Page 377 - EL Grade Teacher Guide - Module 1

Grade 2: Module 1: Unit 3: Lesson 8
– Think aloud:
“How will I know what to write for my conclusion? Well, for the sentence that reminds the reader what I wrote about, I know that I can either reread my focus statement or think about what the book was mostly about.”
– Display page 1 of “The Most Important Thing about Schools” Book: Teacher Model and reread your focus statement aloud:
– “Schools around the world may be di erent, or they may be similar.”
– Use cold call and ask:
“What was this book about?” (about how schools around the world can be similar in some ways and di erent in other ways)
– Continue your think-aloud:
“So, I think my rst sentence could say, ‘Schools around the world may be di erent, or they be similar.’ Okay, I thought about what the rst sentence could be. Now I need to think about what I will write for the second sentence: the re ection statement. How will I think about what I think is most important about schools? Hmm ... I know! I can use our Module Guiding Question anchor chart: What is school, and why are schools important?”
■ Direct students’ attention to the Module Guiding Question anchor chart. Read through some of the bullets on the right-hand column, such as “learn new and important things,” “do work that is challenging,” and “do work that matters.”
■ Continue your think-aloud:
“I think something important about school is that you learn new things. So, my second sen-
tence will be, ‘But the most important thing about schools is that you learn new things.’”
■ Display page 10 of “The Most Important Thing about Schools” Book: Teacher Model and read the conclusion aloud:
– “Schools around the world may be similar, or they may be di erent. But the important thing about schools is that they are places where you can learn new things.”
■ Invite students to Think-Pair-Share with their writing partner:
“What is one thing you noticed about the conclusion of the teacher model?” (It says what
is the most important thing about schools.)
■ Invite students to Think-Pair-Share about how you wrote the conclusion.
■ Refocus whole group. Post and review the following with students:
1. To write your rst sentence, reread your focus statement, and think about what you want to remind the reader of what your book was about.
2. To write your second sentence, use the Module Guiding Question anchor chart to help you decide what you think is most important about schools.
3. Write these two sentences on page 10 of your “The Most Important Thing about Schools” book.
■ Invite students to take out their “The Most Important Thing about Schools” book and turn to page 10. Remind them that this is where they will write their conclusion.
■ Tell students that after some think time, they will have a chance to share their ideas for a conclusion with their writing partners. Encourage them to use the Module Guiding Ques- tion anchor chart for ideas.
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