Page 125 - EL Grade 5 Teacher Guide

Grade 5: Module 1: Unit 1: Lesson 5
■ Guide students through the Close Reading Guide: Article 23 of the UDHR (for teacher reference). Refer to the guide for how to integrate the Close Reading Note-catcher: Article 23 of the UDHR, Close Readers Do These Things anchor chart, and A x List.
■ Also refer to Close Reading Note-catcher: Article 23 of the UDHR (example, for teacher reference) as necessary.
■ Add any new words to the academic word wall and domain-speci c word wall and invite students to add translations in native languages.
■ Refocus whole group and remind students that the Universal Declaration of Human Rights is also something we should follow in our behavior and actions toward one another, as we should all respect each other’s human rights. Invite students to turn and talk with their part- ner, and then cold call students to share out:
“From watching the video and reading this article, what have you learned about how to treat others?” (When working, everyone should be treated equally and is entitled to good working conditions.)
■ If productive, use a Goal 1 Conversation Cue to encourage students to expand the conversa- tion about how to treat others:
“Can you give an example?” (Responses will vary.)
■ Ensure students understand that this also applies at school as well as in the workplace. Meeting Students’ Needs
■ For ELLs: Consider creating home language groups and inviting udents to watch the video or read the text in one of the many home languages provided at the Youth for Human Rights website.
■ For ELLs and udents who may need additional support with expressive lan- guage: To provide lighter support, invite intermediate udents to create sentence frames to bol er participation during the turn and talk. Invite udents who need heavier support to use the frames. (Example: “The video made me think I should treat others _____ because _____.”) (MMAE)
Closing and Assessment
A. Strategies to Answer Selected Response Questions (5 minutes)
■ Refocus whole group.
■ Tell students that the questions they answered with multiple options throughout the close
read are called selected response or multiple choice questions.
■ Select volunteers to share strategies they used to answer the selected response questions. As students share out, capture their responses on the Strategies to Answer Selected Response Questions anchor chart. Refer to Strategies to Answer Selected Response Questions anchor chart (example, for teacher reference) as necessary.
■ Invite students to turn and talk to their partner, and then use equity sticks to select students to share out:
“How did the strategies on the Close Readers Do These Things anchor chart help you to better understand the text?” (Responses will vary.)
EL Education Curriculum 101
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