ll sife ela: module 1 unit 1: lesson 21 close reading...

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LL SIFE ELA: Module 1 Unit 1: Lesson 21 Close Reading: Tsion's Life Father

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LL SIFE ELA: Module 1: Unit 1: Lesson 21

© 2015 NYSED, Albany, NY. All Rights Reserved. NYS Common Core LL SIFE ELA Curriculum · September 2015 2

Lesson 21

Lesson at a Glance

Unit Essential Question

Lesson Focus Question

What is my identity?

Who is Tsion's father?

Overview

Students will closely read the paragraph about Tsion’s father to find information about identity.

Long-Term Targets

(CCSS)

• I can read to find key details about identity. (RI.1)

• I can use glossary words to help me understand what I read. (LG.6)

Today’s Targets

• I can read to find information about Tsion’s father's identity.

• I can annotate glossary words to help me understand what I read.

Language Development

Functions

& Forms

Function: Description

Forms:

Give information using frames: Tsion’s father is . Tsion’s father believes is important. Tsion’s father

likes to .

Vocabulary

Central Concepts Academic Basic

V: to respect, to disrespect, to

annotate

N: butcher, truck, cow, sheep

V: to exercise, to relax, to work hard, to be lazy, to like,

to run, to drive, to carry

V phrase: always tells me

Adj: too much, too little



Agenda: Lesson 21

General Teaching Notes: Lesson 21

1. Opening

A. Warming Up: Week 5 Glossary

B. Introducing the Learning Targets

2. Work Time

A. Close Reading Model: Annotating

Glossary Words

B. Reading and Annotating in

Partners

C. Close Reading: Teacher Read-

Aloud

3. Closing & Assessment

A. Reviewing the Learning Targets

B. Tsion’s Identity Map: Family 4. Homework

A. Adding to Tsion's Identity Map

and Glossary Words

• Students will closely read the pages about Tsion’s father and add information about his identity to Tsion’s

Identity Map: Family. Make clear to students understand that the purpose for reading is to continue to

learn about identity. It is essential to post Tsion’s Identity Maps (original and family) to reinforce the

purpose for reading and to help students synthesize the information they are culling. This task will support

students in the Unit Assessment, when they will be asked to read a new text and create and add

information to an identity map.

The following protocols are used in this lesson:

• Anchor charts

• Annotation

• Close reading

• Chorally repeat/read

• LEA (language experience approach) (if time allows)

• Modeling

• Pair-share

• Turn-and-talk

Please refer to front matter to review them.



Materials and Preparation: Lesson 21

Provided in Lesson Materials • Week 5 Glossary, Section 1: Vocabulary Flashcards

o Word Cards: butcher, truck, cow, sheep, to exercise, to relax, to run, to drive, to carry, to respect, to disrespect, to work

hard, to be lazy, to annotate, to like, always tells me, too much, too little

• Tsion’s Identity Map: Family • Tsion's Identity Map (from Lesson 13)

For Teacher to Prepare in Advance

• Print the pages of the Vocabulary Flashcards for Section 1 on separate sheets (not back to back), so the correct words and phrases are separate from

the pictures and can be matched with each picture (rather than on the back of each picture). Cut the vocabulary flashcards for Section 1 (with words

and images separate) for each student pair to match during the Warming up.

• Print/project a copy of Tsion's Life. (A scanned copy of Tsion's Life is provided in Lesson 6.)

• Create an Annotation Poster. This should be posted in the room while students are learning the procedure:

o Circle glossary word(s)

o Annotate in your home language.

o Re-read the sentence.

o Tell your partner: “I understand _.”

Note: This lesson involves annotating. If you would like students to annotate on the text you will need to make photocopies of pages 4 and 5 of Tsion's

Life for each student. If not, you will need to provide Post-its and model so that students understand how to use them for annotating.

Classroom Set-Up • Project/post Tsion’s Identity Maps (Original and Family).

• Reading Strategies Anchor Chart remains posted throughout unit.

• Have Post-its available for annotating.



• Post new glossary words on the word wall.



Opening: Lesson 21

Meeting Students’ Needs

A. Warming Up: Week 5 Glossary

• Students are seated in home-language pairs. Pair students in mixed-skill levels.

• Distribute the Vocabulary Flashcards for Week 5 Glossary, Section 1.

• Model reading a word card aloud and finding the correct image card to match it. Show students both

cards and explain that they match, because they give similar information.

• Ask students to pair-share the word in their home language.

• Invite students to match the rest of the pictures with the correct words phrases and to share home

language translations.

• Circulate and support. Point out to students where they have matched words and pictures incorrectly and

give clues to help them correct their errors. Read words aloud, and ask students to chorally repeat. Listen

to students’ home language translations of the words. Connect to like to the information they have

recorded about their own interests and Tsion’s interests. For example, ask, “What are your interests?

What do you like to do?”

• Show each of the words for Lesson 11 on the interactive whiteboard only. Or, using Word Cards, read

the words aloud as you point to them and have students chorally repeat.

• Explain that students will complete this glossary for homework.

If Time Allows:

• With the help of a student partner, model a dramatization of to disrespect. For example, approach the

student and ask for his/her homework. Have the student turn his/her head and/or talk to a friend,

ignoring you. Or, have a student approach you to ask for help and you respond disrespectfully.

• Invite a student pair to show the class a dramatization of the opposite of to disrespect: to respect.

• Invite student pairs to show the class dramatizations of to work hard and its opposite: to be lazy.

Note: You will introduce to annotate in the Work Time.

• It is likely that words like cow,

sheep, and to drive will not take

much time. Focus instructional

time on the glossary words that

students need more support to

understand.




• Direct students’ attention to today's learning targets. Say: “Today we will continue to read Ts io n

’s Life to learn about her identity. We will look for information about her father and add it to the

Identity Map.”

• Read the targets aloud, pointing to the Word Cards for the corresponding modalities:

o I can read to find information about Tsion’s father’s identity.

o I can annotate the words I know to help me understand what I read.



Work Time: Lesson 21


A. Close Reading Model: Annotating Glossary Words (8 minutes)

• Students are paired with home-language partners.

• Project the pages that describe Tsion’s father.

• Say: “In Lesson 20, you shared information about a member of your family, your father or your mother.

Your family is part of your identity. Today we are going to learn more about Tsion’s identity. We are going

to read about Tsion’s father.”

• Distribute copies of Tsion’s Life and Post-its to each student or student pair, and indicate that students

should turn to the pages that describe Tsion’s father. If you have photocopies for students, they will not

need Post-its.

• Ask students to silently read the pages. Pre-readers will use this time to view the images on the pages and

zoom in on words they are learning to recognize.

• Say: “Good readers use the words they know to help them understand what they read.”

• Tell students that they will annotate the words they know. As you show the Word Card for to

annotate, explain that it means to write notes to yourself to help you understand what you are reading.

• Say: “Today we are going to annotate the glossary words that you just learned.”

