Page 237 - EL Grade 5 Teacher Guide

Grade 5: Module 1: Unit 2: Overview
be di erent from the text structure students may be familiar with in their home languages. Compare and contrast home language text structure whenever possible. As students work on writing complete sentences, color-code sentences to support students’ understanding of subject-predicate sentence structure.
■ Celebration: Celebrate the courage, enthusiasm, diversity, and bilingual assets that ELLs bring to the classroom.
Connections to the Additional Language and Literacy Block
■ In the ALL Block for this unit, students focus on three components: Independent Reading, Reading Fluency/GUM, and Writing Practice:
— Independent Reading: Research reading, including a whole group lesson (Week 1). Choice reading, including a whole group lesson (Week 2).
— Reading Fluency/GUM: Students practice reading aloud excerpts of Esperanza Rising.
— Writing Practice: Students practice writing for a given amount of time. Students also
engage in a teacher-led session about writing sentences.
Preparation and Materials
■ Prepare two individuals (e.g., students, other teachers, adult guests, etc.) to perform the model two-voice poem in Lesson 11. This will require them to read parts both independently and in unison.
■ Prepare materials for the Painted Essay® lesson plan in Lesson 12: — Paintbrushes (one per student)
— Read, yellow, blue, and green watercolor paint (one set per pair) — Cups of water (one per pair)
— Painting an Essay lesson plan (for teacher reference)
— Red, yellow, blue, and green colored pencils (one set; for teacher modeling)
■ Prepare technology for students to type their nal literary essays in Lesson 16.
■ The following materials are introduced in this unit and referenced both throughout the module and the school year:
— Peer Critique Protocol anchor chart
— The Painted Essay® template
— Painting an Essay lesson plan
— Working to Become E ective Learners anchor chart — Parts of Speech anchor chart
— Linking Words and Phrases handout
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