Get Ready! Soar - PROGRAM SAMPLER

10 | Unit 1 UNIT 1 / CONNECT TO LANGUAGE DIFFERENTIATED INSTRUCTION Scaffold Practice hello and good-bye with students throughout the day. Some students may be hesitant to speak. Encourage them to say hello by pointing to your mouth and saying hello while waving with the other hand. Then point to the student and repeat hello while waving. Ask the student to repeat after you. Repetition will help students become more comfortable saying English words. Have pairs practice hellos, good-byes, high-fiving, fist-pumping, and elbow-bumping. Even students who are hesitant to speak will be able to do this activity. Amplify Show and explain a Venn diagram for formal greetings and informal greetings. You may want to begin by putting shared words hi and hello in the center. Ask : Where do I put hug ? Where do I put a kiss ? Mime to show hug and kiss if necessary. Ask : Do you say to your mom, “Hello, Mrs. Gonzalez”? Repeat by comparing other formal and informal ways to greet different people, as time allows. Instructional Routine p. Txxiii Essential Question How do we greet each other? Read the Essential Question aloud and have students echo it back to you. Say : Hello! Read the Essential Question aloud again, and prompt students to answer. Hello and good-bye! • Listen and repeat Greet each student by name and expect a greeting in return. Alternate between hello and hi , and include a waving gesture. Have students practice saying hello to the student nearest them. • Cultural connection Invite students to share whether there are differences for saying hello to elders, professionals, relatives, males, females, and/or friends in their home languages and cultures. • Recognize formal/informal contexts Help students understand formal and informal gestures and language for greetings in English. Mime hugging, shaking hands, and giving high-fives, elbow bumps, and fist pumps. Ask : How do you greet your friend? Show me. Your teacher? Your mother? Have pairs discuss the difference in English or their home language and share with the group. • Mime to develop vocabulary Call a student with a higher level of proficiency to the front of the class. Act out two ways to say good-bye, acting as if you are about to leave. (Good-bye, Bye) Use physical actions in the demonstration. Have students practice saying good-bye to the students nearest them. • Recognize meaning of words Use photographs of adults and students to teach Mr. , Mrs. , Ms. , and Miss . Point to pictures of students and say : Not Mr. Not Mrs. Not Ms. Say : My name is Ms./Mr. ____. Have students repeat your name. • Use a graphic organizer Draw a 2-column chart on the board with the headings (1) Mr. (2) Mrs./Ms./Miss . Have students sort the photographs into the columns. Help them see the gender and age distinctions. Have students with the same home language discuss what titles are used in their language and share with the class. • Culture note Names are important. Practice saying students’ names until your pronunciation is just right. By taking the time to say students’ names correctly, you show they are important to you and the classroom community. EXPLORE AND LEARN Tutorial ten | Unit 1 10 CONNECT TO Language CONNECT TO LANGUAGE & LITERACY Hello and good-bye! Hello! Hi! Hi! My name is Lea. Hello! My name is Miss Sanchez. What is your name? ELL22_G4-6_SE_U1_010-011_CL_CP.indd 10 1/6/21 10:53 AM