Get Ready! Soar - PROGRAM SAMPLER

Unit 1 | 17 UNIT 1 / CONNECT TO READING FORMATIVE ASSESSMENT Check to see how well students have understood the reading lesson. For this informal assessment, circulate around the class as students draw their classroom rules and question students individually. Model as needed. Show a copy of a grade-level informational text and a cartoon or storybook with illustrations. Say : Show me the informational text . (Students point to the informational text.) Say : Tell me a classroom rule . (Students say or act out a classroom rule.) Say : Show me listen . (Students act out listening: ears open, mouth closed.) 2 Model answering the example sentence. Point to the example sentence and say : Listen to your... Then, point to “Listen to your” on the previous page. Say : Listen to your teacher. I write teacher . Have students work in pairs to complete the activity. ANSWERS 1. desk 2. hand 3. classmates 4. polite 5. best Cultural connection Discuss the rule “Be polite.” Say : In different cultures, there are different ways to be polite. In school, it is polite to say please , thank you , and you’re welcome . Ask students to share ideas of being polite as they are able. 3 Model the activity using the example. Read aloud and follow the direction line with your finger. Then, read aloud the example. Say : I say a rule. Then you act it out. Ready? Raise your hand to talk . Point out students who acted out the rule. Say : When we act it out, we show how to do it . Demonstrate close viewing Point to the photograph in Activity 3. Ask : What do you see? (students; hands raised) Have students with less proficiency use gestures to respond. 4 • Express ideas Give students drawing materials. Have students draw and label two rules. When they finish, have them share their drawings with the class. Provide sentence starters for them to use, such as: My rule is _____ . It is important to follow this rule because _____. Have students use one or both of the sentence starters. • Offer opinions and ideas in conversation Have pairs discuss the rules and decide which one is most important. Have pairs work together if they share a home language. When pairs have finished, have them share responses with the class. Support them with the sentence starter: I think the rule is important because _____. • Revisit the Essential Question Read aloud the Essential Question: Why do we read? To expand the topic, ask specific questions, such as: Why do we read in school? Why do we read books at home? Why do we read about rules? Then ask : What do you like to read? Practice Book pp. 15–16 PRACTICE COMMUNICATE DIFFERENTIATED INSTRUCTION Scaffold To provide additional practice with the text, photocopy the illustrations and cut them into individual pictures. Have students match the written sentences with the corresponding illustrations. Amplify Work with students to develop a list of other class rules. Elicit responses by providing gestures for the following: Be on time. Listen to classmates. Do not touch classmates . Help your classmates. Unit 1 | seventeen 17 CONNECT TO LANGUAGE & LITERACY 2 Complete the classroom rules. example : Listen to your . 1. Work quietly at your . 2. Raise your to talk. 3. Help your . 4. Always be . 5. Do your . 3 Act out the rules. example : Raise your hand. teacher 4 Draw pictures for two rules. Share with the class. ELL22_G4-6_SE_U1_016-017_CR_CP.indd 17 1/6/21 11:00 AM