Page 191 - CMS Grade 1 Field Test Sampler
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Grade 1: Module 3: Unit 2: Lesson 15
Down the road:
Students will repeat the Vocabulary Sorting game in Lesson 16 using new words and a new way to sort the words.
Students will complete their Unit 2 Assessment in Lesson 16 by writing the second set of detailed sentences and conclusion statement. Their writing will be stapled together like a booklet, and sketches will be added in Lesson 17.
In advance:
Strategically pair students in triads for the Opening and groups of four for the Science Talk protocol.
Post: Learning targets and applicable anchor charts (see Materials list).
Consider using an interactive whiteboard or document camera to display lesson materials.
Continue to use the technology tools recommended throughout Modules 1 and 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.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 1.I.A.1, 1.I.B.8 and 1.I.C.10
Important points in the lesson itself
The basic design of this lesson supports ELLs by inviting them to complete assessment tasks similar to the classroom tasks completed in Lessons 12–13 (drafting focus statement, Details #1 and #2, and the conclusion statement).
ELLs may nd the assessment challenging, because it is a big leap from the heavily sca olded classroom interaction. ELLs will be asked not only to independently apply cognitive skills developed throughout the unit, but also to independently apply new linguistic knowledge.
Make sure that ELLs understand the assessment directions. Answer their questions, refraining from supporting them with the skill being assessed. See additional support in the lesson.
After the assessment, ask students to discuss what was easiest and what was most di cult on the assessment, and why. In future lessons, focus on the language skills that will help students address these assessment challenges.
Allow time for students to grapple with completing this assessment independently before providing support. Grappling helps students build independence and o ers an opportunity to assess what they are able to do independently.
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