UNIT X 142 | UNIT 4 list bored Come present your petition at the parent-teacher meeting! recess equipment petition LISTENING STRATEGY Sequence Listen for sequencing words. first after that then next finally These words help the listener understand the order of events. Presentation A Listen to three students give a presentation. The presentation is about a change they made at their school. B Use the pictures. Retell the story. CONNECT TO Oral Language UNIT 4 142 CON22_3_SE_U04_142-143_COL.indd 142 30/10/2020 13:52 Instructional Routine: Oral Language p. Txxvii Listening Strategy: Sequence Review sequence words Read aloud the sequence words. Ask: How do good readers use these words? (to help them understand the order of events) Remind students that they can also listen for these words when they hear a recording. Presentation A • Preview illustrations Direct students to preview the illustrations and text. Ask: What do you see? What can you learn from the labels and dialogue? • Listen actively Play the audio once for students to listen for general understanding. • Identify sequence words Replay the audio, this time asking students to listen for sequence words that signal the order of events in the presentation. Direct them to their hand every time they hear a sequence word. PRACTICE UNIT 4 / CONNECT TO ORAL LANGUAGE DIFFERENTIATED INSTRUCTION Scaffold Have students create sequence graphic organizers modeled after the illustrations on page 142. Play the audio again, pausing frequently so students can take notes in their organizers. Model how to listen and take notes in the first box. After students have finished taking notes, model labeling the first box with the word first. Then support students in labeling subsequent boxes with appropriate sequence words. Students can use the graphic organizer as a support for Activity B. Amplify Have students write their summaries of the presentation. Remind them to use the list of sequence words as a word bank for their written responses. EXPLORE AND LEARN B Retell to check listening comprehension Have pairs use sequence words to practice retelling the presentation, pointing to corresponding illustrations as they retell. ANSWERS Sample answer: The students are bored at recess. They want more equipment. First, they make a list of ideas with their teacher. Then they choose four ideas. After that, they sign a petition. They bring it to the principal. Next, they bring it to the parent-teacher meeting. The parent-teacher group gives the students $200 for playground equipment. The school buys new equipment with the money. COMMUNICATE SCRIPT Student 1: Our opinion is that kids should have choices at recess. We were bored at recess because we did not have any equipment. We told our teacher that we wanted to make recess more fun for kids. First our teacher helped us make a long list of recess activities. Student 2: After that, we researched the ideas. Then we chose four ideas from the list. Next, we talked to the principal about our ideas. We brought a petition with us. Everyone in our class signed the petition. The principal asked us to share our ideas at a parent and teacher meeting. Student 3: Finally, we shared our ideas at the meeting. The parents and teachers liked our ideas. They gave us $200 to buy the equipment we needed. Today at recess there are new things to play with. Thank you all for your support!
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