Page 236 - EL Grade 5 Teacher Guide

Stories of Human Rights
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of their speaking and writing skills. For more information on Language Dives, refer to the Supporting English Language Learners Guidance in the Module 1 Appendix.
Diversity and inclusion: Investigate the languages, routines, practices, rituals, beliefs, norms, and experiences that are important to ELLs and their families. An ideal context for inclusiveness emerges as students are invited to add their feelings and experience in regards to Esperanza Rising and the UDHR. Create a safe space for students to express their expe- riences and feelings, in both their home language and English, about the sensitive issues embedded in the texts, knowing that these discussions may help create equity or unearth trauma or both. Consider integrating this background into the classroom as students discuss Esperanza’s immigrant experience, culture, history, and language in Esperanza Rising, and as students read about human rights in the UDHR. Consult with a guidance counselor, school social worker, or ESL teacher to further investigate diversity and inclusion.
Goal 1 Conversation Cues: Continue to encourage productive and equitable conversation with Conversation Cues, which are questions teachers can ask students to help achieve four goals: (Goal 1) encourage all students to talk and be understood; (Goal 2) listen carefully to one another and seek to understand; (Goal 3) deepen thinking; and (Goal 4) think with others to expand the conversation (adapted from Michaels, Sarah and O’Connor, Cathy. Talk Science Primer. Cambridge, MA: TERC, 2012. http://inquiryproject.terc.edu/shared/ pd/TalkScience_Primer.pdf. Based on Chapin, S., O’Connor, C., and Anderson, N. [2009]. Classroom Discussions: Using Math Talk to Help Students Learn, Grades K–6. Second Edition. Sausalito, CA: Math Solutions Publications). Refer to the Module 1 Appendix for the com- plete set of cues. Goal 1 Conversation Cues are introduced in Unit 1, Lesson 3. Heightened language processing and development is a primary potential bene t for ELLs.
Strategic grouping: As students are invited to pair up to analyze characters’ reactions to events in Esperanza Rising, to make connections between the events and the UDHR, and interpret metaphors and theme, seriously consider grouping ELLs with partners who have greater language pro ciency. The conversations that happen as a result of such strategic grouping will greatly serve the language development of both partners. Be aware that part- nering with, looking at, talking with, or touching the opposite gender may be uncomfortable and inappropriate for some students. In addition, some students may believe it is inappropri- ate to speak with other students at all during class. Let them know that, in the United States, speaking with a peer of either gender when the teacher gives the signal is appropriate, and it is one way that students can become independent learners and develop their content knowl- edge and language ability. At the same time, tell them you respect their needs, and if neces- sary, seek alternative arrangements for students according to their cultural traditions.
Metaphor and theme: Students will analyze metaphors in Esperanza Rising and explore how metaphors that run throughout the story contribute to themes in the book. Support student understanding of the concept of metaphors by inviting students to share examples of metaphors and their meanings in their home languages, and consider working closely with students who need additional support in understanding the gurative language and answer- ing questions about metaphors.
Essay organization: Students will receive explicit instruction in how to craft an informa- tional essay: introductory paragraph, focus statement with points 1 and 2, Proof Paragraphs 1 and 2 with a transition, and concluding paragraph. Students will use the Painted Essay® for- mat. Organization may be di cult to grasp for some students who may struggle to com- prehend the language itself. Use color-coding and manipulatives inspired by the Painted Essay® routines, such as sentence strips, to support this skill. Also, this essay structure may
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Unit 2: Overview