Page 376 - EL Grade 5 Teacher Guide

Stories of Human Rights
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Work Time B: Students write their introductory paragraphs on a word processing document—for example, a Google Doc.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 5.I.A.4, 5.I.B.6, 5.I.C.9, 5.I.C.10, and 5.II.A.1
Important points in the lesson itself
■ The basic design of this lesson supports ELLs with opportunities to work closely with essay structure, building on their understanding one paragraph at a time. In this lesson, students focus exclusively on the introductions to their literary essays. Students continue to bene t from the color-coding system established in prior les- sons for visual support.
■ ELLs may nd it challenging to immediately apply their new learning about essay structure and write their introductions within the time allotted. If students were grouped in Lesson 11 to write their two-voice poems about the same event, con- tinue working with that group during Work Time B today. See “Levels of support” and Meeting Students’ Needs column for details.
Levels of support
For lighter support:
■ Before providing templates or additional modeling during Work Time B, observe student work and allow students to grapple. Provide supportive materials only after students have grappled with the task. Observe the areas in which they strug- gle to target appropriate support.
■ For additional work with complete sentences, invite intermediate and advanced pro ciency students to create sentences and to write them on sentence strips in the manner described below. Students who need heavier support can work to identify the subjects and predicates of these sentences.
For heavier support:
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During Work Time A, create color-coded sentence strips that students can manip- ulate as they discuss subject and predicate. Write the subject of each sentence in blue and the predicate of each sentence in red on separate strips. Invite students to
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12/4/18 11:49 PM
Unit 2: Lesson 13
Technology & Multimedia