Page 131 - EL Grade Teacher Guide - Module 1

Grade 2: Module 1: Unit 1: Lesson 7
Vocabulary
Key:
(L): Lesson-Speci c Vocabulary (T): Text-Speci c Vocabulary (W): Vocabulary Used in Writing New:
■ staying on topic, respond (L)
■ hoping, glanced (T) Review:
■ detail, participate (L)
■ invisible, visible (T) Materials
✓Classroom Discussion Norms anchor chart (begun in Lesson 3; added to during the Opening; see supporting materials)
✓Close Read-aloud Guide: The Invisible Boy (from Lesson 6; Session 2; for teacher reference)
– Speaking and Listening Checklist (for teacher reference; see Assessment Overview and
Resources)
– Reading Literature Checklist (for teacher reference, See Assessment Overview and Re- sources)
– The Invisible Boy (from Lesson 6; one to display; for teacher read-aloud)
– The Invisible Boy word cards (from Lesson 6; class set)
– Role Play Protocol anchor chart (begun in Lesson 4)
– Close Readers Do These Things anchor chart (new; co-created with students during Work Time A; see supporting materials)
✓Session 2: Teacher Model (one to display)
✓Session 2: Teacher Model (answers, for teacher reference) ✓Think-Pair-Share anchor chart (begun in Lesson 1)
✓Session 2: Student Response Sheet (one per student)
✓Brian’s Change anchor chart (begun in Lesson 6)
✓Session 2: Sample Student Response Sheet (for teacher reference)
Opening
A. Reviewing Learning Targets (10 minutes)
■ Gather students whole group.
■ Direct students’ attention to the posted learning targets and read the rst one aloud:
“I can respond to questions using details from the text to support my answers.”
■ Underline the word detail and ask:
“Think back to when we learned about the word detail. What does detail mean?” (small,
important part)
EL Education Curriculum 105
_ELED.TG.02.01.indb 105
12/6/18 3:41 PM