Page 99 - EL Grade Teacher Guide - Module 1

Grade 2: Module 1: Unit 1: Lesson 4
– “Make a di erence each day” (thumbs-up)
– “Appreciating qualities of others too” (hand on a partner’s shoulder) – “Learning from each other” (point to a classmate)
– “Discovering new interests” (index ngers pointing to head)
■ If possible, draw images next to the word/phrase to help students remember the motions.
■ Give students speci c, positive feedback for thinking of fun and engaging motions that go with the song. (Example: “It was a great idea to put our hand on a partner’s shoulder to show we appreciate the qualities of others.”)
■ Invite students to sing the song with you one more time, adding in the motions. Meeting Students’ Needs
■ For ELLs: For each phrase of the song for which udents generate motions, check for comprehension about the meanings. Example: “When we appreciate qualities of others, what does that mean?” (We like di erent things our friends do and say.)
■ As udents practice the song with motions, provide options for expression by singing the song several times in di erent voices. Invite udents to try singing the song in a whisper voice, in a giant voice, and/or in an opera voice. (MMAE)
Work Time
A. Focused Read-aloud, Session 1: The Dot (20 minutes)
■ With excitement, tell students to put their wings on again because they are going to a new
place! Invite them to spread their arms out like wings and pretend they are ying.
■ Display The Dot and tell students they have arrived at their new destination.
■ Introduce the book by showing it to students and reading the title and author: The Dot by Peter H. Reynolds.
■ Direct students’ attention to the Module Guiding Question anchor chart and focus them on the guiding question:
– “What is school, and why are schools important?”
■ Tell students that this book is going to help them think more about the guiding question.
■ Explain that students will follow a process similar to the one used for “What Does School Mean to You?” You will read the text aloud and stop at certain points to ask them questions. They will silently re ect, turn and talk with a partner, or Think-Pair-Share to answer the questions.
■ Direct students’ attention to the Classroom Discussion Norms anchor chart and review the norms:
– “Listen with care.”
– “Speak one at a time.”
■ Remind students that in the previous lesson they practiced speaking one at a time and tell them they are going to do the same today.
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