'What weather words do you see in the title?' (hot, summer) Using a total participation technique, invite responses from the group:.Display One Hot Summer Dayand read the title aloud.Reading Aloud: One Hot Summer Day (15 minutes) In future lessons, focus on the language skills that will help students address these assessment challenges.Ī. After the assessment, ask students to discuss what was easiest and what was most difficult on the assessment, and why.Answer their questions, refraining from supporting them with the skill being assessed. Make sure that ELLs understand the assessment directions.ELLs will be asked not only to independently apply cognitive skills developed throughout the unit, but also to independently apply new linguistic knowledge as well. The assessment may be challenging, as it is a big leap from the heavily scaffolded classroom interaction for some ELLs.Students have the opportunity to complete a graphic organizer about story elements similar to the one they have completed in Lessons 11-14. The basic design of this lesson supports ELLs by inviting them to complete assessment tasks similar to the classroom tasks completed in previous lessons.Supports guided in part by CA ELD Standards K.I.B.6, K.I.C.10, and K.I.C.12 In Unit 3, students will continue their study of narrative texts as they closely examine Snowy Day as a mentor text for their own narrative writing.Additionally, consider partnering with those students to discuss the character, setting, and events with them before they complete any drawing or writing. For those students who have difficulty remembering story elements, consider allowing them to use a copy of the text to support them in answering the questions. Some students might find the Unit 2 Assessment challenging.Continue to use Goal 1-3 Conversation Cues to promote productive and equitable conversation.Īreas in which students may need additional support:.Now students experience the same cycle of instructional activities with slightly less scaffolding and support. In Lessons 11-14, students heard two narrative texts read aloud, role-played several portions of those texts, and together with their classmates identified common story elements of the text.For instructional purposes, the page that begins with 'It's summer, and it's hot' should be considered page 2 and all pages thereafter numbered accordingly. The pages of One Hot Summer Day are not numbered.Similar to Lessons 11-14, students experience a lesson cycle in which they listen to a text, role-play several portions of the text, and then identify common story elements of that text.Do not overemphasize the assessment instead, use this as an opportunity to continue to gather meaningful data. Although this is a formal assessment of identifying story elements, students should experience the lesson as routine.This lesson includes the Unit 2 Assessment, in which students identify the character, setting, and several major events of the text One Hot Summer Day, which they hear read aloud.Students demonstrate their developing understanding of narrative story elements and how weather affects people. This lesson serves as the culmination for this unit.

Purpose of lesson and alignment to standards:

A. Developing Language: Poem Share (5 minutes)Ī. Reading Aloud: One Hot Summer Day(15 minutes)ī. Role-Play: One Hot Summer Day (10 minutes)Ĭ. Unit 2 Assessment: Identifying Story Elements in One Hot Summer Day (20 minutes)Ī. Back-to-Back and Face-to-Face: Reflecting on Learning (10 minutes)

Anchor chart story elements