UNIT 1 BRIDGES TO ORAL LANGUAGE DIFFERENTIATED INSTRUCTION EXPLORE AND LEARN Scaffold • In Activity A, while students are listening to the oral presentation, provide visual clues to the content by holding up the Student Book and pointing to the relevant parts of the visual as they are mentioned. • In Activity B, play the audio multiple times to allow students sufficient opportunity for comprehension. If some students are unable to answer the questions, gather them in a group and read the script to them, stopping to ask the questions at their point of use. Amplify Use the scripts as an extension activity. After students have listened to both scripts several times, have them work in pairs. Give each student one of the scripts. One student reads the script to the other but stops before the end of each sentence. The other student tries to finish the sentences from memory. Then the students switch roles, and the other student reads aloud from the other script. Instructional Routine: Oral Language p. Txxviii An Audiovisual Profile LISTENING STRATEGY: Find Supporting Evidence Identify supporting details Read aloud the information in the box. Elicit answers to each question about the I am MATH presentation that students can answer from the visual. Tell them they will confirm their answers when they listen. ANSWERS Sample answers: title: I am math; speaker: a girl/ student; clue words: geometry, Pi Day; The text and visuals explain why the girl calls herself “math.” A Listen to identify central idea Give students a few minutes to study the visual, looking at the photos and reading the captions to predict what they will hear about in the presentation. SCRIPT: I am math. If I am quiet, I am thinking about numbers. For example, sometimes when I look at the board, I wonder How many window panes would fit on the board? That’s geometry! Other times, when I am quiet, I am thinking How many factors can I find for the number 567, 849? That’s calculus! I also like to play with math when I do coding and make computer animations. That’s applied math! And something I do when I am bored is figure out percentages. For example, ask me how many kids in the school have purple backpacks. I know the answer! I’d say that 30% of the kids have purple backpacks. That’s statistics! ANSWERS Sample answer: The presentation is about a girl who likes math. B Analyze supporting details Tell students that they will use the answers to the questions in their organizer. Explain that the title goes in the center as the central idea and the clue words are the surrounding supporting evidence. SCRIPT: I am a loud person. I sing. I drum. I play the trumpet in the school band. When I wake up, I sing “I’m late, I’m late!” When I walk to school, I drum on my legs and arms. At school, I have music practice in the band room every day. I usually play the trumpet. But sometimes they need me to play trombone. I am loud, but it’s all music. ANSWERS Sample answers: 1. I am a loud person. 2. The speaker is a middle school student who likes to make music. 3. I sing; I drum; I play the trumpet; play trombone; it’s all music PRACTICE A Listen to the first presentation and look at the visual. Identify the central idea. An Audiovisual Profile B Listen to the second presentation. Complete a supporting evidence organizer. Consider these questions when you make your organizer. • What is the title of the presentation? • Who is the speaker? • What clue words do you hear? I am MATH making designs with geometry where I went for my birthday celebrating Pi Day my future career I am math. Find Supporting Evidence Listen for supporting evidence for the central idea. Ask yourself: • What is the title? • Who is the speaker? • What clue words do you hear? • What clue words do you see in the visuals? • How do the text and visuals support the central idea? LISTENING STRATEGY UNIT 1 20 BRIDGES TO ORAL LANGUAGE BLC23_SE_LB_U01_020-021_BOL.indd 20 8/30/21 11:39 AM 20 | Teacher’s Edition • UNIT 1
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