Page 110 - EL Grade Teacher Guide - Module 1

Schools and Community
– Recall that partnering with the opposite gender during the Role Play protocol may be uncomfortable and inappropriate for some students. If necessary, seek alternative ar- rangements for these students according to their cultural traditions.
■ Post: Learning targets, Module Guiding Question anchor chart, Classroom Discussion Norms anchor chart, “Learning Target” poem, Role Play Protocol anchor chart, Think-Pair-Share anchor chart, and Important Events from The Dot anchor chart.
Consider using an interactive whiteboard or document camera to display lesson materials.
■ Opening A: If you recorded students singing the “What is School?” song in Lesson 4, play this recording for them to join in with.
■ Work Time B: Students complete the What is School? notebooks using a word processing tool, for example a Google Doc.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 2.I.A.1, 2.I.B.6, and 2.I.C.10
Important points in the lesson itself
■ The basic design of this lesson supports ELLs with opportunities to enhance read- ing comprehension through the use of role playing and movement. This is bene- cial for ELLs, as they will gain a deeper understanding of literature by accessing language and content through a physical medium.
■ Some ELLs may nd the independent writing activity challenging, as most of their prior work was heavily supported. If necessary, use additional prompting such as sentence frames and scribing. See below and the Meeting Students’ Needs column for further suggestions.
Levels of support
For lighter support:
■ Before providing sentence frames or additional modeling during Work Time, ob- serve student interaction and allow them to grapple. Provide supportive frames and demonstrations only after students have grappled with the task.
For heavier support:
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During the focused read-aloud, support beginning pro ciency students by work- ing closely with them during the role play activity. Dictate lines for them to repeat or model scenes with each partner to provide clarity.
During Work Time B, distribute a partially lled-in copy of page 5 of the What Is School? notebook. This provides students with models for the kind of writing expected and reduces the volume of writing required.
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Unit 1: Lesson 5
Technology & Multimedia