Page 449 - EL Grade 5 Teacher Guide

Grade 5: Module 1: Unit 3: Overview
Lesson and CCSS
Agenda
Daily Learning Targets
Ongoing Assessment
Anchor Charts & Protocols
Lesson 13
RF.5.4 RF.5.4a RF.5.4b RC.5.4c
Agenda
1. Opening
A. Reviewing Learning Target (5 minutes)
2. Work Time
A. Monologue Performances (50 minutes)
3. Closing and Assessment
A. Re ecting on Learning (5 minutes)
4. Homework
A. N/A
• I can read my monologue aloud uently. (RF.5.4)
• Monologue perfor- mance (RF.5.4)
• Performance Task anchor chart
• Working to Contribute to a Better World anchor chart
Accountable Independent Reading
The ability to read and comprehend texts is the heart of literacy instruction. Comprehension is taught, reinforced, and assessed across both components of this curriculum: module les- sons and the Additional Language and Literacy Block. Refer to the 5M1 Module Overview for additional information.
In this unit, students continue to read research texts independently for homework, collect academic and domain-speci c vocabulary, and engage in frequent research reading shares during the module lesson for accountability.
Supporting English Language Learners
The Meeting Students’ Needs column in each lesson contains support for both ELLs and Universal Design for Learning (UDL), and some supports can serve a wide range of student needs. However, ELLs have unique needs that cannot always be met with UDL support. According to federal guidelines, ELLs must be given access to the curriculum with appropriate supports, such as those that are speci cally identi ed as “For ELLs” in the Meeting Students’ Needs column.
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Prioritizing lessons for classrooms with many ELLs: Consider prioritizing and expand- ing instruction in Lesson 1, which introduces monologues, and Lessons 2–4, which introduce the pattern of analyzing the narrative elements of a monologue, provide the time and struc- ture for students to plan their own monologues, and include Language Dives. Consider con- densing or spending less time on Lessons 8–10 during which students construct their own Directors’ Notes. Instead, consider supporting the writing of the notes heavily by providing standardized language or completing them as shared or interactive writing experiences.
Language Dives: All students participate in a Language Dive in Lesson 3, which guides them through expanding the meaning of one of the sentences in Miguel’s Monologue. To prepare for this Language Dive, ELLs can also participate in an optional Language Dive in Lesson 2. The Language Dive in Lesson 3 is designed to help students continue to notice and apply the verb tenses they review in Lesson 2. Most lessons also o er optional Mini Language Dives for ELLs. Language Dives are guided conversations about the meaning of a sentence from the central texts, models, or learning targets. The conversation invites students to unpack complex syn- tax, or “academic phrases,” as a necessary component of building both literacy and habits of mind. Students then apply their understanding of language structure as they work toward the
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