Page 328 - EL Grade Teacher Guide - Module 1

Schools and Community
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Supporting English Language Learners
■ Supports guided in part by CA ELD Standards 2.I.A.1, 2.I.A.3, 2.I.B.5, 2.I.B.6, and 2.I.C.10.
Important points in the lesson itself
■ The basic design of this lesson supports ELLs with the opportunity to work collab- oratively with peers. It also provides them with a variety of visual representations of content, such as videos and photographs. This will provide students with multi- ple access points to support comprehension and language development.
■ ELLs may nd it challenging to take notes based on information from the videos and photographs because it requires them to e ciently process and categorize po- tentially unfamiliar language and information into succinct phrases. Unpack this process whenever possible and provide support as students collect information. See Meeting Students’ Needs column and Levels of Support for further sugges- tions.
Levels of support
For lighter support:
■ During Work Time C, as students are taking notes on important details from the videos, allow students in the group to work with partners to identify details and take notes together.
For heavier support:
■ Create small sentence strips or index cards with details from the public notes. Il- lustrate them with icons to represent their meanings. Provide each group with the manipulative details and invite students to choose the details they would like to use in their research note-catchers. For students who struggle with writing, provide sticky notes of details that they can paste directly onto their research note-catchers.
■ Consider grouping ELLs who need heavier support together in the same research school team. Provide this group with sca olded materials, such as partially pre- lled note-catchers. Consider working closely with this group throughout the unit and com- pleting their small group research activities and “The Most Important Thing about Schools” books with them as shared or guided writing projects.
Universal Design for Learning
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Multiple Means of Representation (MMR): During the Closing, students share re ections on the learning targets. Some students may better comprehend if re ections are represented visually in addition to aurally. Visually display their ideas by writing their re ections on a whiteboard or chart paper.
Multiple Means of Action & Expression (MMAE): During Work Times A and B, students record details on the Contrasting and Comparing Research note-catcher. This note-catcher includes several sections for recording di erent information, which may be confusing for some students. Support management of information by helping students cover sections of the note-catcher with sticky notes so that they can focus on completing one section at a time.
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Unit 3: Lesson 4