Page 156 - EL Grade 2 Teaching Support Materials

Schools and Community
• 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.)
• Invite udentstoThink-Pair-Share:
“What notes will you add about why the school is important to the community?”
• Direct udents to add this information on their note-catchers using words and pictures.
• Tell udentsthattheyhavenowrecordedthebigideasof this section on their note-catchers. They can use these notes to explain to someone else what this section was about. This is called recounting.
• Borrowanote-catcherfromoneofthe udents.
Model orally recounting the text by pointing to each box and con ructing a sentence:
- “Theproblemisthattheschoolintheirvillagewasvery small and only went up to third grade. There was also no electricity in the school. The solution was to build a school with solar panels and the internet. This school is impor- tant to the community because udents can learn about the rainfore .”
• Invite udentstousetheirnote-catcherstotaketurnsorally recounting the section with an elbow partner
using these sentence arters: “The problem is _____. The solution is _____. This school is important to the community because _____.”
• Draw udents’attentionbacktothetextandreadaloud the sidebar on page 12.
• Invite udentstoturnandtalkwithanelbowpartner:
“What is one thing Mecias learns in his school?” (He learns math.)
• Give udents speci c positive feedback on reading
a very complex section of the text. (Example: “You
li ened closely to answer very speci c que ions about the text.”)
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Lesson 2