Get Ready! Sail - PROGRAM SAMPLER

20 | Unit 1 UNIT 1 / CONNECT TO MATHEMATICS DIFFERENTIATED INSTRUCTION Scaffold Have children who need more support copy measure , count , shapes , and time onto flashcards. Mime an action for each word and have children hold up the corresponding flashcard. Change roles, having a volunteer do the miming. Model saying the word aloud as you hold up each flashcard. Repeat the activity, but add in the language from the sentence frames used earlier: I measure. I count. Same shapes. Different shapes. I tell time. Have children repeat after you. Amplify Challenge children to use what they have learned to write about what they know. Have them complete the sentence starters with information about the different things they are able to count and measure. I count ____. I measure ____. Instructional Routine p.Txxvii Essential Question When do we see and use numbers? Read the Essential Question aloud and have children echo it back to you. Write the Essential Question on the board. Say: Today we are learning about mathematics, or math. Math uses numbers . Lead a discussion about math. Say: Do you see numbers in books? Gesture looking through a book and pointing out a number. Then ask: Do you see numbers on money? Show a coin or dollar and point to the number on the money. Ask: Do you see numbers on a phone? Show that you are pressing numbers on a phone to make a call. Lead children to see there are numbers all around us. Introduction to math • The Language of math Say: Numbers. We use numbers to count. Act out count by counting classroom objects. Count one set of objects that allows you to count to twenty. Ask children to join in. Repeat the activity with measure . Use a ruler to measure books or pencils. Say: We use numbers to measure. • Use domain-specific words Write the sentence starter on the board: I ____. Demonstrate measure with a ruler and complete the sentence starter aloud. Say: I measure with a ruler. Demonstrate measuring again with a ruler. Ask: What do you measure? Pass the ruler to a child, and model answering in a complete sentence: Yes, I measure [object]. Repeat with count . Gesture using fingers to show counting. Direct children to do the same. • Exchange information Give each child a ruler and have them measure their own pencils or other small objects. Ensure that children are using the side of the ruler with inches. Provide additional vocabulary as needed for the objects they choose. Display the sentence frames: I measure my ____. It is ____ inches. Measure your pencil and model using the sentence frames. Have pairs talk about measuring, using the sentence frame. • Culture note Children may not be familiar with inches and other U.S. systems of measurement. Point out the markings of inches and centimeters on your classroom measuring tools. • Demonstrate close viewing Show children cutouts of simple shapes (square, triangle, circle, or rectangle). Say: My shapes are different. Then give two of the same shapes to a child. Say: Same shapes or different shapes? Have the child answer. • Tell time Use a digital clock or write the time on the board. Say: We tell time. Tell children what time it is, pointing to the numbers as you do so. Ask: What time is it? Support children as they repeat the time to you. Then have them use the sentence frame: It is ____. Then ask: What time is it? Gesture to the time on the board and prompt children to answer. EXPLORE AND LEARN CONNECT TO Mathematics CONNECT TO CONTENT C D A B time shapes to count to measure Look. Listen and repeat. Introduction to math 20 twenty | Unit 1 ELL22_G1-3_SE_U01_020-021_CM.indd 20 12/16/20 12:25 PM