Page 64 - EL Grade 2 Teaching Support Materials

Schools and Community
Practice
• Say:“You did well putting the chunks back together again and talking about how this Language Dive has added your under anding of the meaning of the sentence and the focus que ion.”
• Tell udentstheywillnowgofromtheRecon ructtothe Practice age:
“You’ve played with the sentence and gured out the meaning, and why it’s important to the guiding que ion. Now let’s art to use the language in the sentence for our own work.”
• Tell udentstheywilltheywillusethe–ersu xtodescribe Vashti’s feelings.
• Displayandreadaloudthesentenceframe:
- Attheendofthe ory,Vashtiwas_____[adjective]–er.
- For lighter support: At the end of the ory, Vashti was _____
- [adjective] –er with a bigger _____ [noun].
- Forheaviersupport:Completethepracticeasasharedgroup
activity or provide an illu rated word bank.
• Modelcompletingthesentenceframeverballywithdi erentnouns.Thenask
udents for ideas. Examples:
- Attheendofthe ory,Vashtiwashappier.
- Forlightersupport:Attheendofthe ory,Vashtiwasprouderwithabig-
ger smile.
• Tell udentsyouwillgivethemtimetothinkandsaytheirsentencetoa
partner. Invite udents to share out using a total participation technique.
• Congratulate udents on completing the Language Dive to better under-
and the meaning of this sentence, how it connects to the focus que ion, and how to use it in their own work.
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Lesson 4