• Look through the Week 5 Glossary words, and say: “First I need to review the words I learned. Now I

am going to look at the passage and try and find these words.”

• Model annotating the text (use the projected text). Read the text aloud as you follow with your finger

or pointer. After you have read “too much,” stop.

• Say: “This—too much—is a glossary term. I am going to circle it and annotate it so I understand what I

read.” Circle too much. Draw a line from too much and think aloud as you consult your glossary: “I see

too much means more than you want. Tsion’s father had to work too much as a taxi driver. He had to

work more than he wanted.” Annotate by writing more than he wants next to too much.

• Point to the Annotation Poster, and read the first and second bullets aloud:

• This lesson is similar to the

Lesson 14 close reading

routine. Students should begin

to internalize this routine as it

is repeated across the module.

• We often read excerpts of text in a

LL SIFE class, and we rely on

citing page numbers to guide

students to follow our read-aloud.

However, Ts io n ’s Lif e does not

have page numbers. Therefore, it

is important to show students, on

the projected text or on your copy

of the book, where you are

reading from and to give them

enough time to find their places

and follow your reading.



o Circle glossary word(s)

o Annotate in your home language.

• Ask students to find too much in their own glossaries. Invite a few students to share the translation in

their home languages.

• Invite a student to come to the interactive whiteboard and add an annotation for too much in her/his

home language. Make sure that students understand their annotations are likely to be in their home

language.

• Re-read the sentence and substitute a lot for too much or use trop from French to model the home-

language translation.

• Point to the Annotation Poster, and read the last two bullets aloud:

o Re-read the sentence (with the annotated translation).

o Tell your partner: “I understand _.”

• Invite students to re-read and paraphrase. Ask: “What does this sentence mean?”

• Depending on student responses, think aloud: “I understand Tsion’s father drove a taxi, but it was a lot of

work for him. He didn’t like it.”

• Point to the Reading Strategies Anchor Chart and say: “You have learned a new strategy.” Add the

new strategy to the chart. As you write, say the words aloud.

o Annotate glossary words to help you understand.

B. Reading and Annotating in Partners

• Tell students to work with their partner to annotate the rest of the glossary words in the passage.

Remind them to use Post-its if they are using the published texts and to use the Annotation Poster to

guide their work.

• When they finish annotating, students should take turns reading the text aloud to their partner.

• If there are students who finish

early, invite them to circle words

in the passage that they don’t

know and use a published glossary

or the CoBuild dictionary to

further annotate the text.



C. Close Reading: Teacher Read-Aloud

• Explain that you will now read-aloud, and students will listen and follow the words you are reading

with their finger. (Note: You will not read the second paragraph on the “father” page).

• Draw students’ attention to the Reading Strategies Chart. Remind students that:

o they are reading about a person (Tsion’s father) and they should expect to learn about his

identity. Ask students to predict what kinds of information they might learn. You can point to

the Identity Map to prompt students.

o they will notice the words they just learned during the warm-up in the text.

• Say: “When we start reading, we will start from the top of the page, where the words begin.” Remind

students to track the print as you read.

• Read aloud the page about Tsion’s father. Start with “Say father: abat” and read through to the end of the

first paragraph: “… Entoro Mountains.” Do not read the second paragraph on this page. Instead, ask

students to shift their attention to the previous page and to put their finger on the sentence that begins

with “My father always tells me …”

• When all students have found their place, continue reading: “My father always tells me …” Use

intonation and gesture to support comprehension.

• Think-pair-share: “What did you understand?”

• Student volunteers share their understanding.

• Push students to consider: “What information did you learn about Tsion’s father's identity?” Remind

students that when they read about a person, they expect to learn about their identity.

• Say: "In this paragraph, did you learn about Tsion’s father’s identity?"

• Have students share their understanding. Write down key words and ideas as students share in order to

emphasize important concepts.

• Students are building schema

about identity throughout Unit 1.

It is important to remind them to

apply this understanding to

organize the information they

read. When students share their

understanding, connect their

responses to the categories of

identity that they know.



Closing and Assessment: Lesson 21



• Direct the students' attention to today's learning targets:

o I can read to find information about Tsion's father's identity.

o I can annotate the words I know to help me understand what I read.

B. Tsion's Identity Map: Family (6 minutes)

• Project Tsion’s Identity Map: Family and say: “Today we read about Tsion’s father’s identity. What

did you learn?” Point to each of the categories and read them aloud: Appearance, Age, Job, Name,

Beliefs.

• Assign a category to each table or group of three or four students. Give the group 2-3 minutes to work

together to find or recall the information.

• Each group shares in turn as the teacher copies the information into Tsion’s Identity Map: Family.

If Time Allows:

• LEA (language experience approach): Have students dictate what they know about Tsion’s father

and record it on chart paper.

• The LEA can be used for fluency

reading for homework.



Homework: Lesson 21


A. Adding to Tsion's Identity Map and Glossary Words

• Distribute copies of Tsion’s Identity Map: Family to each student.

• Tell students to complete the information about Tsion’s father on the map for homework.

• Remind students to complete the translations of the Week 5 Glossary, Section 1.

• Students added family and family

members (mother, father, sister,

brother) to their Personal Identity

Maps in Lesson 20. It may jog

their memories to mention

this lesson.

• You may want to challenge more

advanced students to write

sentences to describe Tsion’s

father.


LL SIFE ELA: Module 1 Unit 1: Lesson 22 What Is My Identity? Describing a Family Member




Lesson 22

Lesson at a Glance




What is my father's identity?

Overview

Students will write the first draft of sentences that describe a family member with differentiated scaffolds.

Long-Term Targets

(CCSS)

• I can write an explanatory text to examine a topic and convey ideas and information clearly. (W.2)

• I can categorize text and visuals into topics. (W.2)

• I can write sentences that describe or explain. (W.2)

Today’s Targets

• I can write sentences to describe a family member.

• I can identify the topic of my writing.


Functions

& Forms


Forms:

Describe someone: His/her name is . He/she is years old. He/she is . (appearance) He/she

has . (appearance) He/she is a . (job) He/she believes that it is important to _ and

. ’s father/mother is/has .

Give information using frames: It is about .

Vocabulary


N: author



Agenda: Lesson 22


1. Opening

A. Warming Up: Partner Share


2. Work Time

A. First Draft: Family Member

B. Choosing Topics



B. Round Robin 4. Homework

A. Category Match Handout

• In this lesson, students develop the first-draft sentences to describe a family member (mother, father,

older sibling). The writing is based on the chunk of text they have been close reading from Tsio n ’s Lif

e and the Personal Identity Maps and the oral vocabulary developed in Lessons 20 and 21.

• Please be conscious that there may be students who are traumatized by the loss of family members.

Guide students to write about anyone they are comfortable describing.


• Building classroom community

• Chorally repeat

• Modeling

• Pair-share

• Round robin





Provided in Lesson Materials • Week 2 Glossary

o Word Cards: topic

• Week 5 Glossary

o Word Cards: all word cards in Section 2

• Personal Identity Map: Family (Note: This Identity Map is slightly different from the "Personal Identity Map: Family" from Lesson 20.)

