Get Ready! Sail - PROGRAM SAMPLER

Unit 1 | 17 UNIT 1 / CONNECT TO READING • Echo read Tell children you will take turns reading the text. Say: I will read a rule. Then it is your turn to read. Follow the words with your finger as you read one rule. Then have children read that rule before moving to the next. • Recognize rhyming words Read the class rules aloud once again. Ask children to identify rhyming words in the reading. Say: Which words are rhyming words? (talk/walk; polite/right) • Multisensory learning Lead a discussion about expectations for active listening in your class. Have children mime with you as you say: Sit quietly. Ears listening. Eyes watching. Mouth quiet. Brain thinking. • 2 Complete written sentence frames Write words on the board and read them aloud: walk , seat , hand . Read aloud and finger follow the direction line. Say: Write one word to complete each rule. Encourage children to look back at the poem on p. 16 to find the answers. Work with children to complete the exercise. ANSWERS 1. seat 2. hand 3. walk 3 • Use gestures to show understanding Read aloud and follow the direction line with your finger. Then read aloud the example. Say: I read a rule, and you show the rule with your body. Ready? Raise your hand to talk. Point out children who acted out the rule. Say: When we act it out, we show how to do it. Read each rule and have children act it out. • Game Play a version of “Simon Says” using the class rules. 4 • Use visuals to develop vocabulary Give children drawing paper and markers or crayons. Read aloud the direction line: Draw pictures for two rules. Share with the class. Have children draw. When they have finished, have them share their drawings with the class and tell what is happening in their pictures. Have children label their drawings. • Offer opinions and ideas in conversation Have pairs discuss the rules to decide which one is most important. Say: The rules are important. Which one is most important? Tell your classmate what you think. When pairs have finished, have them share their thoughts with the class. Support them with the sentence starter: I think the rule is important because ____. • Revisit the Essential Question Read aloud the Essential Question: Why do we read? To expand the topic, ask specific questions, such as: Why do we read in school? Why do we read books at home? Why do we read about rules? Then ask: What do you like to read? Practice Book pp. 15–16 PRACTICE COMMUNICATE DIFFERENTIATED INSTRUCTION Scaffold Make a copy of the reading selection, “Our Class Rules.” Cut out the illustrations and the sentences so that you have six sentence strips and six separate illustrations. Mix up the order and have children match the sentences to the illustrations. Choral read the rules. Help children with pronunciation. Amplify Work with children to develop a list of other class rules. Elicit responses by providing gestures for the following: Be on time. Listen to classmates. Do not touch classmates. FORMATIVE ASSESSMENT Write yes and no on the board. Provide a think-aloud. Say: Do we raise our hand to talk? Yes or no? Circle yes . Provide children with the word options below on a piece of paper. Read the question and have them circle the correct answer. 1. Do we run in the classroom? Yes or No 2. Do we say please and thank you at school? Yes or No 3. Which pairs rhyme? ball / call or day / walk Work quietly at your seat. 2 Complete the classroom rules. EXAMPLE: Listen to your . 1. Work quietly at your . 2. Raise your to talk. 3. Go slowly when you . 3 Act out the rules. EXAMPLE: Raise your hand to talk. 4 Draw pictures for two rules. Share with the class. teacher 17 Unit 1 | seventeen CONNECT TO LANGUAGE & LITERACY ELL22_G1-3_SE_U01_016-017_CR.indd 17 12/16/20 12:26 PM