Page 351 - EL Grade Teacher Guide - Module 1

Grade 2: Module 1: Unit 3: Lesson 6
Materials
✓Writing Partners anchor chart (begun in Unit 2, Lesson 2)
✓Important Book Parts anchor chart (begun in Lesson 5)
✓“The Most Important Thing about Schools” Book: Teacher Model (from Lesson 5; one to display; see Performance Task)
✓“The Most Important Thing about Schools” book (one per student; see Performance Task) ✓Informative/Explanatory checklist (for teacher reference; see Assessment Overview and
Resources)
✓Comparing and Contrasting Research note-catcher (from Lesson 4; one per student) ✓Comparing and Contrasting Research Note-catcher: Teacher Model (one to display)
✓ Turning Our Notes into Sentences anchor chart (new; teacher-created; see supporting materials)
✓Pinky Partners anchor chart (begun in Unit 1, Lesson 6) Opening
A. Engaging the Learner: Working with Our Writing Partners (5 minutes)
■ Gather students in the whole group area.
■ Remind them that yesterday, they analyzed a model for “The Most Important Thing about
Schools” book and identi ed the criteria for this book through the sorting activity.
■ Tell students they will have four days to get their books ready so they can share their work with kindergarteners at the Celebration of Learning.
■ Invite students to do a microphone response and ask:
“Because we will be doing a lot of writing to complete our performance task, what kind of
partners do you think we should work with today?” (Our writing partners!)
■ Direct students’ attention to the Writing Partners anchor chart.
■ Read the rst row of the chart with students, including both “Plan and think together about
what we will write” and possible answers in the “looks and sounds like” column.
■ Invite students to whisper a response into their hands and ask:
“What is one thing you will do to plan and think together with your writing partner?” (look at my partner, listen with care)
■ If productive, cue students to listen carefully:
“Who can repeat what your classmate said?” (Responses will vary.)
■ Invite students to move to sit with their writing partner.
Meeting Students’ Needs
■
For ELLs: O er udents sentence arters they can use for planning and think- ing. (Examples: “What if ____?” “I think I will write _____.” “One idea I have is _____.”) (MMAE)
EL Education Curriculum 325
_ELED.TG.02.01.indb 325
12/6/18 3:42 PM