Dsf consulting Contents Page Introduction 0

Main Idea	Supporting Details From Text (How do you know?)
	U.S. rivers are filled with trash.	junk dotting shoreline, campers and boaters throwing their trash, clutter left after spring floods

3. Closing and Assessments

A. Sharing Ways to Be Well Aware

Expeditionary Learning Teacher and Student Actions Teacher asks students to find a new partner and share what they learned from Chad Pregracke’s story about the importance of tackling trash. Students are encouraged to use examples from the text. At least three students share their ideas, and these ideas are added to the Being Well Aware anchor chart. Teacher distributes Independent Reading recording form.

AIR Additional Supports AIR suggests that teachers begin by modeling or having a student model an example for each category in the Being Well Aware anchor chart. Categories include Learn More and Educate Others; Join Others; Conserve Water; Protect Water, and Improve Access. ELLs with entering and emerging levels of proficiency should be given sentence starters and word and phrase banks. An example of a sentence starter for Conserve Water is presented below.

AIR Instructions for Teachers Have students return to their Being Well Aware Anchor Chart. Model or have students model an example for each category of Being Well Aware. After each model, have ELLs work with an English-proficient partner to provide additional examples. ELLs with lower levels of proficiency should be given sentences starters and word and phrase banks.