Page 70 - EL Grade 2 Teaching Support Materials

Schools and Community
For Teacher Reference
Close Read-aloud Guide:
The Invisible Boy
RL2.1, RL2.3, RL2.7, SL2.1
• RL.2.1: Ask and answer such que ions as who, what, where, when, why, and
how to demon rate under anding of key details in a text.
• RL.2.3: Describe how characters in a ory respond to major events and chal-
lenges.
• RL.2.7: Use information gained from the illu rations and words in a print or digital text to demon rate under anding of its characters, setting, or plot.
Time
120 minutes (six 20–25 minute sessions)
Key under anding
At the beginning of the ory, Brian felt invisible because of how the other u- dents treated him at school. By the end, Ju in notices him and includes him, and he doesn’t feel invisible anymore.
Focus que ions
• Why did Brian feel invisible at the beginning of the ory? (Sessions 2–3)
• What happened at school to make Brian feel more visible? (Sessions 4–6)
Supporting Language and Engagement
• During every session of the close read-aloud, identify a variety of total partic- ipation techniques (see Appendix) to engage udents in the text-dependent que ions during each session for the close-read aloud. In addition, consider incorporating additional movement, role-play,
and modeling as needed to support udents under anding and engagement.
Culminating task
• •
60
Draw a picture of an event that makes Brian feel “invisible.” Write a description of the event.
Draw a picture of an event that makes Brian feel “visible.” Write a description of the event.
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Lesson 6
Lesson 6