Page 85 - EL Grade 2 Teaching Support Materials

Grade 2: Module 1: Unit 1: Lesson 6
Page 21
• Reread page 21.
• Placethe fthpicturefromtheBrian’sChangePictureSeton
the Brian’s Change anchor chart. Write
answers on the chart after udents respond to each of the following que ions. Refer to the
Brian’s Change anchor chart (for teacher reference)
as necessary.
“How does Brian feel in this part of the ory?” (surprised, upset)
“What detail in the text or picture helps you know that?” (His eyes are wide. His mouth is open.) Invite udents to copy Brian’s expression.
“What in the ory made Brian feel that way?” (Someone else is working with Ju in.)
Page 22 Language Dive
• Throughout the Language Dive:
- Encourage rich conversation among udents about the
meaning of each of the sentence rip chunks, what the academic phrases within each chunk mean, and how they relate to the sentence and
the text overall. Monitor and guide conversation with total participation techniques and
Conversation Cues.
- After asking que ions, provide udents up to one minute
of think time to re ect, depending on the complexity of the que ion. Alternatively, invite partners to discuss, pro- viding an allocated time for each udent.
- Recordanddisplay udentresponsesnextto or underneath the target language for visual reference.
- Where possible, consider placing sketches, pictures, or illu rations above key nouns and verbs in the chunks after discussing their meanings. This will allow udents to quickly access the content of each chunk as they work with the ructures in the sentence as a whole.
Page 22 Language Dive
• Welcome udentstotheir r Grade2whole-classLan- guage Dive. Write and display this term. If
possible, display a picture of a person diving in water.
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