Page 304 - EL Grade 2 Teaching Support Materials

Schools and Community
Unit 3 Assessment: Speaking and Li ening about Schools around the World
For Teacher Reference
This assessment centers on CCSS ELA SL.2.1b and SL.2.1c. Students participate in the Collabora- tive Conversations protocol in a small group to share one similarity and one di erence between their own school and the school they have researched. They use their notes and sentence starters to help them add on to their group members’ ideas and to ask for clari cation as needed.
CCSS Assessed:
■ SL.2.1b: Build on others’ talk in conversations by linking their comments to the remarks of others.
■ SL.2.1c: Ask for clari cation and further explanation as needed about the topics and texts under discussion.
Assessment Directions:
This assessment is administered in Unit 3, Lesson 5.
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2. 3.
4. 5.
6. 7. 8.
9. 10. 11.
12. 13.
Tell students that to prepare for their conversation, they will return to their workspaces and choose one similarity and one di erence about their research school and their own school that they would like to share with their expert research group.
Transition students to their workspaces and refocus whole group.
Model reading aloud the details captured under the di erences section of a student’s Con-
trasting and Comparing Research note-catcher.
Think aloud: “The detail about the boat school being made of wood is an interesting fact. I’ll want to share that. I’ll put a star next to that detail so that I can remember to share it.”
Invite students to read through the di erences on their note-catchers and put a check mark next to one they would like to share.
Repeat the process with the similarities section on the note-catcher. Distribute the Sentence Starters: Day 3 tracking sheet.
Inform students that they will be using their note-catchers and the tracking sheet during the collaborative conversations with their research groups.
Remind students that they worked with their research group in Lesson 4.
Indicate where in the room each research group will meet to have a conversation.
Invite students to bring their Sentence Starters: Day 3 tracking sheet and their Contrasting and Comparing Research note-catcher, move to their designated area of the room, and sit in a circle with their group.
Once students are sitting in a circle facing their group members, split each group into two smaller groups of four or ve students.
Remind students that they used the Collaborative Conversations protocol in Lessons 1–4, and review as necessary using the Collaborative Conversations Protocol anchor chart. Refer to the Appendix for the full version of the protocol.
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Assessment Overview and Resources