Page 88 - EL Grade 2 Teaching Support Materials

Schools and Community
• Underlinethephrasedrawahole.Ask:
“Is it possible to draw a hole? Why or why not? Take a min- ute to discuss your ideas with your partners.”
• Invite udentstotrytodrawaholeintheirnote-catchers.
Ask:“Were you able to draw a hole? Can you put your hand or nger in the hole you drew?” (No, it is
impossible to draw a hole.)
Page 22 Language Dive Decon ruct
• Say: “You did well guring out what the r three chunks mean, and why they’re important. Let’s talk about the fourth chunk.”
• Displayandreadaloudthefollowingsentence ripchunk:to swallow him up.
• Ask:“WhydidBrianwanttomakeahole?” (to swallow him up; to fall into)
“What does swallow mean?” (to eat; to make something go down your omach)
“Swallow up are words we hear a lot together. What do you think swallow up means?” (to eat something fa so it is gone; to make something disappear.)
• Invite udentstoextendtheirarmstopretendtheyareal- ligators swallowing some food.
Page 22 Language Dive Recon ruct
• Say:“You did well guring out what all of the chunks mean, and why they’re important.”
• Tell udentstheywillnowgofromtheDecon ructtothe Recon ruct age:
“Now that you’ve played with the chunks, let’s put them all back together again into a sentence. And let’s see how playing with the chunks adds to our under anding of the meaning of the sentence and our guiding que ion. Let’s see how recon ructing helps us under and how English works.”
• Pointtoandreadtheentiresentenceondisplay:Brianlooks at the oor, wishing he could draw a hole right there to swal- low him up.
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Lesson 6