Page 237 - EL Grade Teacher Guide - Module 1

Grade 2: Module 1: Unit 2: Lesson 5
Work Time
C. Revising and Editing: Information about the Solution and the Conclusion (10 minutes)
■ Give students speci c positive feedback on their ability to write information about the solu- tion and a conclusion. (Example: “You looked for information in your notes that was about the solution and turned it into sentences.”)
■ Celebrate with students that they now have drafted their entire informative paragraph. Now they will revise and edit the new writing they did today.
■ 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 their writing is correct and x any mistakes they notice.
■ Tell students they will rst revise and edit their information about the solution.
■ Say:
“I am going to share information about the solution with you about the rainforest school. As I read it aloud, I am going to ask myself, ‘Does this make sense?’ ‘Does the information about the solution do its job?’”
■ Invite students to whisper a response to an elbow partner:
“What is the job of the part of our informative paragraph that gives information about
the solution?” (describe the solution using details from the text)
■ Display and read aloud the Information about the Solution: Non-Example.
■ Think aloud:
“Does this information about the solution make sense? (Read it aloud again.) Yes, it does make sense.”
“Now, let’s see if the information about the solution does its job using details from the book to describe the solution.”
■ Invite students to give a thumbs-up if they think the information about the solution does its job or a thumbs-down if it does not do its job. Look for students’ responses.
■ Invite a few volunteers to share their thinking.
■ If necessary, guide students to understand that the writer could have included more details
from the text about the solution.
■ Using a total participation technique, invite responses from the group:
“What did I do to revise my writing today?” (read it aloud, made sure it made sense, made sure the information about the solution did its job)
■ Explain that students will now take turns reading their information about the solution aloud to their writing partner and revising their sentences to ensure they make sense and do their job.
■ Invite students to begin sharing and revising with their partner. Encourage students to check and make sure that their partner used details from his or her notes in the writing.
■ After 5 minutes, refocus whole group.
■ Remind students that another thing writers do is edit their writing.
EL Education Curriculum 211
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