ENSURING ACCESS YOUR ULTIMATE GOAL TODAY is that students will begin to take brief notes on their topics as they research, using these notes as a way to help them hold onto the key information they are learning. You’ll also introduce reader’s notebooks to your students, a tool students will continue to use across the year.
z Encourage students to move flexibly between the dif- ferent note-taking structures you’ve introduced (a large drawing with lots of detail and smaller drawings showing events in sequence). You can also encourage students to invent their own structures. What matters most is that students are identifying the most important information they are learning and taking some brief notes that help them commit that knowledge to memory. z Encourage students to draw on all their language resources as they take notes.
z If students are taking notes digitally, they could insert images into their notes and use digital annotation tools to add captions, labels, and arrows to those notes. z Multilingual learners who are taking notes about a sequence might benefit from access to a bank of tran- sitional phrases to help them discuss how the events proceed in order. You might provide a bank of phrases such as “First… next… then…” or “In the beginning… a little later… after that…” depending on students’ level of lan- guage proficiency.
Day at a Glance: Read Aloud, Word Study, and Vocabulary Let’s Gather: Read-Aloud and Close Reading 15–20 min.
Read Plants in Different Habitats with a Focus on Different Kinds of Habitats You’ll begin by tapping into students’ background knowledge about nearby habitats based on what they know and have learned so far. Then, you’ll read several sections of Plants in Different Habitats , pausing to preview those new sections, ask and answer questions, and discuss key terms. You’ll also have students practice summarizing with text structure in mind. Introduce Consonant -le Syllables and Read Words in Isolation You’ll introduce consonant -le syllables as a syllable type. You’ll review common consonant -le patterns at the end of words, and coach partners as they build words containing consonant -le endings. Use New Words to Play “When Would…?” and “Which One?” You’ll coach students to play two games to review their new vocabulary. First you’ll play “When Would…?” where you’ll give students scenarios to discuss when, exactly, something might happen. Then, you’ll play “Which One?” showing images and channeling students to consider which word best fits.
Word Study 15 min.
Vocabulary 5 min.
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Session 4 • Use Sketching and Writing to Take Notes
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