehouse. Buying food from a farmers market helps the environment because small farms do not increase pollution or destroy trees and forests like big corporations do. Practice Book pp. 73–75 Assessment Program p. 63 PRACTICE COMMUNICATE FORMATIVE ASSESSMENT DIFFERENTIATED INSTRUCTION Scaffold Before writing their responses to Activity B, have students work in pairs to discuss the questions and the connection to the informational text. Help students draw and label their ideas and select one to focus on. Provide sentence starters for answers: Marisol’s aunt and uncle probably have _____. I think so because _____ It helps the environment because _____. Amplify Provide access to resources, and have higher proficiency students research additional advantages of buying food from local farmers. Have groups present their findings to the class in a poster. Emphasize the importance of speaking slowly and clearly, as well as making eye contact and using appropriate gestures. Write: I can create healthy habits. Write about how you can create healthy habits. UNIT 4 / AFTER YOU READ Discuss the Reading A Discuss the questions. 1. Revisit your prediction You predicted what the characters might learn. Were you correct? Explain. What did Zoey learn? What did her mother learn? 2. Recall relevant details What fruits and vegetables does Zoey try? What vegetables does Mario use? 3. Explain Why does Marisol go the farmers market? Why does she want Zoey to come? 4. Characters What is Zoey’s mood like at the beginning and middle of the story? At the end? Why does it change? 5. Infer Why is Zoey anxious about her friendship with Marisol? What makes her more confident? 6. Problem and resolution What is Zoey’s mom’s problem? What can help her? 7. Respond to the essential question What can we learn about wellness from a story? B Making connections Make a connection between the story and the informational text Industrial Agriculture on page 110. Answer the questions: What kind of farm do Marisol’s aunt and uncle probably have? Why do you think so? How does it help the environment to buy food from a farmers market? UNIT 4 139
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