Get Ready! Sail - PROGRAM SAMPLER

UNIT 1 / CONNECT TO LANGUAGE 10 | Unit 1 DIFFERENTIATED INSTRUCTION Scaffold Practice hello and good-bye with children throughout the day. Some children may be hesitant to speak. Encourage them to say hello by pointing to your mouth and saying hello while waving with the other hand. Then point to the child and repeat hello while waving. Ask the child to repeat after you. Repetition will help children become more comfortable saying English words. Have pairs practice hellos, good-byes, high-fiving, fist-pumping, and elbow-bumping. Even children who are hesitant to speak will be able to do this activity. Amplify Show and explain a Venn diagram for formal greetings and informal greetings. You may want to begin by putting shared words hi and hello in the center. Ask: Where do I put hug ? Where do I put a kiss ? Mime to show hug and kiss if necessary. Ask: Do you say to your mom, “Hello, Mrs. Gonzalez”? Repeat by comparing other formal and informal ways to greet different people, as time allows. Instructional Routine p.Txxi Essential Question How do we greet each other? Read the Essential Question aloud and have children echo it back to you. Say: Hello! Read the Essential Question aloud again, and prompt children to answer. Hello and good-bye! • Listen and repeat Greet each child by name and expect a greeting in return. Alternate between hello and hi , and include a waving gesture. Have children practice saying hello to the child nearest them. • Cultural connection Invite children to share whether there are differences for saying hello to elders, professionals, relatives, males, females, and/or friends in their home languages and cultures. • Recognize formal/informal contexts Help children understand formal and informal gestures and language for greetings in English. Mime hugging, shaking hands, and giving high-fives, elbow bumps, and fist pumps. Ask: How do you greet your friend? Show me. Your teacher? Your mother? Have pairs discuss the difference in English or their home language and share with the group. • Mime to develop vocabulary Call a child with a higher level of proficiency to the front of the class. Act out two ways to say good-bye, acting as if you are about to leave. (Good-bye, Bye) Use physical actions in the demonstration. Have children practice saying good-bye to the children nearest them. • Recognize meaning of words Use photographs of adults and children to teach Mr. , Mrs. , Ms. , and Miss . Point to pictures of children and say: Not Mr. Not Mrs. Not Ms. Say: My name is Ms./Mr. ____ . Have children repeat your name. • Use a graphic organizer Draw a 2-column chart on the board with the headings (1) Mr. (2) Mrs./Ms./Miss . Have children sort the photographs into the columns. Help them see the gender and age distinctions. Have children with the same home language discuss what titles are used in their language and share with the class. • Culture note Names are important. Practice saying children’s names until your pronunciation is just right. By taking the time to say children’s names correctly, you show they are important to you and the classroom community. EXPLORE AND LEARN CONNECT TO Language Tutorial CONNECT TO LANGUAGE & LITERACY Hello and good-bye! Hello! Hi! Hi! My name is Tina. Hello! My name is Miss Blanco. What is your name? 10 ten | Unit 1 ELL22_G1-3_SE_U01_010-011_CL.indd 10 12/16/20 12:27 PM