• First Draft Language Frames: Family

• First Draft Guiding Questions: Family

• Category Match Handout

• Final Product Template (from Lesson 16)

• Final Product Responsibilities Chart: Teacher Reference (from Lesson 16)

For Teacher to Prepare in Advance • Copies of your Final Product: Teacher Model for each student pair

• Copies of First Draft Language Frames: Family

• Copies of First Draft Guiding Questions: Family (for students who are ready for more challenge)

• Copies of Final Product Template Handout (for students to add photos and decorate)

• Copies of Identity Maps for family members (for students who finish early to write about additional family members)

• Copies of Category Match Handout (for each student for homework)

Classroom Set-Up • Post/project “family member” page from your Final Product: Teacher Model.

• Post/project First Draft Language Frames: Family.

• Set up a final product table with copies of Final Product Templates, scissors, glue, markers, and colored pencils. Also provide magazines and a

bank of relevant images from Google Images for students who cannot bring in personal photos.

• Set up a bin with Final Product Folders.



• Post/project today's learning targets.

• Project Identity Map for your (the teacher’s) father from Lesson 10.

• Post/project today's learning targets and appropriate Word Cards for modalities.



Opening: Lesson 22


A. Warming Up: Partner Share (10 minutes)

• Students are seated in mixed-language partner pairs.

• Project your Personal Identity Map: Teacher (Family extension).

• Say: “In Lesson 20, we talked about the members of our family and chose one person to describe. I chose

my mother.” Point to your mother on your Personal Identity Map: Teacher.

• Model using the language frames to describe your mother. Ask students: “Who can share something you

learned about my mother? The teacher’s mother is/has _ .”

• Take out your Personal Identity Map: Family.

• Direct students to take out their Personal Identity Map: Family from Lesson 10.

• Choose a student volunteer to model the process of describing his/her family member. Point to the

language frames and remind students to use them.

o Partner A uses the language frames to share about his/her family member.

o Partner B uses the language frames to share about his/her family member.

• Invite several students to share something they learned about their partner’s family member using the

following sentence frame:

o ’s father/mother is/has .


• Direct students’ attention to today's learning targets:

o I can write sentences to describe a family member.

o I can identify the topic of my writing.

• Say: “Today you are going to write (point to the Word Card for to write) the first draft of a paragraph

about your father or mother. Just like Tsion (hold up the book), and just like me (hold up your model

book), you will write about someone in your family.”

• Point to this row (first draft family member) on the Final Product Responsibilities Chart.

• Continue: “When you finish writing the first draft, you will get a check. The check will tell you that you



have finished this part of your book.”




Meeting Students’ Needs A. First Draft: Family Member

• Say: “You just described your family member to your classmate orally, now you are going to describe the

same person in writing.”

• Show the cover of your book, Final Product: Teacher Model, and point to your name. Read it aloud.

• Hold up the Word Card for author. Say: “I am the author of my book, and I choose what to write

about in the book.”

• Next, hold up Tsion ’s Lif e . Point to the author’s name and say: “Stacy Bellward is the author of

Tsion s Life. She wrote about Tsion.” Point to the picture of Stacy Bellward, and continue: “She decided

what to write about Tsion. Tsion did not write the book.”

• Say: “You are writing your own books. You are the author, and you will decide who to write about.”

• Continue: “You will have a page in your book that is all about a member of your family who is important

to you—your mother, your father, a brother, or a sister.”

• Distribute Final Product Folders.

• Distribute First Draft Language Frames: Family to most students.

• Distribute First Draft Guiding Questions: Family to students who have more proficient language

and literacy skills.

• Tell students that they will have 12 minutes to write, and set a timer. Timers help students stay on task

while reinforcing schedules and time telling.

• Remind students to use their Personal Identity Map: Family and their glossaries as a support for

their writing.

• Point to the word wall and emphasize that students can find words they need for their writing posted on

the wall as well as in their glossaries.

• Circulate and monitor. Encourage students and support them to verbalize their ideas in home language

and/or English. Carry slips of scrap paper to write down phrases that students dictate to you, and invite

the students to chorally repeat them before copying them into the cloze sentences. Refer students to

• The concept of an author can be

challenging for many LL SIFE

students to grasp. As they write

their books, it is important that

they are reminded that they are

the authors, and they choose what

information to include. In

addition, it is valuable to point

out that there are also readers, or

an audience, who will need to

understand the ideas in their

book. Take opportunities to

reinforce their identities as

authors and to transfer the idea of

an author who crafts a text to

other books they read.

• We recommend that students who

are working on guiding language

frames sit together while writing

so it is easy for you to model and

provide feedback to the whole

group at one time, and so they can

provide support to one another.

We recommend that the rest of

the class sit at mixed-skill tables.

At a mixed-skill table, where



the maps and glossaries for support. Reinforce the warming up and ask students: “What is the topic of

your writing? What is your writing about? What will your pictures for this page be about?”

• Remind them to respond using “It is about _.”

• When students finish, they are to go to the final product table. At this table, students will find copies of

the Final Product Template, scissors, glue, and colored pencils. If students do not have pictures from

home, they are to use magazines, drawings, or Google Images to find pictures that match the topic of

their writing.

• Give students three minutes to clean up. Instruct them to put their pictures and Final Product

Templates back in their Final Product Folders, but to keep out their First Draft Handouts.

If Time Allows:

• Encourage students to write about another family member. It might be helpful to direct students to the

pages of Tsion’s Lif e that describe her other family members. Once they have looked at these pages,

have students brainstorm first by completing the identity map for the family member they choose. Have

spare identity maps on hand. Then, provide students with the guiding questions to write a draft of the

sentences using the appropriate scaffolds.

students are all working on the

same handout, students are

available to offer peer support to

one another. In addition, you will

be able to draw on students with

more proficient language and

literacy as resources to help you

work with students who are new

to print. As you work at the tables,

you are modeling how to offer

support to students. Please be

explicit about the moves you

make to instruct students, and

suggest that students, too, are

capable of helping one another.

Modeling and positive

reinforcement in an environment

where collaboration is the norm

will scaffold peer support.

• Students can also incorporate

home language when they cannot

express their ideas in English.

• The topic is more obvious for this

page, and it is possible that most

students will not need support. If

this is the case, you may not need

to teach this in the front of the

class. It may be enough to



circulate and check in with

students to make sure they add

the header.

• Consider including magazines at

the final product table so that

students can cut out images to

include that represent their family

members’ identities.

B. Choosing Topics

• Direct student attention to the topic on your “family” page on your Final Product: Teacher Model.

• Read it aloud: “Mother” (or the topic you chose for your family member sentences).

• Say: “This text at the top of the page tells the reader the topic of my writing.” Show Word Card for

topic.

• Ask: “Why did I choose ‘mother’ as the topic?”

