Page 234 - EL Grade 2 Teaching Support Materials

Schools and Community
“What if we replaced the word besides with the phrase in ead of? Would that change the meaning of the sentence? How?”
(yes; it would mean that they did not have andard classes, that they only played games and sang songs.)
• Displayandreadaloudthefollowingchunk:likereading,math, and French
• Ask:“What are some examples of andard classes?” (reading, math, and French)
“Why does the author use the word like?” (to give examples)
“What if we replaced the word like with the phrase such as? Would that change the meaning of the sentence? How?” (No, it would have the same meaning.)
Recon ruct
• Rearrange the sentence so all of the chunks are in order. Tell udents the sentence is correct both ways and they talked about the chunks in a di er- ent order r to better under and how all of the chunks t together to make sense.
• Point to and read the entire sentence on display: Besides having andard classes like reading, math, and French, they played games and sang songs.
• Ask:“Whatotherque ionscanweaskthatwillhelpus under and this sentence?” (Responses will vary.)
“Now what do you think is the meaning of this sentence?” (Responses will vary, but may include: The had regular classes and they also had singing.)
“How does this Language Dive help you under and our Unit 3
guiding que ion: “How are schools around the world di erent? How are they similar?” (Responses will vary, but may include:
“It tells us what kind of classes they have so we can compare
and contra .”)
• If productive, use a Goal 2 Conversation Cue to encourage udents to li en carefully:
“Who can repeat what your classmate said?” (Responses will vary.)
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Lesson 2