Page 126 - EL Grade Teacher Guide - Module 1

Schools and Community
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Remind students that they will need to use their discussion norms while talking to class- mates. Answer clarifying questions.
Gude students through the Pinky Partners protocol, using the steps on the Pinky Partners anchor chart.
Repeat this process until there are 2 minutes left.
Invite two or three students to share an interesting sentence they heard from a partner for
the words invisible and visible.
Tell students that tomorrow, they will begin using their knowledge about these words to
continue closely reading The Invisible Boy.
Collect students’ Frayer Models to determine their understanding of the meaning of these
words. Note any students who may need additional support in Lesson 7.
Meeting Students’ Needs
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For ELLs: Beginning udents may have trouble verbalizing their work. Help them identify key elements of their Frayer Models and allow them to repeat words and phrases. Example: If a udent wrote or drew the sun as an example of some- thing visible, point to the drawing and say, “The sun is visible!” Encourage the udent to repeat the key words in the sentence. (MMAE)
For udents who may need additional support managing fru ration or confu- sion during the Pinky Partners protocol, generate rategies as a class to miti- gate these feelings. Examples:
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“What can I do if the friend I wanted to talk to already has a partner?” “What should I do if I don’t have a partner?”
“How will I know if someone else doesn’t have a partner?” (MME)
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12/6/18 3:41 PM
Unit 1: Lesson 6