• Listen to a few student responses, and establish that the text and pictures are all about my mother.

• Support students to understand that the topic helps the reader understand that all the information on

this page will be about .

• Project: First Draft Language Frames: Family.

• Direct students to the blank line at the top of First Draft Language Frames: Family.

• Say: “Now you will write the topic for your page on this line. What is your writing about? Write the topic

at the top of the page in English and, if you can, write the topic in your home language, too. Remember,

your books are teaching readers words in your home language.”

• Circulate and monitor. If you see an interesting choice, remark on it to the class. If you see students

struggling, circle a few options for them on their paper as a further scaffold, and have them choose the

topic to write in the header. If a student does not know how to write the home language translation,

invite another student who shares the same language to help, or offer to write the translation

phonetically on a slip of scrap paper that the student can copy. Take a minute to appreciate learning a

• You will need to have an idea of

the various topics students chose

for the closing.



word in your student’s home language. Say: “Good work choosing topics. I love hearing words in all of

your home languages.”






• Direct students’ attention to the learning targets:

o I can write sentences to describe a family member.

o I can identify the topic of my writing.

B. Round Robin

• Say: “You all wrote about a family member, but some of you had different topics. For example, I wrote

about my mother, and wrote about his/her .

• Say: “Stand up if the topic of your writing was your mother. Share one sentence each about your mother.”

• Praise students who share.

• Say: “Stand up if you wrote about your father.” Students who are standing share one sentence each about

their father.

• Continue until each student has shared.



Homework: Lesson 22


A. Category Match Handout

• Project the Category Match Handout.

• Read aloud the categories in the left column.

• Read the first category again: boys. Ask: “Which picture shows the category boys.” Then, draw a line

from the word boys to the picture of the boys.

• Distribute copies of Category Match Handout to each student.

• Tell students that their homework assignment is to match the images to the categories.


LL SIFE ELA: Module 1 Unit 1: Lesson 23 Close Reading: Tsion’s Life Religion




Lesson 23

Lesson at a Glance




What is Tsion's religion?

Overview

In this lesson students will close read a paragraph about Tsion’s religion.

Long-Term Targets

(CCSS)

• I can read to find key details about identity. (RI.1)

• I can use glossary words to help me understand what I read. (LG.6)

Today’s Targets

• I can read to find information about Tsion’s religion.

• I can annotate glossary words to help me understand Ts io n ’s Lif e .


Functions

& Forms


Forms:

Give personal information: I believe it is important to_ .

Give information using frames: Tsion’s family’s religion is . They go to _. They . (practice)

Vocabulary


N: holy places, morning, night, bed, church, shoes,

songs

V: to sing, to say, to take off, to go to



Agenda: Lesson 23


1. Opening

A. Warming Up: Week 5 Glossary,

Section 2


2. Work Time

A. Personal Identity Map: Beliefs

B. Close Reading: Teacher Read-

Aloud

C. Close Reading Model: Annotating

Glossary Words

D. Close Reading Practice:

Annotating Glossary Words



4. Homework

A. Week 5 Glossary, Section 2

• Many LL SIFE have strong religious identities and enjoy sharing information about their religious

beliefs, practices, and celebrations. Having first shared differing religious identities among classroom

peers, students are more prepared to consider the repercussions when religious freedom is denied.

Note: We do not recommend this topic if most students do not have strong religious identities. Instead, we

suggest that you choose another topic from Tsio n ’s Lif e for the focus of this lesson.


• Chorally repeat

• Close reading

• Modeling

• Pair-share

• Read-aloud

• Think-pair-share

• Think-aloud




Materials and Preparation:


o Word Card: we

• Week 2 Glossary

o Word Cards: religion, to believe, beliefs, prayers

• Week 5 Glossary

o Word Cards: to annotate, holy place, morning, night, bed, church, shoes, songs, to sing, to say, to take off, to go to, to

pray

• Tsion’s Identity Map: Religion

For Teacher to Prepare in Advance • Personal Identity Map: Teacher (You will add examples of your beliefs during the lesson.)

• Copies of Tsion’s Identity Map: Religion for each student

Classroom Set-Up • Post Reading Strategies Anchor Chart.

• Have copies of Tsio n ’s Life.

Note: This lesson involves annotating. If you would like students to annotate on the text page, you will need to make photocopies for each student.

• Have Post-its for students’ annotating.

• Post today's learning targets and corresponding Word Cards for modalities.

• Post new glossary words on the word wall.



Opening: Lesson 23

Meeting Students’ Needs A. Warming Up: Week 5 Glossary, Section 2

• Students are seated in home-language pairs. Pair students in mixed-skill levels.

• Ask students to take out the Week 5 Glossary. (Students began this glossary in Lesson 11 and will

continue with the words related to religion.)

• Project the Week 5 Glossary, Section 2. Show each of the words for this lesson only in succession on

the interactive whiteboard or via the Word Card. Stop with each word and support student

understanding.

• Read the word aloud, have students chorally repeat.

• Point to the image and say, for example: “To sing.” Then, sing a phrase or two from a song and repeat

the words: “To sing.”

• Pair-share: “What is the word for to sing in your home language? Use the picture to help you.”

• Tell students to write the translation for to sing (for example) in their home language on the line next to

the image in their glossaries.

• Show the Word Card for songs. Have several students share the name of a song they sing.

• Read the word songs and have students chorally repeat.

• Have partners pair-share to discuss the following word, to say in their home language.

• Besides asking each other for the word in the home language, encourage other student interactions. For

example: “What do you say when you see a friend in the hallway? I say, “Hello!”

• Continue to introduce as many words as time allows. (See Meeting Students’ Needs.)

• Students will complete the rest of the Week 5 Glossary, Section 2 for homework.

• The glossaries are organized so

that words that are more difficult

to acquire are at the beginning of

each section. These words are

likely to require teacher input and

processing for students to

understand. Students can readily

interpret the words toward the

end of the section from the images

(e.g., morning, night, cow). We

have organized the glossaries in

this way so that the words that

may be assigned for students to

translate for homework are easily

understood through the image.

• The expressions go to and

take off my/her/his

might benefit from practice and

dramatization (e.g., go to the

store, go to school, go to mosque,

go to the party). It would be

helpful to integrate this command

throughout the lesson as TPR: Go

to your desks, etc.




• Orient the students to today’s learning targets:

o I can read to find information about Tsion’s religion.

o I can annotate glossary words to help me understand Tsion ’s Lif e .

• Read them aloud and point to the Word Cards for the corresponding modalities.

• Direct students’ attention to the learning targets, and say: “Today we are going to continue to read

Tsion’s Life . We are going to learn information about her religion.





A. Personal Identity Map: Beliefs

• Say: “Yesterday we talked about Tsion’s father’s beliefs.”

• Continue: “What you believe is what you feel is right or true in your mind and in your heart.” Show

students the Word Card for to believe.

• Say: “For example, Tsion’s father believes it is important to work hard.”

• Project your Personal Identity Map: Teacher and point to the circle for beliefs.

