2 Insects: Supplemental Guide | Introduction
Lesson Implementation
It is important to note that the interactive activities in the Tr a ns ition
Supplemental Guide count on the teacher as the “ideal reader” to lead
discussions, model proper language use, and facilitate interactions
among student partners.
It is highly recommended that teachers preview the read-aloud, Flip
Book images, and comprehension questions to determine when to
pause during the read-aloud and ask guiding questions. To check for
understanding—especially before a diffi cult point is to be presented—you
might say, “While we are reading this part of the read-aloud, I want you to
think about...,” or you could ask supplementary questions, such as Who/
What/When/Where/Why literal questions.Student Grouping
Teachers are encouraged to assign partner pairs prior to beginning a
domain, and partners should remain together for the duration of the
domain. If possible, English Language Learners should be paired with
native English speakers, and students who have limited English oral
language skills should be paired with students who have strong English
language skills. Keep in mind that in some instances a group of three
would benefit beginning ELLs and an older student or adult volunteer
may be a better arrangement for some students with disabilities.
Partnering in this way promotes a social environment where all students
engage in collaborative talk and learn from one another.
In addition, there are various opportunities where students of the same
home-language work together, fostering their first-language use and
existing knowledge to construct deeper meanings about new information.Graphic Organizers and Domain-Wide Activities
Several different organizers and domain-wide activities are included to
aid students in their learning of the content in the Insects domain.- Response Cards for Insects—Teachers may wish to create review
questions that students can answer by holding up their Response
Cards or by pointing to specific parts of their Response Cards. The
following Response Cards are included:
Instructional Master 2A-1—Insect Body Parts
Instructional Master 3A-1—Insect Life Cycles