Page 362 - EL Grade Teacher Guide - Module 1

Schools and Community
■ Prepare:
– Strips for the note-taking activity by cutting out the individual strips, one for each stu-
dent. It is okay if strips are duplicated. (see supporting materials)
– Directions for Note-taking Activity (see supporting materials)
– Kind, Speci c, and Helpful Feedback sentence starters (see supporting materials)
■ Review the Pinky Partners protocol. (Refer to the Classroom Protocols document for the full version of the protocol.)
■ Post: Learning targets, Writing Partners anchor chart, Important Book Parts anchor chart, and Turning Our Notes into Sentences anchor chart.
Consider using an interactive whiteboard or document camera to display lesson materials.
■ Work Time B and C: Students complete and revise their book using a word processing tool, for example a Google Doc.
■ Work Time B and C: Students use Speech to Text facilities activated on devices, or using an app or software like Dictation.io (https://dictation.io/speech)
Supporting English Language Learners
Supports guided in part by CA ELD Standards 2.I.A.1, 2.I.A.3, 2.I.B.5, and 2.I.C.10
Important points in the lesson itself
■ The basic design of this lesson supports ELLs with opportunities to work closely with paragraph structure, building on their understanding one sentence at a time. In this lesson, students will focus on their sentences about similarities. Students continue to bene t from the activities and visual resources that establish para- graph structure and sequence from prior lessons.
■ ELLs may nd it challenging to keep pace with the class as they work to plan and write each sentence of their books. Consider providing additional writing time to accommodate students who may need more time to process language. Alterna- tively, during Work Time C, consider working with a small group of students to complete any un nished writing.
Levels of support
For lighter support:
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Provide students with familiar structures from the Language Dive from Lesson 2 to support writing: “Besides having standard classes like ________, _____, and _______, the students at the tent school played games and sang songs. So do we!”
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Unit 3: Lesson 7
Technology & Multimedia