Page 57 - CMS Grade 1 Field Test Sampler

Grade 1: Module 3: Unit 2: Overview
Supporting English Language Learners
The Meeting Students’ Needs column in each lesson contains support for both ELLs and Universal Design for Learning (UDL), and some supports can serve a wide range of student needs. However, ELLs have unique needs that cannot always be met with UDL support. According to federal guidelines, ELLs must be given access to the curriculum with appropriate supports, such as those that are speci cally identi ed as “For ELLs” in the Meeting Students’ Needs column.
■ Prioritizing lessons for classrooms with many ELLs: Consider prioritizing and expanding instruction in Lessons 6 through 14 to support students in writing their individual informative paragraphs about bird beaks in preparation for the assessment that occurs in Lessons 15 and 16. In these lessons, students engage in a second research cycle, this time in small groups using the text Beaks!, in part through a Language Dive. Consider placing less focus and condensing instruction in Lessons 1 through 6 in which students engage in a whole class research process which involves listening to text read aloud, generating group notes and creating a shared writing piece using the text Feathers: Not Just for Flying. However, be sure to complete the Language Dive in Lesson 2.
■ Language Dives: All students participate in Language Dives in Lessons 2 and 8. These Language Dives support ELLs and all students in deconstructing, reconstructing, and practicing the meaning and structures of sentences from Feathers Not Just for Flying and Beaks! Many lessons also include optional Mini Language Dives for ELLs. The Language Dive goals remain the same as in previous modules; however, the new format goes beyond those goals by encouraging students to take more of a lead in the conversations and to build greater independence by taking an inquiry-based approach to language in general, and the selected sentence in particular. Refer to the Module 1 Appendix for additional information.
■ Conversation Cues: Continue to encourage productive and equitable conversation with Goals 1-4 Conversation Cues, which are questions teachers can ask students to help achieve four goals: (Goal 1) encourage all students to talk and be understood; (Goal 2) listen carefully to one another and seek to understand; (Goal 3) deepen thinking; and (Goal 4) think with others to expand the conversation (adapted from Michaels, Sarah and O’Connor, Cathy. Talk Science Primer. Cambridge, MA: TERC, 2012. http://inquiryproject.terc.edu/ shared/pd/TalkScience_Primer.pdf. Based on Chapin, S., O’Connor, C., and Anderson, N. [2009]. Classroom Discussions: Using Math Talk to Help Students Learn, Grades K-6. Second Edition. Sausalito, CA: Math Solutions Publications). Refer to the Module 1 Appendix for the complete set of cues. Heightened language processing and development is a primary potential bene t for ELLs.
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Diversity and inclusion: Investigate the routines, practices, rituals, beliefs, norms, and experiences that are important to ELLs and their families. Integrate this background into the classroom as students explore an informational text taking place across di erent cultures and countries. The anchor texts, Feathers Not Just for Flying and Beaks! Give information about di erent kinds of birds that inhabit di erent parts of the world. Investigate to make sure the topic of birds, a bird in particular, or parts of birds (e.g. feathers) are not taboo for students. The guiding questions and texts in this unit focus on the function of bird’s body parts, which may raise sensitive issues for some students, such as in cultures that believe that souls or spirits exist, not only in humans, but also in birds and in their feathers. Create a safe space for students to express themselves without putting them on the spot if they choose not to by inviting them to share experience or feelings they have regarding birds in general
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