Get Ready! Sail - PROGRAM SAMPLER

Unit 1 | 15 UNIT 1 / CONNECT TO WORDS DIFFERENTIATED INSTRUCTION Instructional Routine p.Txxiv Words Say: We listen to words. Then we repeat words. • Listen and repeat Have children listen and repeat. SCRIPT is; I; my; what; name • Recognize meaning of words After you have introduced the high-frequency words, point out that the letter i is a complete word when it is capitalized. • Teaching tip Provide the children with context for the high- frequency words. Say: Today is Monday. I am a teacher. My friend is [name]. What is that (pointing)? My name is ____. Repeat the sentences and have children repeat after you. Count the number of words in each sentence on your fingers. 1 Use gestures to indicate children should listen and point. SCRIPT what; I; name; my; is 2 Use gestures to indicate children should listen and repeat. SCRIPT name; what; is; I; my 3 Use gestures to indicate children should listen and write. Provide paper with handwriting lines. SCRIPT what; my; I; is; name 4 • Write simple sentences Have children work in pairs. Have them read their sentences to each other. • Use domain-specific words Explain that My name is ____. is a sentence, and What is my name? is also a sentence. Ask: How many words are in this sentence? What is my name? Count the words on your fingers. Ask: How many words? (4) Write the sentences on the board and label them with: word , sentence , and question mark . • Use high-frequency words Have children create their own set of flashcards with one word per card. Allow children to draw on the cards if that helps them remember the word. Challenge them to say sentences using some of the words. Practice Book pp. 12–14 Decodable Readers Assessment Program p. 14 EXPLORE AND LEARN PRACTICE COMMUNICATE Scaffold The focus of the lesson is for children to learn how to read, pronounce, and write is , I , my , what , and name . If children struggle with the concept of writing a sentence, have them instead copy the sentences What is my name? and My name is ____ . Amplify For children who are already familiar with composing sentences, have them write several questions starting with: What is ____? Challenge them to write additional sentences describing objects in the room using the sentence frame: My ____ is ____. Provide supporting ideas and words for the sentence by making a list of items around the classroom (in singular form) and a list of colors. FORMATIVE ASSESSMENT Say the high-frequency words in a random order and have children hold up their personal flashcards (that they created in the Communicate section) as you say the words. Model the activity. Say: Name. Hold up the card labeled name . Say: I hold up the card that says name . CONNECT TO Words abc CONNECT TO LANGUAGE & LITERACY 4 Write a sentence. Use two of the words. Say the sentence. what what what 1 Listen. Point to the word you hear. what is name my I 2 Listen. Repeat the word. 3 Listen. Write the word three times. EXAMPLE: Listen to the words. Repeat the words. is I my what name is I my what name Words: 15 Unit 1 | fifteen ELL22_G1-3_SE_U01_014-015_CPW.indd 15 12/16/20 12:26 PM