Get Ready! Sail - PROGRAM SAMPLER

Unit 1 | 21 UNIT 1 / CONNECT TO MATHEMATICS Numbers: 1 to 20 1 • Match oral language with numerals Use the audio or say the numbers in sequence as you point to the numbers. Then choral read the numbers with children. Repeat the exercise, preceding each number with the word number . Say: Number one, number two, number three , and so on. SCRIPT 1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12; 13; 14; 15; 16; 17; 18; 19; 20 • Game Provide each child with twenty pennies or other markers. Using the number chart in the Student Book, play simplified Bingo. Model as you say: I say a number, and you put a penny on the number. Practice with a few numbers to make sure children understand. Use gestures as you say: If you cover a whole line of numbers, raise your hand. Call out numbers randomly, marking them in your book. Celebrate when a column or row is covered. Repeat the game as time allows. 2 • Demonstrate close viewing Have partners use the number chart in their Student Books as they count together, pointing at each number as they go. Then create a chart on the board that includes the numbers 1–20 and the word for each number. Point to numbers around the classroom: on the clock, the calendar, and so on. Have children say the number you point to aloud. • Count to answer how many Say: You count. Counting tells how many. Write How many? on the board, and have children repeat. Hold up four pencils. Say: How many? Repeat with other small objects. Have pairs ask and answer the question: How many? 3 Write numbers from 1 to 20 Have children write the numbers 1–20. Have them whisper each number aloud as they write it. 4 • Answer questions Work as a group to count all the children in the class. Ask: How many children? Write the sentence frame on the board: There are _____ children. Then create a small group of children and have pairs count the children in the small group. Ask: How many children? Repeat the activity with different groups. • Revisit the Essential Question Have pairs discuss when they see and use numbers. Allow them to discuss in English and in their home language and then share with the class. Practice Book pp. 21–22 Assessment Program p. 16 PRACTICE COMMUNICATE DIFFERENTIATED INSTRUCTION Scaffold Work with children until they count from one to twenty effortlessly. Using the number chart in the Student Book, say each number and have children repeat. Then call out the numbers, adding one each time: 1. 1, 2. 1, 2, 3, and so on. Continue through the whole chart. Then choral read the chart. Amplify Provide writing paper. Have children write an important phone number, such as the school telephone number, on the page. Then, have pairs switch papers and read aloud the numbers. FORMATIVE ASSESSMENT Provide the activity below. Have children circle the word that does not belong. Write an example on the board, and do a think-aloud. Say: Look at these words: one, two, three, hi. I know one is a number. Two and three are numbers. Hi is not a number. I circle hi because it does not belong. 1. count measure student number 3. hello twenty one five 2. time boy number clock CONNECT TO CONTENT 2 Count to 20. Take turns. 3 Write the numbers from 1 to 20. 4 Count the students in the class. Say the number. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Numbers: 1 to 20 1 Listen to the numbers. Point to the numbers. Repeat. 21 Unit 1 | twenty-one ELL22_G1-3_SE_U01_020-021_CM.indd 21 12/16/20 12:25 PM