Get Ready! Soar - PROGRAM SAMPLER

Unit 1 | 15 UNIT 1 / CONNECT TO PHONICS FORMATIVE ASSESSMENT DIFFERENTIATED INSTRUCTION Scaffold Some students may need additional support to remember the letters and sounds. Have pairs create a matching game. Students write a letter on an index card, or similar-sized pieces of paper, and draw a picture of a word that begins with the letter on another card. Pairs play a matching game while practicing saying letter names and sounds. Possible drawings are apple for a , boy for b , Sun for s , teacher for t , folder for f , and dog for d . Amplify Some students may already be familiar with short a . In small groups, have students list short a words on a piece of paper. Have groups share their lists with the class. Check students know the names of the letters and are able to associate the letter sounds with the written letters. Have students create letter cards for b , s , t , d , f , and a . Say each letter name, and have students hold up the correct card. Then, say each letter sound, and have students hold up the correct card. If needed, first provide a model. Reteach any letter names or sounds that students miss. Short vowel: a Use the Instructional Routine to introduce the sound /a/ before having students work with the written letters. • Activate prior knowledge Ask students if they know a word or name that starts with /a/. ( apple , and , ant ) • Language transfer Many languages have a sound that approximates the short /a/ sound in English. However, the sound is often closer to /ah/ than /a/ as in apple . Provide many opportunities for students to listen to and repeat the short /a/ sound. • High frequency words Tell students that some English words appear often in print but do not always follow the phonics rules. Readers need to memorize these words. Help students memorize and recognize high frequency words. See page Txxiv for more information. 1 Recognize vowel sounds Pause after each word. SCRIPT apple; class; map; ask 2 • Listen and repeat Have students listen and repeat. SCRIPT desk; boy; teacher; map; folder; student; ask • Letter formation Demonstrate how to write b , s , t , f , d , and a . Students who are working with the Roman alphabet for the first time may find it helpful to use paper with handwriting lines. While writing the letters, show students where to start each letter. Remind students that b starts at the top of the line and d starts in between the lines. After students have practiced writing the letter a , show them some examples of the letter a with serifs from a book or magazine. Point out that the letter a is shown both ways in text. 3 Write b , s , t , d , f , and a on the board. Say : Look around the classroom. What words do you see with letters b , s , t , d , f , or a ? List the answers on the board. Underline the target letter. Add sketches for unfamiliar words. Word Wall Designate a place in the classroom to create a Word Wall. Write b , s , t , d , f , and a on flashcards and place them on the board in alphabetical order. Ask students to say words and names that begin with those letters. List the words underneath the letter on the Word Wall. Add to the Word Wall as students learn new words and letters. Practice Book pp. 12–14 Decodable Readers Assessment Program p. 14 EXPLORE AND LEARN PRACTICE COMMUNICATE table seat Unit 1 | fifteen 15 CONNECT TO LANGUAGE & LITERACY Short vowel: a Listen to the sound of short vowel a . Repeat. Listen to the words. Repeat. ask map A a A a We hear short vowel a • at the beginning of a word • in the middle of a word 1 Listen. Point to the vowel. a sk m a p cl a ss a pple 2 Listen. Repeat the words. Focus on the letters b , s , t , f , d , a . d esk b oy t eacher m a p f older s tudent a sk 3 Look around the classroom. Say words with b , s , t , f , d , a . ELL22_G4-6_SE_U1_014-015_CP_CP.indd 15 1/6/21 10:51 AM