• Say: “I believe it is important to .”

• Add to your beliefs, or review the beliefs you added in Lesson 6.

• Students pair-share to discuss their beliefs.

• Invite several students to share.

• Ask students to take out their Personal Identity Map and add to their beliefs.

• Circulate and guide students to add to their beliefs.

• Say: “For many people their religion is important.” Show the Word Card for religion.

• Say: “Religion is a belief. If you practice a religion, you will add your religion to your beliefs. If you do

not practice a religion, you will add other things that are important to you. For example, I believe

education is important.”

• Model: Say: “Add a circle for religion connected to beliefs. Some of our beliefs are connected to our

religion. There are many different religions in the world.”

• Invite students to share religions with which they are familiar.”

• Say: “Today we are going to read about Tsion’s religion, and tomorrow you will add your religion to your

Personal Identity Map.”

• On the pages that feature Tsion’s

mother and grandmother, there

are short passages that describe

what they believe is important. We

suggest you read these passages

aloud to students and discuss

what each of these women believe

is important as an extension

activity. These further examples

could also support students in

considering what they believe is

important.

B. Close Reading: Teacher Read-Aloud

• Students are paired with home-language partners.



• Project the pages from Tsio n ’s Lif e entitled “Pray.”

• Say: “Yesterday you wrote about a member of your family, because your family is part of your identity.

Today we are going to look at another element of identity: religion or beliefs.”

• Distribute copies of Tsio n ’s Lif e and Post-its to each student or student pair and indicate that

students should turn the page entitled “Pray.” (Students looked at this image in Lesson 6, Part 2.) If

you have photocopies for students, they will not need Post-its.

• Explain that you (the teacher) will read-aloud. The first time you read, students should listen and

follow the words you are reading with their finger.

Note: You will not read the second paragraph on this page.

• Remind students that they will notice the glossary words they just learned during the warm-up in the

text.

• Say: “When we start reading, we will start from the top of the page where the words begin.” Remind

students to track the print as you read.

• Read-aloud: Start with “Say ‘pray: selot’” and read through to the end of the first paragraph: “…a holy

place.” Use intonation and gesture to support comprehension.

• Think-pair-share: “What did you understand?”

• Student volunteers share their understanding.

C. Close Reading Model: Annotating Glossary Words

• Say: “Good readers use the words they know to help them understand what they read.”

• Tell students that, just like they did in Lesson 11, they will annotate the words they know. Show the

Word Card for to annotate and explain that it means to write notes to yourself to help you understand

what you are reading.

• Say: “Today we are going to annotate the glossary words that you just learned.”

• Look through the glossary words, and say: “First I need to review the words I learned. Now I am going to

look at the passage and try and find these words.”

• Model annotating the text (using the projected text):

o Read the text aloud as you follow with your finger or pointer. After you have read "sing songs,"



stop.

o Say: “These are glossary words, I am going to circle them and annotate sing and songs so I

understand what I read.”

o Circle sing and songs.

o Draw a line from songs and think aloud as you consult your glossary: “I see, song means (sing

a phrase from a song) words and music together.”

o Annotate by writing music with words or drawing a person singing.

• Ask students to find songs in their own glossaries.

• Invite a few students to share the translation in their home languages.

• Invite a student to come to the interactive whiteboard and add an annotation for songs in her/his home

language. Make sure that students understand their annotations are likely to be in their home language.

• Re-read the sentence and substitute words and music together for songs or use cancion from Spanish

to model the home-language translation.

• Invite students to re-read the sentence, then help them paraphrase by asking: “What does this sentence

mean?”

• Depending on student responses, think-aloud: “I understand that in Tsion’s religion they sing music

together.”

• Point to the Reading Strategies Anchor Chart and say: “You are annotating the glossary words to

help you understand what you read.”

D. Close Reading Practice: Annotating Glossary Words

• Students will work with their partners to annotate the words from their Week 3 Glossary and to read

closely to understand.

• Tell students to take out their glossaries because they will need them to understand the passage about

Tsion’s religion.

• Tell students to work with their partner to annotate the glossary words in the passage. Remind them to

use Post-its if they are using the published texts.

• When they have finished annotating and discussing, ask students: “What information did you learn

• The categories on Identity Map:

Religion will be explained and

explored further in Lesson 24.



about Tsion’s religion?”

• Project Tsion’s Identity Map: Religion. Read the categories on the map: Holy Places, Practices,

Celebrations.

• Have student volunteers share their understanding. Write down key words and ideas as students share in

order to emphasize important practices such as singing songs, taking off their shoes.

• Push students to consider the images. They might notice: cover their heads, kiss the cross. Ask students

what similar practices they have in their religion.

• Support students to name Tsion’s religion: Ethiopian Orthodox Christian.

• Say some religions share practices. For instance, some Catholics and Muslims also cover their heads.






• Direct students’ attention to the learning targets:

o I can read to find information about Tsion’s religion.

o I can annotate glossary words to help me understand Tsion’s Lif e .

• Say: “Did you learn information about Tsion’s religion today? Show me with your thumbs, please.”

• Acknowledge student responses with their thumbs. For example, you might say: “Yes, glossary words

helped many of us understand information about Tsion’s religion (gesture thumbs up). But if you are still

confused (gesture thumbs in the middle and thumbs down), we will work more with religion tomorrow

and you will understand better.”



Homework: Lesson 23



• Remind students to complete the translations of the Week 5 Glossary, Section 2.


LL SIFE ELA: Module 1 Unit 1: Lesson 24 What Is My Identity? Religion




Lesson 24

Lesson at a Glance




How can I write clearly about my religion?

Overview

Students will write the first draft of their paragraphs about their religion with differentiated supports.

Long-Term Targets

(CCSS)

I can write an explanatory text to examine a topic and convey ideas and information clearly. (W.2)

Today’s Targets

• I can speak about my religious practices and celebrations.

• I can write sentences about my religion.


Functions

& Forms


Forms:

Give personal information: My family’s religion is __ . We go to (a) . We . (practices) We

celebrate _.

Vocabulary


N: practice, celebration

V: to practice, to celebrate



Agenda: Lesson 24


1. Opening

A. Warming Up: Picture-Word

Match and Sort


2. Work Time

A. Personal Identity Map: Religion

B. First Draft: Religion

C. Final Product



B. Pair-Share 4. Homework


• Faith by Maya Ajmera, Magda Nakassis, and Cynthia Pon is a wonderful text to accompany and support

the discussion of religious practice. We recommend that you read this book in advance and use it to

supplement the picture-match, which supports students to generate concepts and language for the

different aspects of their religion. If you have time, include an interactive read aloud of Faith.

• This lesson opens with a picture-word match sort to build both students’ language and understanding of

religion as involving practices and celebrations. This sort includes pictures of Ethiopian Orthodox

Christian practices recounted in Tsion’s Life , and should also include practices, places of worship, and

celebrations that represent students’ religious lives and experiences. Please use the images and words we

have provided only as a starting point. You should edit these images to support the development of the

language students will need to express their own experience. As appropriate, create a wall chart with

words associated with the students’ religious practices.

