Page 115 - CMS Grade 1 Field Test Sampler
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Grade 1: Module 3: Unit 2: Lesson 6
Consider using an interactive whiteboard or document camera to display lesson materials.
Continue to use the technology tools recommended throughout Modules 1–2 to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Opening: Record students as they participate in the Volley for Vocabulary protocol to listen to later to discuss strengths and what they could improve on, or to use as models for the group. Most devices (cellphones, tablets, laptop computers) come equipped with free video and audio recording apps or software.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 1.I.A.1, 1.I.B.5, 1.I.B.6, 1.I.B.8, and 1.I.C.10
Important points in the lesson itself
The basic design of this lesson supports ELLs through opportunities to process content orally and to capture it in notes written in collaboration with others.
ELLs may nd it challenging to use the information in the bullets of the Habits of Character Goals column of the Unit 2 Learning Plan anchor chart, because the wording of the chart can pose an extra demand for them (see “Levels of support” and Meeting Students’ Needs).
Levels of support
For lighter support:
Invite students to create sentence frames to support sharing orally. Invite students who need heavier support to use the frames. Examples:
– “Birds use their beaks to ________.”
– “Birds use their feathers to ________.”
For heavier support:
To provide language support for reading during group research in Work Time A, consider enlarging page 3 of the text Beaks! and posting it in a central location for students to reference. While reading this page out loud during Work Time A, annotate the enlarged text using pictures and words. (Example: Underline the word bill and write the word beak under it, or draw a picture of a seed by the word seed.)
Annotate and add visuals to the bullets of the Habits of Character Goals column of the Unit 2 Learning Plan anchor chart.
Universal Design for Learning
Multiple Means of Representation (MMR): Similar to Unit 1, this lesson o ers a variety of visual anchors to cue students’ thinking. Continue to support students by creating additional
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