Page 149 - EL Grade Teacher Guide - Module 1

Grade 2: Module 1: Unit 1: Lesson 9
Levels of support
For lighter support:
■ Encourage students to use Conversation Cues with classmates to extend and deepen conversations, think with others, and enhance language development.
For heavier support:
■ During Work Time C, distribute a copy of the Session 4: Student Response Sheet par- tially lled in with sentence frames. This will provide students with models for the kind of writing expected and reduce the volume of writing required. Refer to the Ses- sion 4: Sample Student Response Sheet (for teacher reference) to determine which sections of the note-catcher to provide for students.
■ During Work Time C, allow students to work in pairs to complete the Session 4: Stu- dent Response Sheet.
Universal Design for Learning
■ Multiple Means of Representation (MMR): In this lesson, students use the Brian’s Change anchor chart and page 19 of The Invisible Boy as resources for writing. It may be challenging for students to organize all of this visual infor- mation as they work independently. Customize the display of information and remove unnecessary distractions by placing a sticky note directly underneath words or pictures students need to reference.
■ Multiple Means of Action & Expression (MMAE): During Work Time C, stu- dents write independently. When introducing independent writing, vary methods for ne motor response by o ering options for drawing utensils and writing tools.
■ Multiple Means of Engagement (MME): During the close reading, students learn that Brian felt better after Justin wrote him a letter. After the close reading session, optimize relevance by prompting students to think about a time when someone made them feel better, just like Justin did for Brian.
Vocabulary
Key:
(L): Lesson-Speci c Vocabulary (T): Text-Speci c Vocabulary (W): Vocabulary Used in Writing New:
■ respect (T) Review:
■ describe, respond, detail (L)
■ invisible, visible (T)
Materials
✓“Learning Target” poem (from Lesson 1; one to display)
✓Close Readers Do These Things anchor chart (begun in Lesson 7; added to during the Open- ing; see supporting materials)
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