• Students will speak and write about the practices and celebrations that characterize their religion. This

topic generates a lot of interest and investment and also a number of words and ideas that may be

difficult to express in English. Encourage students to share as much as they would like in home language

so that their ideas can be communicated. Religion also, of course, concerns beliefs. It will be helpful for

students to connect to Lesson 6, where they added beliefs to their identity maps.


• Modeling

• Pair-share

• Think-aloud






o Word Cards: religion, to match

• Week 5 Glossary

o Word Cards: to practice, practice, to celebrate, celebration, holy place

• Picture-Word Match

• Personal Identity Map: Religion

• First Draft Language Frames: Religion

• First Draft Guiding Questions: Religion


• Pages 12-13 (“Religion”) from Tsion ’s Lif e

For Teacher to Prepare in Advance • Cut up images and words provided in the Picture-Word Match and put them in envelopes. (Consider whether you need to differentiate.)

• Complete teacher version of Personal Identity Map: Religion to project.

• Print copies of Personal Identity Map: Religion.

• Find additional images and create matching descriptions for practices, holy places, and celebrations relevant to students in your class. Substitute

these for the images and descriptions provided, if necessary.

• Gather magazines such as National Geographic or images from the Internet that students can use for their religious practices and places of worship in

their final product. Perhaps some local places of worship have images on the Internet that could be used as well. We suggest that you have these

available as it is less likely that students will be able to provide their own pictures of these places and activities.

Classroom Set-Up • Gather copies of Faith by Maya Ajmera, Magda Nakassis, and Cynthia Pon to use as references at each table.

• Post/project “religion” page from Tsio n ’s Lif e (“religion” paragraph).



• A Final Product Table with Final Product Folders, copies of Final Product Template, images of religious practices, celebrations, and places of

worship, scissors, glue, and markers.

• Post/project today's learning targets and appropriate Word Cards for modalities.

• Post glossary words on the word wall.



Opening: Lesson 24


A. Warming Up: Picture-Word Match and Sort

• Students should be seated in home-language pairs.

• Tell students that they will receive an envelope with images and words. Hold up the envelope with

images and words from the Picture-Word Match.

• Say: “Some of the images and words are from the pages we read about religion in Tsio n ’s Lif e . There

are also other pictures that you will match to descriptions.” Point to the Word Card for to match

and model matching the picture and the description.

• Model matching one image and description. For instance, project or hold up the picture of people taking

off their shoes. Think-aloud: “Take off their shoes.” Hold up or project the phrase that says "take off

shoes."

• It may support students to direct them to:

o Open their envelopes and take out the pictures and words.

o Spread the pictures on one side and the words on the other.

o Look for words or phrases that describe the pictures.

o Partner A describes the picture to Partner B.

o Partner B finds the phrase that matches the picture and reads it to Partner A.

• Circulate as students work. You may have to support students with some of the matches and encourage

them to describe the images and read the phrases aloud.

• When you have established that students have completed the task, say: “You have been learning to

categorize words that are similar. We are going to look at these pictures and descriptions to think about

how they are similar and different.”

• Project the text only from the Word Card for celebration. (The word flies in first; do not show the

image yet.) Say: “A celebration is a special event. At celebrations, people do things that they do not do

on other days. For example, they may dress up or prepare and eat special food. Look at the images and

• This activity can be differentiated

by giving more advanced students

more images and words to sort

and students at Level 1 fewer

images and words to match.

• The examples in this activity

emphasize religious practices,

celebrations, and places of

worship to support students to

talk and write about practices,

celebrations, and places of

worship in their own religions.

• Please read General Notes. The

Word Cards for celebrate, place of

worship, and practice are

designed so that the words fly in

first and the images fly in

afterwards. This is to support this

lesson.



words you have matched. Are there examples of celebrations?”

• Invite students to share. Now project the images of celebration from the Word Card. Explain that the

action is to celebrate and show that Word Card, too.

• Ask students to share examples of celebration from their religion using the sentence frame “We

celebrate .”

• Continue by introducing the text only from the Word Card for holy place. (The words fly in first; do not

show the image yet.) Say: “A holy place is usually a special building where you go to practice your

religion with other people. Look at the images and the words you have matched. Are there examples of

holy places?"

• Invite students to share. Now project the images of holy place from the Word Card. Say: “Holy places

can be mosques, churches, temples, or synagogues.”

• Ask a few students to share the names of the holy places in their religion using the sentence frame “We

go to (a) .” Point to the images and the word for these places on the Word Card for holy

places.

• Continue by introducing the text only from the Word Card for practice. (The word flies in first; do not

show the image yet). Say: “A practice is something you do as part of your religion. Look at the images

and the words you have matched. Are there examples of practices?”

• Invite students to share. Now project the images of practices from the Word Card.

• Ask a few students to share practices in their religion using the sentence frame “We _ .”


• Orient the students to today’s learning targets:

o I can speak about my religious practices and celebrations.

o I can write the first draft about my religion.

• Read them aloud and point to the Word Cards for the corresponding modalities.

• Say: “In Lesson 13, we read about Tsion’s religion. Today you are going to speak and write about your

own religion—your religious practices and celebrations.”





A. Personal Identity Map: Religion

• Students should be seated with same-language peers with whom they share a religious background, if

possible.

• Post/project the teacher’s version of the Personal Identity Map: Religion.

• Say: “We have just looked at the holy places, celebrations, and practices of different religions. Now it

is your turn to describe these parts of your own religion.

• Model using your identity map to describe your religion. If you do not practice a religion, you can

describe someone in your family or a friend who does.

• Distribute copies of Personal Identity Map: Religion to students.

• Tell students to work with their partners to complete their identity maps for their religion.

• Circulate as students work. It is likely that they will need support to generate language to describe

celebrations and practices associated with their religion.

• Use the images and their

descriptions of celebrations,

practices, and places of worship to

support students to generate

language to describe their religion.

• Not all students will get to work at

the Final Product Center during

this lesson. Students will be given

dedicated time to work on their

final products during Lessons 15

and 16.

• If you are able to pace your

lessons so that you have more

time or if your students need

more background knowledge to

complete their identity maps, we

recommend a read-aloud of

excerpts from the book Faith to

build schema around religious

practices and beliefs. As you read,

encourage students to interact

with the text and identify how the

images in the book reflect their

own religious experiences. This



activity will support students to

describe their own religious

practices and beliefs, and would

be appropriate before they fill in

the identity maps. Please see

General Notes.

B. First Draft: Religion

• Say: “You are going to use your Personal Identity Map to write your first draft. The language frames will

help you develop your sentences.” Point to the language frames and read them aloud:

o My family’s religion is .

o We go to .

o We _. (practices)

o We celebrate .

• Distribute the First Draft Language Frames: Religion to students who need support.

