Write the following sentences about the anchor text on the board: George cooks spaghetti. The cook yells. Read sentences aloud. Ask students who the sentence is about and if it is more than one person. Tell ELLs, “If the sentence is about one person, then the verb should end with -s. What is the verb? Does it end in -s?” Have students model the skill with other characters from the anchor text. Vocabulary Strategy: Context Clues Review the term clues with ELLs. Tell students “If I didn’t know what spaghetti is, I would use context clues.” Display pages 8-9 of the anchor text and model using the text and pictures to identify the meaning. Make an interactive chart (see ) and context clues to find the meaning of unknown words from the anchor text. Writing Opinion Writing Response to text Model opinion writing by using a sentence frame. “I think George ______ (does/does not) try his best. Culminating task One reason is because ________. “ Model responses for students with examples from the text and write Aligned with the EQ and topic their responses on the board. Have ELLs tell if they agree or disagree with each opinion and give reason. Ask students to give their opinion on their favorite event, character, or setting from the text, write and illustrate it. 2- Week version: Q4 wks 7-8 Unit: 6 #28 Getting Help Grade K 5 DAYS Essential Question: Why is it important to help your friends? Standards List Reading and Writing standards related to the texts, questions and tasks. Anchor Text Rereading for fluency Students should read a variety of leveled texts on helping people and friendship. See resources below. practice, additional comprehension support or independent reading practice Writing Support
Write the following sentences about the anchor text on the board: George cooks spaghetti. The cook yells. Read sentences aloud. Ask students who the sentence is about and if it is more than one person. Tell ELLs, “If the sentence is about one person, then the verb should end with -s. What is the verb? Does it end in -s?” Have students model the skill with other characters from the anchor text. Vocabulary Strategy: Context Clues Review the term clues with ELLs. Tell students “If I didn’t know what spaghetti is, I would use context clues.” Display pages 8-9 of the anchor text and model using the text and pictures to identify the meaning. Make an interactive chart (see ) and context clues to find the meaning of unknown words from the anchor text. Writing Response to text Culminating task Aligned with the EQ and topic Opinion Writing Model opinion writing by using a sentence frame. “I think George ______ (does/does not) try his best. One reason is because ________. “ Model responses for students with examples from the text and write their responses on the board. Have ELLs tell if they agree or disagree with each opinion and give reason. Ask students to give their opinion on their favorite event, character, or setting from the text, write and illustrate it. 2- Week version: Q4 wks 7-8 Unit: 6 #28 Getting Help Grade K 5 DAYS Essential Question: Why is it important to help your friends? Standards List Reading and Writing standards related to the texts, questions and tasks. Anchor Text Rereading for fluency practice, additional comprehension support or independent reading practice Writing Support Students should read a variety of leveled texts on helping people and friendship. See resources below.