Get Ready! Sail - PROGRAM SAMPLER

Unit 1 | 19 UNIT 1 / CONNECT TO GRAMMAR DIFFERENTIATED INSTRUCTION my, your • Recognize meaning of words Have each child put a classroom object on their desk. Confirm that the vocabulary for the objects is known, such as pen , pencil , marker , crayon , paper , notebook , and book . Use gestures as you speak with each child. Say: My pen. Your pencil. My pen. Your notebook. Continue around the classroom. • Use possessive pronouns Have pairs repeat the “my/ your” activity, using the classroom objects. Have children in each pair speak about their object as well as their classmate’s, using my and your . • • Pre-teach Teach the sentence construction: This is my/ your ____ as it is used with possessive pronouns. Walk around and pick up classroom objects or gesture toward children’s possessions. Say: This is my ____. This is your ____. Have children repeat the sentences. • Use sentence frames Have children place an object on their desks. Then repeat the exercise in which the first child speaks to the second, the second child speaks to the third, and so on. This time have children use the sentence frames: This is my ____. This is your ____. 1 • Complete written sentence frames Write my and your on the board for children to reference. Pair children, with each pair including a reader, and have pairs complete the sentences. ANSWERS 1. My, my 2. Your, my • Use actions to develop vocabulary Have pairs continue to work together to act out the scenarios for each sentence. Provide a pencil and a picture for children to use as props. 2 Contribute to conversations Create a list of known words on the board: boy , girl , student , teacher , friend , name , hand , school , classroom , picture , pencil , listen , walk , talk , wave , and others known by your students. Read through the list with children. Then have children talk with each other. Allow children to choose conversation partners. Say: Look at the words on the board. Have children echo you as you read the words. Say: Use the words to talk to your classmates. Be sure to use my and your . Practice Book pp. 17–20 Assessment Program p. 15 EXPLORE AND LEARN PRACTICE COMMUNICATE Scaffold Write sentences on the board for children to copy. My name is ____. Your name is _____. If children are not able to copy, write the sentences, adding the children’s names and your name in the blanks, and have children trace the words. Have children look back at the Reader’s Theater and the reading and circle I , you , my , and your . Read the sentences with these words aloud with children. Amplify Write the words from the lesson on the board: I , you , my , and your . Have children create an illustration showing themselves talking to a friend. Then have them label the illustration with sentences using the pronouns. If needed, support their work with sentence frames. FORMATIVE ASSESSMENT Before providing children with the activity below, write your name in one blank and the child’s name in the other blank. Have the child circle the correct pronoun. 1. My or Your name is ____ ____ . 2. My or Your name is _ ____ . 3. I or ____ ____ am a student. Miss Pat Pablo Miss Pat My name is Theo. What is your name? 1 Write my or your . EXAMPLE: name is Rosa. What is name? 1. name is Pablo. This is pencil. 2. name is Zara. This is picture. 2 Talk to your classmates. What is your name? My name is Leila. your my, your My my your 19 Unit 1 | nineteen CONNECT TO LANGUAGE & LITERACY ELL22_G1-3_SE_U01_018-019_CG.indd 19 12/16/20 12:25 PM