Page 296 - EL Grade Teacher Guide - Module 1

Schools and Community
270
■
■ ■
■
■
■ ■ ■
Direct students’ attention to the Public Notes: Boat School anchor chart. Tell students you will take notes on these charts while the students listen for di erences and similarities as they read.
Display pages 8–9 from O to Class.
Invite students to whisper a response into their hands:
“What do you remember about this school?” (Responses will vary, but may include: Stu- dents went to school on a boat.)
Tell students that rst, they should be listening for things about the school that are di erent from their school, such as what the students learn, what materials they use, and what weath- er they experience.
Invite students to make the motion for di erences (two sts with space between them). En- courage students to show this motion when they hear something that is di erent between the boat school and their own school.
While still displaying the text, begin reading on page 8 at “In Bangladesh, students can miss ...”
Stop reading after the sentence “Even when schools are open ...”
Model the use of the Public Notes: Boat School anchor chart using the context of your school when contrasting. Refer to Public Notes: Boat School anchor chart (example, for teacher reference) as necessary:
– Think aloud:
“I heard a di erence. I am going to use the Language for Comparing and Contrast- ing anchor chart to help me talk about it. The boat school and our school are di er- ent because the boat school has oods and our school doesn’t. In fact, our school has snowstorms.”
– Write “ oods” as a di erence under the Boat School column on the Public Notes: Boat School anchor chart.
– Write “snowstorms” as a di erence under the Our School column on the Public Notes: Boat School anchor chart.
Encourage students to continue listening and to show a motion for the next note to write on the chart.
Draw students’ attention back to the text and continue reading on page 9, starting with “Boat school is the combination ...”
After reading two or three sentences, look for students to show a motion to indicate a di erence.
Select a volunteer to share a detail with the class.
Before adding to the public notes, help students think through their details by prompting with questions:
“What detail did you hear in the book?”
“How does that detail show a di erence between the boat school and our school?”
If productive, use a Goal 2 Conversation Cue to encourage students to listen carefully and seek to understand:
“Who can tell us what your classmate said in your own words?” (Responses will vary.)
Model writing student ideas as phrases on the Public Notes: Boat School anchor chart.
■
■
■
■ ■
■
■
_ELED.TG.02.01.indb 270
12/6/18 3:42 PM
Unit 3: Lesson 1