Get Ready! Sail - PROGRAM SAMPLER

Unit 1 | 23 UNIT 1 / CONNECT TO SCIENCE The world around me 1 Use the audio recording or read aloud the text. Finger follow the words as they are read aloud. Summarize. Say: In science, you observe, you ask questions, and you discover new things. • Use domain-specific words Model the difference between observe and see . Look around casually and say: I see the desk. I see books. Mime careful observation. Say: I observe that the desk is hard. (Knock on desk.) I observe that the books have pages. (Flip through book pages.) Then write observe and see on the board. Mime observing then ask: Observe or see? • Exchange information Provide the sentence frames on the board: What do you see/observe? I see/observe ____. Have pairs work together to ask and answer the questions. Help them with classroom vocabulary, as needed. • Use pictures to develop vocabulary Pre-teach dinosaur . Show images of various dinosaurs. Say: These are dinosaurs. Have children repeat the word. Next, show pictures of scientists digging a dinosaur out of the ground. Ask: What did they discover? If children do not know, say: They discovered a dinosaur! Write discover on the board. Say it aloud and have children repeat it. • Use TPR to develop vocabulary Arrange a dinosaur discovery. Hide small toy dinosaurs, or pictures of dinosaurs, around the playground or classroom. Say: Today we will discover dinosaurs! Ask: What will we discover? Have children answer in a full sentence: We will discover dinosaurs. Have children look for and discover the hidden dinosaurs. 2 Use sentence frames Return to the pictures in the text. Echo read: I observe. I ask questions. I discover . Say: That’s what we do in science. We observe, ask questions, and discover. Pair children and have them discuss what we do in science. Provide the sentence frame: In science we ____. 3 • Label pictures Have children draw a picture of what they do in science. Write observe , ask questions , and discover on the board. Then have them label their pictures using the sentence frame: In science, I ____. Help children label other things in their drawing. • Share ideas Have children share their drawings with the class and tell what they do in science. • Revisit the Essential Question Write the Essential Question on the board. Have pairs discuss the question in English or in their home language and then share their ideas about science. Practice Book pp. 23–24 Assessment Program p. 17 PRACTICE COMMUNICATE DIFFERENTIATED INSTRUCTION Scaffold Have children draw pictures of things they want to learn about in science, such as plants, insects, or animals. Help them label their pictures. Amplify Have children ask questions to learn about the world. Say: Questions help us learn about the world. Show children a picture of an ecosystem, like a jungle, desert, or ocean. Say: Ask questions about this place. Then have children share as you write their questions on the board. Questions might include: Is it hot there? What animals live there? Is it far away? Does it rain there? FORMATIVE ASSESSMENT Have children indicate thumbs up for yes and thumbs down for no . Provide a think-aloud. Say: In science, we dance. Yes or no? No. Show thumbs down. 1. In science we ask questions. (yes) 3. In science we sing. (no) 2. In science we observe. (yes) 4. In science we discover. (yes) In science, I observe. ? 2 Say what you do in science. 3 Draw a picture of what you do in science. I discover. I ask questions. I observe. The world around me 1 Listen and repeat. 23 Unit 1 | twenty-three CONNECT TO CONTENT ELL22_G1-3_SE_U01_022-023_CS.indd 23 12/16/20 12:24 PM