Get Ready! Sail - PROGRAM SAMPLER

Unit 1 | 29 UNIT 1 / CONNECT TO MEDIA Instructional Routine p.Txxxii VIEWING STRATEGY: Use visual thinking Write the viewing strategy on the board. Use mime to demonstrate that visual means something you look at, such as a picture. Then demonstrate thinking . Ask: What is visual thinking? (seeing pictures in your head) Hello Song In this video, a group of cartoon chicks dance to a song about greetings and activities at school. Before you watch Activate prior knowledge Point to the Student Book and ask: What do you see in the picture? (birds) Where are they? (at school) What do you do at school? Do you play? Write? Dance? Draw? What word do you see in the picture? (Hello) How do you greet your classmates at school? Elicit vocabulary from children and write it on the board as provided . 1 Predict Ask: What will you see in the video? Visualize. Elicit answers from children with visuals and miming. Play the video and confirm predictions. While you watch 2 • Demonstrate close viewing Ask children to identify two words from the video they learned in this unit. Then, play the video again and see how many more words children are able to discern. They may say hello ; school ; What is your name? ; How are you? ; Do you want to play? ; and friends . Write words and sentences on the board. • Recognize familiar words Play the video again and have children look and listen for the words they know. Direct children to say “stop!” when they hear or see a word or expression they know. • Ask and answer Remind them of the Reader’s Theater. Explain what a character is. Say: Sara, Tim, and Miss Pat are characters. Who is a character you know from a TV show? Review answers as a class. Children may say: The characters are singing, dancing, greeting each other, and playing at school. After you watch 3 Demonstrate tracing your hand on a piece of paper. Then provide children with paper. Allow them to trace their hands. 4 Exchange information Ask children to circulate around the class and introduce themselves by waving their paper hand and using the sentence frame: Hello! My name is ____. Nice to meet you! EXPLORE AND LEARN PRACTICE COMMUNICATE DIFFERENTIATED INSTRUCTION Scaffold Some children may need additional support to understand the words to the song. Play the video multiple times and write lyrics on the board for them to see as they listen. Once they seem to grasp the meaning, erase some words and direct children to fill them in. Amplify Have children work in pairs. Have them model a conversation using the language from the song. Then have them draw the characters from the video. Have them add speech bubbles with dialogue. If necessary, display language from the video, such as: Hello! ; How are you? ; I am good! I am great! How about you? What is your name? Ask volunteers to act their conversations out in front of the class. FORMATIVE ASSESSMENT Instruct children on the two-part activity below. Model for children. Write: I like to draw in school. Say: Hello! My name is ___. Take note of how well they do with oral and written English. 1. Write one sentence about what you like at school. 2. Say hello and your name to the class. PUT IT ALL TOGETHER CONNECT TO Media 1 Watch the video. 2 Write the answers. Share with the class. 1. Write two words you know from the video. 2. What are the characters doing? 3 Trace your hand. Cut out the hand. 4 Watch the video again. Sing along. Use the hand to wave hello and good-bye. Hello Song 29 Unit 1 | twenty-nine ELL22_G1-3_SE_U01_028-029_PM.indd 29 12/16/20 12:21 PM