Page 233 - EL Grade Teacher Guide - Module 1

Grade 2: Module 1: Unit 2: Lesson 5
■ Refer to the guide for the use of:
– O to Class
– O to Class notebook
– O to Class notebook (for teacher reference)
– How to Take Notes anchor chart
■ Language Dive Guide
■ Sentence strip chunks
■ Following the close read-aloud, show students the index card with collaboration written on it.
■ Using a total participation technique, invite responses from the group:
“What does the word collaboration mean?” (working well with others to get something
done)
■ Tell students that as you reread one smaller section of “Out of the Rubble,” you want them to listen for how the people in Port-au-Prince, Haiti, used collaboration.
■ Display page 19 of O to Class and read aloud starting with “In the days after the earthquake” and ending with “... who had lost their homes.”
■ Invite students to Think-Pair-Share with an elbow partner:
“How did the people and groups in Port-au-Prince, Haiti, use collaboration?” (They
worked together to set up tent schools.)
Meeting Students’ Needs
■ For ELLs: During the close read-aloud, provide sentence frames for Think-Pair- Shares. (Example: “In the village, there are no _____.”) (MMAE)
■ For ELLs: During the close read-aloud, display the text on a document camera or display an enlarged copy of the text to help direct udents to the appropriate sentences on each page. (MMR)
■ For ELLs: During or after Work Time A, guide udents through a Language Dive. Refer to Language Dive Guide II: O to Class and Chunk Chart II: O to Class. Display Sentence Strip Chunks II: O to Class.
■ When discussing the word collaboration, personalize the discussion by sharing observations you have made about udents collaborating in second grade. (Ex- ample: “I noticed Iris and David collaborated during their writing partner time. They shared ideas and worked together to write parts of their informative para- graphs in their O to Class notebooks.”) (MME)
Work Time
B. Independent Writing: Information about the Solution and the Conclusion
(20 minutes)
■ Transition students to sit next to their writing partner in their workspaces. Invite them to
place their O to Class notebooks in their lap or under their bottom while they listen.
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