Page 572 - EL Grade 5 Teacher Guide

Stories of Human Rights
they want to do after school. Remind them that the purpose of research reading is to build background knowledge and vocabulary on a topic so that they can gradually read more and more complex texts on that topic.
■ Refer to the Independent Reading: Sample Plan to guide students through a research reading review or use your own routine.
Closing and Assessment
A. Reading Fluency Practice: Peer Critique (15 minutes)
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Refocus whole group.
Invite students to retrieve their monologue draft and to nd a partner.
Direct students’ attention to the Fluent Readers Do These Things anchor chart and review the criteria.
Direct students’ attention to the Peer Critique anchor chart and remind them of what peer critique looks and sounds like.
Display and invite students to retrieve their Directions for Peer Critique and read them aloud for the group. Invite students to ask questions to ensure that they understand what to do.
Distribute sticky notes.
Circulate to support students as they work together to give feedback to one another.
Tell students they are now going to use the Red Light, Green Light protocol to re ect on their progress toward the second learning target. Remind students that they used this proto- col earlier in the lesson and review as necessary. Refer to the Classroom Protocols document for the full version of the protocol.
Guide students through the protocol using the second learning target.
Note students showing red or yellow objects so you can check in with them.
Repeat, inviting students to self-assess against how well they collaborated and took initiative in this lesson.
Meeting Students’ Needs
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For ELLs: Consider pairing udents with a partner who has more advanced or native language pro ciency. The partner with greater language pro ciency can serve as a model in the pair, o ering a model and helpful feedback for uency work.
For udents who may need additional support with uency: Pair these udents with a highly uent reader such as the teacher or a peer model and have them chorally read together. (MMR, MMAE)
For ELLs: When circulating to support uency, focus on ow, ress, and intona- tion. Refrain from providing feedback on accent and pronunciation. Do so only when it signi cantly obscures the meaning and ob ructs communication.
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12/4/18 11:49 PM
Unit 3: Lesson 10