Get Ready! Sail - PROGRAM SAMPLER

18 | Unit 1 UNIT 1 / CONNECT TO GRAMMAR DIFFERENTIATED INSTRUCTION Scaffold Provide additional practice with I and you using the known verbs wave , sit , talk , and listen as you and children perform the actions. To provide additional practice, have pairs say the sentences while acting them out. I wave. You sit. / I sit. You wave. I talk. You listen. / You talk. I listen. Amplify Using the Student Book and a book from your classroom library, point out that the word I is always capitalized. Have children explore books to confirm this rule. To extend the activity, point out that the first letter of every sentence is also uppercase and have children confirm this rule. If possible, instead of books, use workbooks or worksheets so children can circle or underline as they find these rules in action. Instructional Routine p.Txxvi I, you • Demonstrate active listening Point to yourself and say: I am a teacher. I talk . Act out additional examples. Say: I walk. I sit. Then approach a child. Say: You are a student. Point to the student and gesture for the child to follow your directions and movements as you say: You stand. Then say: You sit. Approach another child. Say: You are a student. You sit. Gesture again as you say: You raise your hand. • Use subject pronouns Point to a child and say: You talk. Using gestures, have the child point to him- or herself and make I statements, such as: I am a student. I sit. I stand. I talk. Then have the child point at you and use you in sentences. Sit, stand, or walk as the child indicates. Repeat with other children. You may need to write the verbs on the board. • Communicate about familiar topics Have pairs take turns using I am and you are sentence frames and sentences independently. Ask students to point to themselves for I statements and to a classmate for you statements. Work with sentence frames or flashcards: ____ a boy/girl. ____ a student. ____ a boy/girl . • Culture note In some cultures, pointing is considered disrespectful or rude, and there may be different meaning ascribed to pointing with the left or right hand. • 1 • Complete written sentence frames Divide the class into pairs so that each pair includes a reader. ANSWERS 1. I 2. You 3. I 4. You • Answer wh- questions Have children share with the class how they completed the sentences. Ask: What does sentence number 1 say? Work through all four of the sentences more than once so that each child or each pair has the opportunity to answer a wh- question. 2 • Contribute to conversations Divide the class into pairs who have the same home language. Have children share I and you sentences in their home language. Then have them communicate the same information using English. To support children’s work, make a list of known vocabulary words on the board. Include the following words as well as any others known by your class: boy , girl , friend , teacher , student , name , school , ball , pencil , tape , walk , talk , play , math , science , social studies , write , read , rule . • Use actions to develop vocabulary Have pairs say their sentences from the previous activity, act them out, and say their sentences again. • Use written sentence frames Write sentences on the board. I am a student. I wave. Have children copy the sentences. EXPLORE AND LEARN PRACTICE COMMUNICATE CONNECT TO Grammar 4. wave good-bye. 3. wave hello. 2. have a name. 1. have a name. 1 Write I or you . EXAMPLE: am a student. are a student. 2 Say sentences with I and you . You are a student. I am a student. you I You I I, you Tutorial 18 eighteen | Unit 1 CONNECT TO LANGUAGE & LITERACY ELL22_G1-3_SE_U01_018-019_CG.indd 18 12/16/20 12:25 PM