Page 106 - EL Grade Teacher Guide - Module 1

Schools and Community
Closing and Assessment
A. Sharing Our Work (5 minutes)
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Invite students to bring their What Is School? notebook and return to the whole group gath- ering area.
Direct students’ attention to the learning targets and read the second one aloud:
“I can describe how Vashti was feeling at the end of the book.”
Display one student’s piece of work. Invite the student to read aloud his or her work, or read it aloud to students.
Based on the emotion that the student has chosen, ask students:
“How do you know that Vashti is feeling _____ in this picture?” (Responses will vary.)
Point out how this student used evidence from the text to answer the question: “Why was Vashti feeling that way?”
Invite students to give a cheer for this student’s hard work and ideas in his or her notebook.
Tell students that you are going to ask them a question now and it might be tricky, but you want them to try their best as they share their thinking with their partner.
Invite students to Think-Pair-Share with an elbow partner:
“What can this book teach us about why school is important?” (Responses will vary.)
If productive, use a Goal 1 Conversation Cue to encourage students to expand the conversa- tion about The Dot:
“Can you say more about that?” (Responses will vary.)
Tell students that if that question was hard to answer, that is okay! Tell them that tomorrow they will reread parts of The Dot and think about what it teaches us about why school is important.
Meeting Students’ Needs
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For ELLs: Encourage extended and productive conversation via Goal 1 Conversa- tion Cues. Examples:
– “So, do you mean _____? I’ll give you some time to think and write or sketch.”
– “Can you say more about that? I’ll give you some time to think and write or sketch.”
– “Can you give an example? I’ll give you 30 seconds to think and write or sketch.”
Before displaying a udent’s piece of work, create an accepting and support- ive classroom environment by encouraging udents to respect others’ work and willingness to take a risk by sharing it with the whole class. (Example: “Jamil has agreed to share what he was working on in his What Is School? notebook. Sharing a piece of your own work with the whole class can feel a little risky, so we want to be respectful of his e orts. We are going to try to notice things that Jamil did well in his drawing and writing.”) (MME)
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12/6/18 3:41 PM
Unit 1: Lesson 4