Get Ready! Sail - PROGRAM SAMPLER

14 | Unit 1 UNIT 1 / CONNECT TO PHONICS DIFFERENTIATED INSTRUCTION Scaffold Provide additional practice for children by creating twelve index cards with written letters b , s , or t . Shuffle the cards, and lay them face up on a table. Have pairs take turns saying the letter name and the letter sound before picking up the card. If a child gets stuck, model and have them repeat. Amplify Have children who are more proficient focus on ending sounds, in addition to beginning sounds. Write the words from the practice activities, and underline the ending sound. Challenge children to find objects in the room that have those ending sounds. Help children write the words they identify, and clarify other ending sounds that are not /b/, /s/, and /t/. Instructional Routine p.Txxiii Note the children whose names begin with the sounds /b/, /s/, and /t/. Say the sounds aloud and have children repeat after you. Say: What name begins with /b/? Repeat with the other sounds. Have volunteers write names on the board. You may want to include Barakah , Susana , and Tomas . Say: How do we write /b/ in English? Repeat with the other sounds. Letters: b, s, t • Activate prior knowledge Point to the first letter of the names on the board as you ask: What letter is this? If children cannot identify the letters by name, have them review the alphabet. • Understand alphabetic principle Say: This letter is b . It makes the sound /b/. Watch how I make this sound with my mouth. Say: You say /b/. Repeat with s and t . • Language transfer The sounds /b/, /s/, and /t/ are shared between English and many languages. Children will bring their knowledge of these sounds from their home language into their English studies. Speakers of Arabic may substitute /sh/ for /s/. Vietnamese speakers may need extra practice with /t/, as the sound in Vietnamese is similar but not exactly the same. 1 Recognize initial consonant sounds Pause after each word for children to point to the correct letter. SCRIPT teacher; student; boy; bye; say; talk 2 Recognize ending sounds Pause after each word. SCRIPT hat; job; Miss; student; web 3 Children may need prompting because they may not have the vocabulary for items found in a classroom, such as bag , book , bulb , brother , backpack , basket , soap , sand , sandwich , seat , table , telephone , and tissue . • Use a graphic organizer Have children work in pairs and fill out a 3-column chart with the headings b , s , and t . Have them copy the words they identified into the chart. • Recognize phonemes Have children practice making the letter sounds using small mirrors or cameras. EXPLORE AND LEARN PRACTICE COMMUNICATE FORMATIVE ASSESSMENT Ensure that children are able to associate the sound with the letter and the letter with the sound. 1. Make the sounds /b/, /s/, and /t/ and ask children to hold up an index card showing the letter. 2. Display the letters b , s , and t and ask children to make each sound. CONNECT TO Phonics abc Tutorial CONNECT TO LANGUAGE & LITERACY S s T t tape ball teacher student boy Listen to the letter sounds. Repeat. Listen to the words. Repeat. Letters: b, s, t B b 1 Listen. What is the beginning sound? Point to the letter. b s t 2 Listen. What is the ending sound? Point to the letter. b s t 3 Look around the room. Say words with b , s , t . 14 fourteen | Unit 1 ELL22_G1-3_SE_U01_014-015_CPW.indd 14 12/16/20 12:26 PM