Get Ready! Soar - PROGRAM SAMPLER

Unit 1 | 13 UNIT 1 / CONNECT TO LANGUAGE IN ACTION FORMATIVE ASSESSMENT DIFFERENTIATED INSTRUCTION Scaffold Have students draw a recess scene. Help them label their drawing with character names and dialogue. Ask : Who is this student? as you point to a character. Ask : Is the student at school or at home? (school) Is this student in class or at recess? (recess) Amplify Have four students perform the Reader’s Theater for the class. Provide students with the activity below. Have them circle the word or phrase that does not belong. Write an example on the board, and use a think-aloud to model this activity. Say : Look at these three words: Play. Recess. Hi! I need to choose the word that does not belong. I know that play and recess are alike. Recess is the time for play . But Hi! is a greeting. It is not a word for play . I circle Hi! because it does not belong. Ensure students understand the directions. 1. Yes. Recess. OK. 2. Thank you. Student. Please. 3. Excuse me. You’re welcome. Students. • Echo read With students, echo read Scene 1. After each line, have students repeat after you. • Recognize familiar words Have students look at Scene 1 carefully. Write hi and name on the board, and have students hunt for these words in the text. Have them circle or highlight the words. Turn the text into a cloze activity by making a copy of the Scene 1 text but setting blanks for words you want students to write in or copy. • Imitate intonation, phrasing, and pace Echo read the play again, this time adding in gestures, such as waving when Sara says, “Hi!” or pointing to yourself with “My name.” Direct all students to make the gestures. Ensure that students of varying proficiency are able to participate and enjoy the Reader’s Theater. • Contribute to Reader’s Theater After you have read aloud a few times as a class, divide the class into two groups, with one group saying Sara’s lines, and the other group reading Tim’s lines. Finally, have pairs work together to read or echo read the lines. Repeat with Scenes 2 and 3. • Use technology If recording technology is available, help students record themselves speaking so they can listen to themselves talking. Audio recording alone allows students to focus on just the words, while video allows them to see their mouth shapes and gestures. • Use familiar words and phrases Have students practice using language they know. Have groups of three act out a scene where they use hello , my name , and your name . • Performance Have students perform a modified version of a Reader’s Theater by echo reading with gestures. If possible, have a class of more advanced or older students be the model readers in the echo read. • Culture note Miss Pat takes on a playmate role. This may cause confusion for students who consider adults and teachers to be authority figures. Explain that although teachers may interact with students in a friendly manner, the students should always be respectful of the teacher. • Recognize meaning of words More advanced students may notice that play can be something you act out and also an activity you do at recess. Others may notice that You’re and your sound the same but are written differently. Explain that in English there are words that sound the same but have different meanings. Ask students if there are words in their home language that sound the same but have different meanings. Practice Book pp. 10–11 PRACTICE COMMUNICATE Unit 1 | thirteen 13 CONNECT TO LANGUAGE & LITERACY SCENE 3 SCENE 2 NARRATOR: Miss Pat wants to play soccer, too! MISS PAT: Excuse me. Can I play, please? TIM: Teachers play soccer? OK, Miss Pat. You can play! MISS PAT: Thank you! SARA, TIM: You’re welcome! MISS PAT: The bell! No time to play soccer. Line up, please. SARA, TIM: OK, Miss Pat. NARRATOR: The children line up. They go to class. ELL22_G4-6_SE_U1_012-013_CLA_CP.indd 13 1/6/21 11:03 AM