Page 121 - EL Grade Teacher Guide - Module 1

Grade 2: Module 1: Unit 1: Lesson 6
■ Consider copying the Frayer Model for Invisible: Student Version and the Frayer Model for Visible: Student Version as double-sided copies for students.
■ Distribute pencils and the Frayer Models: Student Version at students’ workspaces. Doing this in advance helps ensure a smooth transition during Work Time B.
■ Prepare:
– The Invisible Boy word cards (see supporting materials).
– Pinky Partners Protocol anchor chart (see supporting materials).
■ Review the Pinky Partners protocol. (Refer to the Classroom Protocols document for the full version of the protocol.)
■ Post: Learning targets, “Learning Target” poem, Classroom Discussion Norms anchor chart, Pinky Partners anchor chart.
Consider using an interactive whiteboard or document camera to display lesson materials.
■ Closing A: Recorded students participating in the Pinky Partners protocol to listen to
later to discuss strengths and what they could improve on, or to use as models for the whole group. Most devices (cell phones, tablets, laptop computers) come equipped with free video and audio recording apps or software.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 2.I.A.1, 2.I.B.6, 2.I.B .8, and 2.I.C.10
Important points in the lesson itself
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The basic design of this lesson supports ELLs with opportunities to read liter- ature closely to determine the main idea and the meaning of the word invisi- ble. This provides students with valuable experience reading and interpreting complex text, which will foster English language development by exposing them to academic vocabulary and syntax. ELLs will bene t from unpacking the meaning of invisible, as it will help them understand the central message of the text and familiarize them with important tools for interpreting English morphology.
ELLs may nd it challenging to analyze and synthesize broader ideas with- in the text, as they may struggle to comprehend the text itself. Give students opportunities to ask questions about the meaning of the text. Invite them to use photographs to support their comprehension of the ideas within the text. Provide students with opportunities to use their bodies and gestures to act out parts of the text. Remind them that they will read the text for several days and reassure them that it is okay if they do not understand everything during the rst reading.
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