Page 155 - EL Grade 2 Teaching Support Materials

Grade 2: Module 1: Unit 2: Lesson 2
• Model adding “built a new school with solar panels” and drawing a school with solar panels next to the notes.
• Invite udentstoThink-Pair-Share:
“What other notes will you add about the
solution?” Encourage udents to use the How
to Take Notes anchor chart. (The new school has internet and computers to help udents learn.)
• Invite udentstocompletetheSolutionboxontheirown note-catchers using pictures and labels.
• Circulate to support udents and to encourage them to pro- vide as much speci c detail as possible. Refer to the O to Class notebook (example, for teacher reference) as necessary.
Page 13 Paragraphs 2–5
• Draw udents’attentionbacktothetextandreadaloud Paragraphs 4–6 on page 13 with minimal
interruptions.
• Ask:“What are these paragraphs mo ly about?” (about the school and what kinds of things udents learn)
• Direct udents’ attention to the bottom section of page 2 in their O to Class notebook. Discuss what kind of information belongs there.
• Explainthatyouwillnowrereadthela few paragraphs. Their job is to li en closely and gure
out why this school is important to the community of Xixuaú so that they can record the information on their note-catchers.
• Draw udents’attentionbacktothetextandreread Paragraph 2 on page 13.
• Invite udentstoThink-Pair-Share:
“Why is this school important to the community of Xix- uaú?” (They connect with udents around the world. Adults can take classes there too.)
• Direct udents to record this information on their note-catchers using words and pictures.
• Draw udents’attentionbacktothetextandreread Paragraphs 4–5 on page 13.
• Using a total participation technique, invite responses from the group:
“Why is this school important to the community of Xixuaú?” (Students learn to value and appreciate the rainfore . Families can ay in Xixuaú.)
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