Page 62 - EL Grade 2 Teaching Support Materials

Schools and Community
• Say: “You did well guring out what the r three chunks mean, and why they’re important. Let’s talk about the fourth chunk.”
• Displayandreadaloudthefollowingchunk:onbiggerpaper
• Ask:“WheredidVashtisplashherpaints?”(onherpaper;onpaperthatwas
bigger than the paper she was using before)
“How was the paper di erent from the paper she used before? How do you know?” (It says the paper was bigger. When I see -er, I know it means more than.)
• If productive, use a Goal 1 Conversation Cue to encourage udents to ex- pand the conversation about the chunk:
“Can you say more about that?” (Responses will vary.)
• Say:“Youdidwell guringoutwhatthe r fourchunksmean,andwhy they’re important. Let’s talk about the fth chunk.”
• Displayandreadaloudthefollowingchunk:tomakebiggerdots.
• Ask:“Whydidsheuseabiggerbrushtosplashpaintonbiggerpaper?”(soshe
could make bigger dots)
“How was Vashti feeling when she made her r dot?” (She was fru rated. She was upset.)
“If she wants to make bigger dots, how do you think she is feeling now? What makes you think so?”
(Better. Excited. Happy. She is making more dots, so maybe she is less scared to draw and paint.)
• Invite udentstopointtothedotontheirnote-catchers.Challengethemto make bigger and bigger dots with their pencils. Ask:
“How did it feel to make make bigger dots? How do you think Vashti felt?” (It was fun. Vashti mu have had fun.)
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Lesson 4