UNIT X 188 | UNIT 5 DIFFERENTIATED INSTRUCTION Scaffold Provide more support for students for Activity A. Break condensing into steps. Write the steps on the board and model the process with question 1. Step 1: Find words in sentence 1 that are repeated in sentence 2. (rainbow; a rainbow). Step 2: Cross out repeated words in sentence 2. (a rainbow) Step 3: Use that to connect sentence 2 to the last word in sentence 1. Clarify that something to the big fish in question 3 is the object of whispered. Amplify Have students brainstorm places they want to visit and descriptions of them. Direct them to write two sentences, one identifying the place and another describing it, then join the two sentences with that. Have students check each other’s work to be sure the replaced words are not repeated and the sentences are joined correctly. Instructional Routine: Tools for Writing p. Txxxv Tools for Writing: Condense Ideas with that • Understand sentence combining Read aloud the explanation and draw students’ attention to the example. Point to that in red font and then to The spots in the sentence above. Say: That replaces the spots. It connects the description of spots to the first sentence. This way, we do not have to repeat words and our writing is easier to understand and read. • Distinguish the use of that Explain that that has different uses. Write on the board: That book is on the desk that my mom gave me. Say: When that comes before a noun it gives a direction (which book? that book on the desk). When it comes after a noun it condenses sentences (That book is on the desk. It is on the desk my mom gave me.) Ask volunteers to discuss other examples, demonstrating the use of that on the board. A Use that as a connector Read aloud item 1 and copy it onto the board. Model how to use that to connect the sentences. Write the combined sentence on the board. Cross out the words being replaced and say: The words that are replaced are not repeated in the new sentence. Then have students complete the rest of Activity A independently and check their responses with a partner once they have finished. ANSWERS 1. Then the rainwater and sunshine created an incredible rainbow that the animals had never seen before. 2. He wove a silk road that led to the river. 3. Friend-of-Fish whispered something to the big fish that made it laugh and laugh. 4. When they got home, Anansi went to his closet and took out a shimmering white ball that he had been saving for a long time. B Condense ideas with that Have students complete Activity B independently. ANSWERS 1. Bat was an animal that hated sunshine. 2. Butterfly had blue wings that were gigantic. 3. Parrot was a bird that had no color. 4. I read a tale that was about the rain forest. EXPLORE AND LEARN PRACTICE COMMUNICATE Tools for Writing Condense Ideas with that You can condense ideas by combining sentences using that. Jaguar had amazing spots. The spots were black and orange. Jaguar had amazing spots that were black and orange. When you condense ideas with that, you avoid repeating words. It makes your writing more sophisticated and easier to read. A Find and write the condensed versions of these sentences from the stories. How Parrot Got Its Colors 1. Then, the rainwater and sunshine created an incredible rainbow. The animals had never seen a rainbow before. Anansi and His Six Sons 2. He wove a silk road. The silk road led to the river. 3. Friend-of-Fish whispered something to the big fish. What he whispered made it laugh and laugh. 4. When they got home, Anansi went to his closet and took out a shimmering white ball. He had been saving the ball for a long time. B Condense the ideas in these sentences. Use that. 1. Bat was an animal. This animal hated sunshine. 2. Butterfly had blue wings. The wings were gigantic. 3. Parrot was a bird. This bird had no color. 4. I read a tale. The tale was about the rain forest. CONNECT TO Language Arts UNIT 5 188 UNIT 5 / CONNECT TO LANGUAGE ARTS
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