Get Ready! Sail - PROGRAM SAMPLER

16 | Unit 1 UNIT 1 / CONNECT TO READING DIFFERENTIATED INSTRUCTION Scaffold Create word cards for each pair of children: fun , run , sun ; mat , bat , hat ; cub , rub , and tub. Spend some time with each card to ensure children are familiar with the meaning of the words. Have children sort the cards into rhyming pairs, helping as needed. Then point out similar spellings. Say: The first sound changes. The first letter changes. Not the rest. Amplify Write these words on the board: day , sat , hot , bed . Provide writing paper and have children copy one word on each line. Have children write a rhyming word next to each word. Think aloud as you complete the first pair together. Say: When two words rhyme, the first sound is different. I say a different first sound… day … pay ! They rhyme! Write pay next to day on the board. Instructional Routine p.Txxv Essential Question Why do we read? Read the Essential Question aloud and have children echo it back to you. Write the Essential Question on the board and use body language to clarify meaning. Repeat the question and have children answer. Then say : We read for fun. We read to learn things. Rhyme • Recognize rhyming words Read aloud and follow the instruction about rhyme with your finger. Then write cat and hat on the board and read them aloud. Say: These words rhyme. Write pat on the board and read all three words. Ask: Do all of these words rhyme? (yes) Then say pen . Ask: Does pen rhyme with cat and hat and pat ? (no) Say: A rhyme has words that sound the same. • Identify rhyming words Play a rhyming game. Say: Let’s play a word game. I say two words. If they rhyme, you nod yes and give thumbs up. If they do not rhyme, you shake your head no and give thumbs down. Practice with cat/hat and cat/run . (Examples: toy/ball, hair/chair, toy/boy, hair/ tree, blue/top, top/mop, blue/shoe, lip/sip .) • Song Teach children a rhyming song or poem that uses gestures, like ”The Itsy Bitsy Spider” or “Twinkle, Twinkle, Little Star.” Pre-teach new vocabulary and repeat the song to support children’s learning. • Home-school connection Have children share rhymes from their home languages. Ask them to share songs or pairs of rhyming words. Our Class Rules Activate prior knowledge Have children look around the classroom. Ask: What do we do in our classroom? Have a few children answer. Say: We do many things! Mime running and say run . Then, ask: Do we run in our classroom? (no) Say: That’s a rule. We do not run in the classroom. Let’s read about class rules. READING STRATEGY: What do you know? • Recognize words Have pairs of children look at the reading selection to find words they know. Say: Look at each word. Circle words you know. • Participate in conversation When children finish circling words they know, have pairs share with the class, as you make a list on the board. Have children tell the meaning of each circled word. 1 Use the audio recording or read aloud the selection. Follow the text with your finger as the words are read aloud. • Demonstrate active listening Have children raise a hand when they hear one of the words listed on the board. • Build vocabulary Discuss each rule, focusing on unknown words. Use gestures and examples as needed to ensure each child understands the rules. EXPLORE AND LEARN CONNECT TO Reading Listen to your teacher. Work quietly at your seat. Raise your hand to talk. Go slowly when you walk. Always be polite. You will be all right. Our Class Rules 1 Read. Which words do you know? Which words rhyme? READING STRATEGY What do you know? Look for words you know. Think about the meaning. A rhyme has words that sound the same. Rhyme Reading 16 sixteen | Unit 1 CONNECT TO LANGUAGE & LITERACY ELL22_G1-3_SE_U01_016-017_CR.indd 16 12/16/20 12:26 PM