Page 223 - EL Grade Teacher Guide - Module 1

Grade 2: Module 1: Unit 2: Lesson 4
■ For ELLs: Encourage udents to brie y discuss the task in their home languages.) Example: “This task may be very di cult. To make it easier, you can take 2 min- utes to talk about this with a partner who shares your home language. Then we can share in English. _____ ( udent’s name), since you are the only udent who is able to speak in wonderful ____ (e.g., Urdu), feel free to think quietly or write in _____ (e.g., Urdu).”) (MMR, MMAE)
■ For ELLs: Display the sentence frame so udents can refer to it as they write their focus atements and information about the problem. For udents who may need additional support with writing, consider writing the sentence frame for them so that they can complete their writing as a cloze exercise. (MMR, MMAE)
■ Before udents begin independent writing, facilitate managing information by modeling how to place a icky note underneath the section of the informative paragraph table you are focused on completing. Demon rate how to move the icky note under the next section of the table to help guide you in completing the table. Invite udents to do the same. (MMR, MMAE)
Work Time
C. Revising and Editing: Focus Statement and Information about the Problem (10 minutes)
■ Tell students that they will now do something that all writers do as they write: revise and edit their writing. Remind students that they did a lot of revising and editing as rst-graders. Writers revise and edit their writing to make sure it is clear and readable to others.
■ Remind students that when writers reread their writing to make sure it makes sense and that each part of their writing is doing its own job, this is called revising. Remind students that when writers edit their writing, they do their best to make sure it is correct and to x any mistakes they notice.
■ Tell students that they are going to have a chance to revise and edit their focus statement rst.
■ Say:
“I am going to share a focus statement with you about the rainforest school. As I read it aloud, I am going to ask myself, ‘Does this make sense? Does the focus statement do its job?’”
■ Display and read aloud the Focus Statement: Non-Example.
■ Think aloud:
“Does this focus statement make sense? (Read it aloud again.) Yes, it does make sense.”
“Now, let me see if the focus statement does its job of telling the reader what the para- graph will be about.” (Reread the focus statement.)
■ Invite students to give a thumbs-up if they think the focus statement does its job or a thumbs- down if it does not do its job. Look for students’ responses.
■ Say:
“This focus statement does tell the reader where the school was and that there was a prob- lem, but it does not tell us that they solved the problem. It should say, ‘In a rainforest in Xixuaú, Brazil, it was di cult for students to go to school, and the community worked
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