Get Ready! Sail - PROGRAM SAMPLER

22 | Unit 1 UNIT 1 / CONNECT TO SCIENCE DIFFERENTIATED INSTRUCTION Scaffold Engage multiple senses. Have children copy see , touch , hear , taste , and smell onto flashcards. Have them hold up cards in response to objects that you pull from a box or bag. Objects could include an orange, a saltshaker, a bell, a picture book, and a towel. Confirm children’s understanding with sentences. Say: I taste the salt. I hear the bell. I see the book. I touch the towel. Have children repeat after you. Model how some objects, such as an orange, can be tasted, seen, touched, and smelled. Amplify Have children write about the playground. Make a 2-column chart on the board, with the headings See and Hear . Ask: What do you see on the playground? List children’s responses on the chart and repeat for hear . Have children write sentences about the playground. If necessary, using the sentence frame: I ____ ____ on the playground. Then have students illustrate their work. Instructional Routine p.Txxviii Essential Question What is science? Read the Essential Question aloud and have children echo it back to you. Show children photos of the natural world: plants, animals, insects, stars, and so on. Say: Science. Have children repeat. Say: In science, we learn about many things. Point to the photos and name things in the photos (i.e., trees, stars, bugs). Say: We use our eyes. Point to your eyes. Point to the photos as you say: I see ____ . If you have a magnifying glass, microscope, and telescope in the room, model using those items, explaining how you are able to see small things and big things. Introduction to science • Pre-teach Teach body parts related to the five senses. Point to your eyes and say: eyes . Repeat with ears , mouth , nose , and fingers . Put the words together in a chant with motions. Chant: eyes, ears, nose, mouth, fingers! Eyes, ears, nose, mouth, fingers! Say: Our eyes, ears, nose, mouth, and fingers help us learn about the world. • Use gestures to develop vocabulary Say: I see with my eyes. Have children repeat the sentence, pointing to their own eyes. Repeat the activity with touch , hear , taste , and smell , using the body parts learned in the lesson. Provide the sentence frame: I ____ with my ____. • Match pictures to written words Display the photos from the Student Book, but cover the text with sticky notes. In a separate place, display index cards for to see , to touch, to hear, to taste , and to smell . Have children match the pictures with the words. • Answer yes/no questions Ask children yes/no questions about their senses. For example, say: Natalia, do you see with your fingers? Li, do you hear with your ears? Bashir, do you taste with your eyes? • Recognize meaning of words Use gestures and mime to explain the difference between taste and eat . Use chomping and swallowing gestures as you say: I eat an apple. I eat a sandwich. Then mime putting something on the tip of your tongue and make a face that shows that you are thinking about what you are tasting. Say: I taste the lemon. Oh! It is sour! EXPLORE AND LEARN CONNECT TO Science A B C D E to smell to taste to hear to touch to see Look. Listen and repeat. Introduction to science 22 twenty-two | Unit 1 CONNECT TO CONTENT ELL22_G1-3_SE_U01_022-023_CS.indd 22 12/16/20 12:24 PM