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ACTiviTy 1.3 continued
Student example: I did not know the word “outcry.” But the rest
of the sentence said it made the people in charge stop what they were doing. So I know it meant something like a shout or a protest.
Expanding: Are students able to explain, with moderate support, a context clue to support a word they did not know in the text?
Student example: I did not know the word “pretzel,” but it is located close to a description of food. So I decided it must be a type of food, too.
Bridging: Are students able to explain, with little support, a context clue to support a word they did not know in the text?
Student example: I did not know the word “life-threatening,” but I saw the word “safe” in the next sentence so I decided it must be the opposite of that. Also, it is a compound word and I noticed the root word “threat” which I know meant something that can cause harm.
adapt
If students need additional help understanding how to find context clues, write the following sentence on the board: When we were driving in the mountains, the car seemed to crawl up slopes but we could feel it accelerate going down. Circle the word accelerate. Say: Sometimes looking for opposites in the context clues and using logic helps us figure out unknown words. In this sentence we know the word has something to do with going up and down slopes. If the car crawls or goes slowly up a slope, logic tells us that it must go faster when it goes down. So the word accelerate means to go faster.
Using Foundational Literacy Skills
You may notice students whose first language is Chinese, Haitian Creole, Hmong, Korean, Spanish, or Vietnamese experiencing confusion about the gerunds “strongly discouraging” in paragraph 1 and “Banning” in paragraph 4. Explain that Adding -ing to some verbs can make them into nouns. It may be necessary to explain and practice using these sentences to help students become familiar with the conventional form.
DaYTWO Teach
1 Warm Up: Write the following question on the board: What
do you remember? Tell students that as a warm-up activity they will write down two or three things they remember about the editorial they read yesterday. Once students have had the chance to respond, toss the foam ball to a student and have him or her tell one thing he or she remembers from the article so far. Then the student tosses the ball to another person who must share. The game continues until all have had at least one chance to share. Once all students have had a turn, ask if there is any other information about the editorial they think is important to add. Remind students that in this lesson they will continue working on completing a close read of “Don’t Ban Peanuts.”
2 Have students recap the main points in the editorial about banning peanuts in order up to the seventh paragraph. Assist as needed. Then, instruct students to annotate paragraphs 8–9 as you read them aloud. Once students have had the chance
to complete their annotations, ask each student to volunteer something they annotated. Answer questions as needed, but encourage other students to ask questions and make comments. If no students interact, call attention to the sentence, “Children with peanut allergies should have immediate access to emergency medications to counteract an allergic reaction.” from paragraph
8. Clarify that the need for “immediate access” to the medicine
is because a person can have trouble breathing if they eat something they are allergic to, and the medicine in the pen makes the reaction stop. Finally, point out the phrase “false sense of security” in paragraph 9. Say: What is another way of saying this phrase? Students should respond with something similar to: “a feeling of safety that isn’t real.”
3 Collaborate: Pair students (students at a higher proficiency level with students at a lower proficiency level). Write the words “asthma” and “diabetes” on the board. Tell the students that some might have underlined them as unknown words. Say: Notice, though that I wrote the word “diabetes” rather than “diabetic.” Explain that diabetes is a noun that names a disease and diabetic is an adjective that describes things related to the disease. Instruct the students to work together to find the meanings of “asthma” and “diabetes.” Remind students to use context clues
to learn what they can about them first. Then they can look the words up in the dictionary. Ask two volunteers to write the words and definitions on sticky notes to add to the Word Wall. Instruct students to continue working together to find the rest of their circled unknown words.
HEW DIFFErEnTIaTE How English Works: Understanding Text Structure
4 Drawastaircaseandanovalwithlinesradiatingfromiton
the board. Say: We talked in another unit about how personal narratives are usually told sequentially, or in the order that the events happened. You can think of them like steps on this staircase, happening one at a time and in order. But the editorial is not written in the order events happen. The editorial centers around a topic the author wants to take a stand about (point to the oval) with several details supporting it (point to the radiating lines). Ask: What is the author’s argument? Students should respond: Don't ban peanuts at school, but teach about the dangers.
5 Discretely group students by proficiency level. As you distribute an Idea and Argument Evaluator graphic organizer to each student say: Write the author’s argument in the box at the top. Write details to support the author’s argument in the ovals below it. Students at the Bridging level can work independently to complete the graphic organizer. Students at the Expanding level can work
148 SpringBoard® English Language Development Grade 6
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