• Distribute template with First Draft Guiding Questions: Religion to students who have more

language proficiency.

• Instruct students that they will have eight minutes to write about their religion.

• As you circulate, encourage students to write about more than one of their religious practices.

• As students finish, remind them to choose a topic word for their page.

• When students finish, they should hand their work to the teacher to review and correct for Lesson 15.

C. Final Product

• As students complete their first drafts, they go to the Final Product Table.

• At this table, students will find their Final Product Folders, copies of the Final Product Templates,

and images of religious practices and celebrations that the teacher has collected. Scissors, glue,

markers, and colored pencils are also supplied at the table.

• Students are not to write any text on the Final Product Templates just yet. For now, students are



adding only photos, images, and art to the Final Product Template.






• Direct students’ attention to today's learning targets:

o I can speak about my religious practices and celebrations.

o I can write the first draft of a paragraph about my religion.

B. Pair-Share

• Invite students to share one thing about their religion using the language frames.



Homework: Lesson 24



• Ask students to complete the translations of the Week 5 Glossary, Section 3.


LL SIFE ELA: Module 1 Unit 1: Lesson 25 What Is My Identity? Final Product: Session 1




Lesson 25

Lesson at a Glance

Unit Guiding Question



What are expectations for a final product?

Overview

Students will edit their first drafts and write final products. You will model how to check sentences for clarity, and you will

make a Writing Anchor Chart to guide students.

Long-Term Targets

(CCSS)

• I can write an explanatory text to examine a topic and convey ideas and information clearly. (W.2)

• I can identify the main topic of a text. (RI.2)

• I can categorize texts and visuals into topics. (W.2)

Today’s Target • I can write clear sentences.


Functions

& Forms

Vocabulary


N: final product

V: to correct

Adj: clear



Agenda: Lesson 25


1. Opening

A. Warming Up: Sentence Sort

B. Introducing the Learning Target

2. Work Time

A. Sentence Noticing

B. Sentence Correction

C. Making Final Products


A. Reviewing the Learning Target 4. Homework

A. Sentence Corrections & Final

Products

• Students will need first drafts of their personal information, home country, family member, and religion

sentences for this lesson. In Lesson 16, we recommended that you correct first drafts by circling where

students needed to correct spelling, capitalization, and periods. Please be sure to circle spelling,

capitalization, and period errors on first drafts.

A note about pacing in this lesson: Students work at different paces and will choose different

approaches to correcting first drafts and making final products. For example, some students might

correct all their first drafts, and then copy all their corrected sentences into final products. Other students

might prefer to complete each page one at a time. This is normal in writing workshop lessons. We are

modeling the final product expectations here so that students who are ready can start making their final

products. However, they will need more than 10 minutes to copy their sentences into final products.

Some industrious students will complete the work at home and others will continue to work at copying

final products in future workshop lessons as other students move on to compiling the parts of their

books. This is why the Final Product Responsibilities Chart is essential to running a writing

workshop. Keep in mind that in addition to the chart, you will have to support students to stay on task

and complete their work. You can use the Final Product Responsibilities Chart to group students

working on similar tasks and guide them to specific center (e.g., Topic or Adding Images). You can also

add another workshop lesson if your students need more time. If possible, offer work sessions before

and/or after school: students will come. Also, please remember that completing four pages might be too

frustrating for students who are new to print or the Roman alphabet. You can make accommodations by

typing some of their corrected drafts or partnering them with another student. As for students who finish

early, push them to add captions to their photos. See if they can include pages with home-language

translations of their books. (This may require the support of family members or people in the

community.) Encourage students to write additional pages about family members or other topics that

interest them. Organization and a degree of improvisation will go far in trying to meet the needs of a



diverse group of learners in writing workshops.


• Anchor charts

• Building classroom community

• Chorally repeat

• Modeling

• Think-aloud





Provided in Lesson Materials

• Week 5 Glossary

o Word Cards for clear, to correct, and final product

• Confusing and Clear Sentence Sort

• Sentence Correction Handout

• Writing Anchor Chart: Teacher Reference


For Teacher to Prepare in Advance • Correct copies of all first draft sentence handouts to hand back to students to edit. (Please see General Notes.)

• Provide feedback on all Final Product Templates to hand back to students for revision. (Please see General Notes.)

• Cut Sentences for Sort into strips, and add a set in an envelope for each student pair.

• Copy Sentence Correction Handouts for each student.

• Provide copies of your Final Product: Teacher Model (from Week 2) for each student pair.

• Create your own Writing Anchor Chart. Write “Good Writers” on the top of a piece of chart paper. Add to the list as appropriate.

Classroom Set-Up • Project personal information page from your Final Product: Teacher Model.

• Project First Draft Language Frames: Personal Information.

• Project Final Product Template (from Lesson 16).

• Post Writing Anchor Chart.

• Post Final Product Responsibilities Chart.

• Set up a Final Product table with copies of Final Product Template handouts, scissors, glue, markers, and colored pencils. Also provide magazines

and a bank of relevant images from Google Images for students who cannot bring in personal photos.

• Set up a bin to store Final Product Folders.



• Post/project today's learning target and appropriate Word Cards for modalities.



Opening: Lesson 25


A. Warming Up: Sentence Sort

• Students are seated in mixed-level groups.

• Distribute envelopes with sentence strips to each student pair.

• Instruct students to read the sentences aloud and sort them into “clear sentences” and “confusing

sentences.”

• Model the sort:

o Select a clear sentence and hold it up to the class. For example: My name is Tsion.

o Read the sentence aloud to a student partner.

o Think-aloud: “Does this sentence give information I can understand? Is Tsion a name? Does it

make sense? Is it clear? Do I put the sentence in the ‘clear’ category?” Show the Word Card

for clear.

o Ask students to show you with their thumbs if the sentence is clear.

o Say: “Yes, the sentence is clear. Tsion is a name. It makes sense.”

o Put the sentence under the “clear” card.

o Select a confusing sentence and hold it up to the class. For example: My name is sheep.

o Read it aloud to a student partner and make a confused face.

o Think-aloud: “Is that sentence clear? Does it give information I can understand? Or is it

confusing? Is sheep a name or is sheep an animal?” Point to the Word Card for sheep on your

word wall.

o Ask students to show you with their thumbs if the sentence is confusing.

o Say: “Yes, this sentence is confusing. Sheep is not a name. The sentence doesn’t make sense. I

will put it under the ‘confusing’ card. We say something is confusing when it doesn’t make sense,

when it makes us feel confused.” Write confused and confusing on the board, and explain that

they are similar words



o Ask students to work with their partners to sort the remaining sentences into “clear” and

“confusing” categories.

• Circulate and support. Though these sentences are by now very familiar to students, even those with low

literacy levels, you may want to read the strips aloud to students and ask them to chorally repeat.

Emphasize that clear sentences give information you can understand. Clear sentences make sense. We

want our sentences to be clear and make sense.

B. Introducing the Learning Target

• Direct students’ attention to today's learning target:

o I can write clear sentences.

