Connect 1 - PROGRAM SAMPLER

UNIT X 164 | UNIT 5 Connect to the Theme • Activate prior knowledge Say: Nature . Ask: What is nature? Cue children by pointing out a window to elements of nature, or show photos of things in nature, such as trees, flowers, or animals in their natural habitats. • Use a semantic organizer Sketch an idea map on the board. Write nature in the center circle. Draw three circles around it. Draw pictures of familiar items in nature in each circle to indicate types of nature: vegetation (e.g., trees and flowers), weather (e.g., clouds, sun, and rain), and living things (e.g., a butterfly and a rabbit). Guide children to understand that nature includes all of these things. Connect to THE THEME Play the Connect to the Theme video. Ask children to describe what they see. This will help you assess what vocabulary terms children already know. Theme-related Vocabulary Use pictures to identify theme Direct children’s attention to the photo. Ask: What do you see? Let children discover the following terms in context: boy, outside, nature, magnifying glass, butterfly (butterflies), grass, green, sunlight, daytime . Ask them to talk about the weather in the picture. Assess Language Levels Related to the Theme Answer questions Hold the book up for the class to see and point to pictures in the unit. Have children identify the natural elements in the pictures. For example, point to a flower and ask yes and no questions: Is this a tree? No. Is this a flower? Yes, this is a flower . If children respond easily to yes/no questions, progress to simple who, what and where questions that can be answered with one or two words. For example: What is this? Who is this? Finally, ask more advanced open-ended questions that provide opportunities for explanation and discussion. For example: What is the weather like? Do you know a place like this? Connect to the BIG Idea Develop prior knowledge Say: Nature changes … What does that mean? Confirm understanding of the verb change. Act out or show through pictures how a sunny day changes into a rainy day, or how a caterpillar changes into a butterfly. Explain that children will continue to discuss the Big Idea throughout the unit. Each section will develop or elaborate on the concept of how nature changes. DIFFERENTIATED INSTRUCTION Scaffold • As you introduce the concept of nature, pair children with the same home language to help them identify elements of nature such as types of animals and insects. Allow them to clarify ideas in their home language. This can lead to increased comprehension of the larger concept. • There may be children who have trouble understanding what you are saying, so point to pictures in the book, draw pictures, and use gestures as much as possible. Amplify Ask children who have greater proficiency to say more about what they see in the photo on pages 164–165. They may discuss clothing, where the boy is, or what he is doing. Prompt children for more language by relating the picture to their own experiences. Say: Do you have a magnifying glass? Do you look at things in nature? Nature BIG Idea Nature changes. UNIT 5 164 Unit 5 CON22_1_SE_U05_164-165_UO.indd 164 30/10/2020 11:54 5