Get Ready! Sail - PROGRAM SAMPLER

UNIT 1 / CONNECT TO LANGUAGE IN ACTION 12 | Unit 1 DIFFERENTIATED INSTRUCTION Scaffold Use the pictures on these pages to reinforce the vocabulary learned so far in the lesson. First, say the words boy , girl , student , and teacher , and have children point to the image. Then, point to the image, and have children say the words. Have children repeat expressions such as excuse me , please , thanks , and you’re welcome after you. Then have them repeat complete sentences from the play. Amplify Have pairs work together to plan and act out a skit using excuse me , please , thanks , and you’re welcome . You may need to provide oral sentence frames, such as: Do you want ____? Instructional Routine p. Txxii Reader’s Theater Prepare children for working with the Reader’s Theater by having them watch the video. • Activate prior knowledge Pre-teach school words. Use the illustration, your school schedule, and miming to teach recess . Ask: Do you like recess? What do we do at recess? Then have children line up. Say: Line up. When I say “line up,” you stand in a line . Write recess and line up on the board. • Understand text structure The first time you use Reader’s Theater, explain the parts of a dramatic text. Using pictures, name a popular cartoon or TV show and ask children to name the characters. Point to the portraits of characters in the text and say: Characters . • Pre-teach Use gestures to teach yes , OK , and please . Work with a volunteer to demonstrate excuse me , using the context of a person being in one’s way. Also teach the meaning of excuse me for getting someone’s attention. Act out a mini-scene with a volunteer to introduce thank you and you’re welcome . Once children understand the meaning, have them repeat after you to practice pronunciation. Write the words on the board. Do You Want to Play? Show different objects that one can use in play, such as a ball or a board game. Ask: [Name], do you want to play? Repeat with other children. Point to the title of the Reader’s Theater and read it aloud. • Demonstrate active listening Use the audio or read aloud the Reader’s Theater once all the way through. Ask children to raise their hands when they hear one of the expressions on the board. • Fluency Draw attention to your voice when you read lines that carry expression, such as: Yes. Thanks! , and Can I play, please? , and Recess is over . Add some sad expression to your voice and body language when play time is over and children say: OK . Have children repeat the expressions after you, imitating your voice. Say: We use our voice to show expression. Point out the exclamation marks in the reading. Say: This symbol means we read with excitement. Model the difference between reading a line of dialogue with a period and with an exclamation mark. • Understand text structure After you have read the play a few times, ask about the narrator. Ask: Do you see the narrator in the pictures? What does the narrator do? Have children share observations and come up with a class definition of narrator . EXPLORE AND LEARN CONNECT TO Language in Action SCENE 1 CONNECT TO LANGUAGE & LITERACY Do You Want to Play? Reading Narrator: It is time for recess. Sara: Hi! What is your name? Tim: My name is Tim. Sara: Do you want to play? Tim: Yes. Thanks! Sara: You’re welcome! Characters: Narrator Sara Tim Miss Pat We are going to read a play. We are going to act out the play. Juan! You are the narrator. You read the narrator’s words. Mia! You are Sara. You read Sara’s words. Max! You are Tim. Li! You are Miss Pat. Reader’s Theater Juan Ms. Garcia Mia Max Li 12 twelve | Unit 1 ELL22_G1-3_SE_U01_012-013_CLA.indd 12 12/16/20 12:27 PM