• Say: “First we will check our sentences to make sure they are clear. Then we will start to make our final

product. Final products show our best work.”

• Show the Word Card for final product.





A. Sentence Noticing

• Draw student attention to the Writing Anchor Chart, the chart paper entitled “Good Writers” that you

posted before class.

• Say: “You are the author. You are writing a book about your identity. This chart will show you how to

make your final product your best writing.

• Add the first expectation for the final product to this chart as you read it aloud:

o 1. Write sentences that give information.

• Say: “When you write sentences for your book, you want your sentences to give clear information about

your identity. You want your sentences to be clear, not confusing.”

• Say: “I want you to think about what else sentences need to be our best work.”

• Post/project the Sentence Correction Handout.

• Read aloud the first sentence as you point to each word:

o my name is abdou

Note: This sentence does not have a period and my and abdou are not capitalized in order to model

correcting mistakes.

• Think-aloud: “Does this sentence make sense? Can I understand it? Yes, this sentence gives me good

information about Abdou’s name, but the sentence is still not our best work. The sentence has mistakes.

We need to correct them. We need to fix them.” Show the Word Card for to correct.

• Continue: “The circles will help us correct the sentence.”

• Model think-aloud: “The ‘m’ is circled; something is not correct with ‘m.’ It is the first letter in the

sentence. How should ‘m’ look?”

• Point to the alphabet chart posted on the wall to support letter formation.

• Show students how you correct the lowercase “m” to capital “M.”

• Add the second expectation for the final product to this chart as you read aloud:

• You will need to pace this lesson

based on your students’

proficiency. Some students may

need more guided practice before

making corrections to their own

work.

• A Writing Anchor Chart

encourages autonomy as students

can self-check and peer-edit their

drafts. It also helps LL SIFE

internalize writing conventions

that are automatic to students in

the general population. Finally, a

Writing Anchor is an additional

way to model and communicate

expectations for a project. Please

see Writing Anchor Chart:

Teacher Reference provided in

Lesson Materials. Also refer to

Anchor Chart Protocol.



o 2. Start sentences with a capital letter.

• Say: “When you write sentences, they always start with a capital letter.”

• Continue. “There are also other special words that start with capital letters. Let’s work together to

correct the other mistake in this sentence. What other word needs a capital letter? The circle will help

us find what else we need to correct.”

• Point to the circled “a” in abdou. “Yes, Abdou is a name. Names start with a capital letter.”

• Invite a student to the whiteboard to correct the lowercase “a” to capital “A.”

• Say, “Yes, that looks much better. Let’s add it to the chart.”

• Add capitalization to the Writing Anchor Chart. As you write, say the words aloud:

o 3. Start these words with a capital letter: names,

• Read the second sentence aloud as you point to each word:

o i am bengali

Note: This sentence does not have a period and the words i and bengali are not capitalized.

• Invite students to identify the necessary corrections. Say: “Yes, the ‘i’ at the start of the sentence needs to

be capitalized because it is at the beginning of the sentence. But it also needs to be capitalized because I

is a special word: it is how you refer to yourself (gesture to support comprehension). The word I is always

capitalized wherever it is located in a sentence, even in the middle or at the end of a sentence.

• Add I to the list of words that start with a capital letter on the Writing Anchor Chart.

• Say: “I see that the ‘b’ in bengali is also circled. How should I correct that word?”

• Model thinking-aloud as you capitalize the “b”: “Yes, this word is Bengali. Bengali is a nationality,

Nationalities are always capitalized: American, Burmese, Dominican.”

• Add nationalities the list of words that start with a capital letter on the Writing Anchor Chart.

• Ask: “What are some other words that we capitalize in English?” Establish that the following words,

which are likely to appear in the final products, should also be capitalized: countries, cities, villages,

days of the week, and months of the year.

• Ask: “What else do we need to correct in sentence #2? What is missing?”

• Invite a student volunteer to come to the whiteboard to add a period to the end of the sentence.



• Follow a similar protocol for the next category of error: misspelling of glossary words.

• Invite a student to be the teacher and correct sentence #3.

• Discuss this mistake and add this expectation to the Writing Anchor Chart.

• Say: “Now you are ready to correct your first draft sentences.”

B. Sentence Correction

• Distribute Final Product Folders to students.

• Instruct students to correct the personal information sentences and check in with you before they

continue to the rest of their first drafts. You will want to assess that they are indeed correcting errors

before they proceed to the next step. You will also want to address any errors before they are repeated on

all drafts.

• Draw students’ attention to the Writing Anchor Chart. Remind students to use this as a reference to

guide their corrections.

• Remind students to use their glossaries to help them make spelling corrections.

• Students can make corrections right on their first drafts. They can make corrections individually or in

pairs. We recommend pairing students who need support and allowing students who are ready for

independent work to work independently.

• Circulate and support. After a majority of students have made corrections on their first drafts, gather

their attention at the projector or interactive whiteboard.

• Routines are essential to writing

workshop lessons. In addition to

circulating among tables, it is

useful to set up a conferencing

station. Students write their name

on the board if they need to meet

with you. As you work with

students you cross off their names

on the board.

C. Making Final Products

• Project the personal information page of your Final Product: Teacher Model.

• Instruct students to open your Final Product: Teacher Model to the first page with your personal

information sentences.

• Hold up the First Draft Language Frames.

• Point to the First Draft Language Frames and say: “This is a first draft. It is a first try. It has

mistakes that you need to correct."

• Point to the Final Product: Teacher Model and say: “This is a final product. It is your best work.”

• See General Notes about pacing

for recommendations for making

final products.



• Say: “You are now ready to start to copy your corrected sentences onto your Final Product Templates.

You are getting closer to your final book!”

• Invite students to take out Final Product Templates from their project folders and start making their

final products.

• Circulate and support.





A. Reviewing the Learning Target

• Direct students’ attention to today’s learning target:

o I can write clear sentences.

• Say: “Show me with your thumbs: Do you know how to correct sentences for periods and capitals?”

• After students respond, continue: “For homework tonight, you may practice more sentence corrections.”



Homework: Lesson 25


A. Sentence Corrections & Final Products

• Project the Sentence Correction Handout.

• Read aloud #1:

o tsion is a girl

Note: This sentence is written without a period.

• Say: “I will correct this sentence.”

• Write a capital “T” above the lowercase “t,” and add a period to the end of the sentence.

• Say: “You will correct the rest of the sentences for homework. You may also continue to work on

corrections and final products.”

• Ask students who are not taking their Project Folders home to put them in the center of the table, and

have designated students collect them and return them to the bin.

• Remind students that their Final

Product Folders have all their

work for their books. They should

not remove the folders from the

classroom unless they are sure

they can take good care of them

and return them tomorrow. If

there are students whom you

know to be disorganized, suggest

to them that they take only the

page they are currently working

home. Encourage all students to

use a homework folder to

transport work to and from

school.

ll sife ela: module 1 unit 1: lesson 21 close reading...

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