Page 155 - EL Grade 5 ALL Block Teacher Guide

Week 1, Day 2: Independent Reading, and Literary Reading Prompt Bookmarks from Week 2, Day 3: Independent Reading; one set per pair of students)
✓ Unit 2, Week 2: Independent Work: Student Task Card (from Week 2, Day 1; one per student) ✓Unit 2, Week 2: Independent Reading: Student Task Card (from Week 2, Day 1; one per
student)
✓ALL Independent Group Work protocol (from Unit 1, Week 1, Day 3: Introduction to the Additional Language and Literacy Block; one per student)
✓Unit 2, Week 2: Writing Practice: Teacher-Guided Student Activity Card (from Week 2, Day 1; one per student)
✓Subject/Predicate sentence strips (one set per student)
✓Chart paper (optional; three pieces; used by the teacher to chart student sentences)
Whole Class Instruction: Identifying Subjects and Predicates (10 minutes)
■ Give students speci c, positive praise on building their writing uency. (Example: “I’ve seen you spend some time thinking before you write so you can write your ideas continuously.”)
■ Explain that another part of the Writing Practice component is working on some of the writ- ing skills they are learning in the module lessons. Today they will work on forming complete sentences with a subject and a predicate.
■ Display and discuss the Daily Learning Targets. Remind students that a subject is the noun, noun phrase, pronoun, or pronoun phrase that performs the action or that the sentence is about. Remind students that a predicate is a verb or verb phrase that tells what action the subject is performing or that tells more about the subject.
■ Remind students that most complete, correct sentences in English have a subject and a predicate.
■ Write a sample sentence on the board. (Example: “The students eat their lunch outside when it is sunny.”)
■ Turn and Talk:
“What is the subject and predicate in this sentence?” (Responses will vary. In the ex-
ample above, the subject is students and the predicate is eat their lunch.)
■ Select volunteers to share out, encouraging them to explain how they identi ed the subject and the predicate in the sentence. If productive, cue students to clarify the conversation by con rming what they mean:
Conversation Cue: “So, do you mean...?” (Responses will vary.)
■ Direct students’ attention to the Poster Walk Posters 3 and 5 posted around the room and where the Independent Reading Prompt Bookmarks can be found. Invite students to retrieve their Unit 2, Week 2: Independent Work: Student Task Card and their Unit 2, Week 2: Independent Reading: Student Task Card.
■ Follow the same routine as on Week 1, Day 1 for familiarizing students with the di erent areas of the room in which they will be working. Again simulate moving students between components three times, focusing on students moving quickly and quietly, and choosing an independent component to work on where there aren’t too many other students.
■ Call one group to work with you and invite the other students to choose an independent work component just as they did in the simulation, and to use the ALL Independent Group Work protocol to work through their task card as a group.
EL Education Curriculum 131
Grade 5: Module 1: Unit 2
_ELED.ALL Block.05.01.indb 131
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