Page 203 - EL Grade 2 Teaching Support Materials

Grade 2: Module 1: Unit 2: Lesson 5
Recon ruct
• Pointtoandreadtheentiresentenceondisplay:TheycouldaccessBrazil’s online learning program, which gives them the chance to get a high school education without leaving their village.
• Ask:“Whatotherque ionscanweaskthatwillhelpusunder andthis sentence?” (Responses will vary.)
“Now what do you think is the meaning of this sentence?” (Responses will vary.)
“How does this Language Dive help you under and our Unit 2
guiding que ion: “How do communities solve problems so their children can go to school?” (Responses will vary, but may include: It tells us how one community solved their problem so children could get an education.)
• If productive, use a Goal 1 Conversation Cue to encourage udents to expand the conversation about the sentence:
“Can you say more about that?” (Responses will vary.)
Practice
• Tell udentstheywilltheywilluseverbstothinkofasimilarsentencethat describes how communities in Haiti, as described in “Out of the Rubble” solved their problem getting children an education.
• Displayandreadaloudthesentenceframe:
- Theycould_____[verbphrase],whichgivesthemthechanceto_____[verb
phrase].
- For lighter support: “They could _____ [verb phrase], which gives them the
chance to _____[verb phrase] without _____[verb+ing phrase].”
- Forheaviersupport:Completethepracticeasasharedgroupactivityor
provide an illu rated word bank.
• Modelcompletingthesentenceframeverballywithdi erentverbphrases.
Then ask udents for ideas. Examples:
- “Theycouldgotoclassintents,whichgivesthemthechancetolearnafter
the earthquake.
- For lighter support: “They could go to class in tents, which gives them the
chance to learn after the earthquake without building new schools.”
• Tell udentsyouwillgivethemtimetothinkandsaytheirsentencetoa
partner. Invite udents to share out using a total participation technique.
• Invite udentstousethesentenceframeastheywritetheirsolution
sentences of their informational paragraphs if they choose.
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