Get Ready! Soar - PROGRAM SAMPLER

Unit 1 | 19 UNIT 1 / CONNECT TO GRAMMAR DIFFERENTIATED INSTRUCTION FORMATIVE ASSESSMENT Scaffold Write sentences on the board for students to copy. My name is ____ . Your name is _____ . If students are not able to copy, write the sentences, adding the students’ names and your name in the blanks, and have students trace the words. Have students look back at the Reader’s Theater and the reading and circle I , you , my , and your . Read the sentences with these words aloud with students. Amplify Write the words from the lesson on the board: I , you , my , and your . Have students create an illustration showing themselves talking to a friend. Then have them label the illustration with sentences using the pronouns. If needed, support their work with sentence frames. Before providing students with the activity below, write your name in one blank and the student’s name in the other blank. Have the student circle the correct pronoun. 1. My / Your name is Miss Pat. 2. My / Your name is Pablo. 3. I / Miss Pat am a student. my, your • Recognize meaning of words Have each student put a classroom object on their desk. Confirm that the vocabulary for the objects is known, such as pen , pencil , marker , crayon , paper , notebook , and book . Use gestures as you speak with each student. Say : My pen. Your pencil. My pen. Your notebook. Continue around the classroom. • Use possessive pronouns Have pairs repeat the “my/ your” activity, using the classroom objects. Have students in each pair speak about their object as well as their classmate’s, using my and your . • Pre-teach Teach the sentence construction: This is my/ your ____ as it is used with possessive pronouns. Walk around and pick up classroom objects or gesture toward students’ possessions. Say : This is my ____ . This is your ____ . Have students repeat the sentences. • Use sentence frames Have students place an object on their desks. Then repeat the exercise in which the first student speaks to the second, the second student speaks to the third, and so on. This time have students use the sentence frames: This is my ____ . This is your ____ . 1 • Complete written sentence frames Write my and your on the board for students to reference. Pair students, with each pair including a reader, and have pairs complete the sentences. ANSWERS 1. My, my 2. Your, my 3. My, your • Use actions to develop vocabulary Have pairs continue to work together to act out the scenarios for each sentence.Provide a pencil and a picture for students to use as props. 2 Contribute to conversations Create a list of known words on the board: boy , girl , student , teacher , friend , name , hand , school , classroom , picture , pencil , listen , walk , talk , wave , and others known by your students. Read through the list with students. Then have students talk with each other. Allow students to choose conversation partners. Say : Look at the words on the board. Have students echo you as you read the words. Say : Use the words to talk to your classmates. Be sure to use my and your . Practice Book pp. 17–20 Assessment Program p. 15 EXPLORE AND LEARN PRACTICE COMMUNICATE My name is Marco. What is your name? Unit 1 | nineteen 19 CONNECT TO LANGUAGE & LITERACY my, your My name is Aliya. my What is your name? your 1 Write my or your . example : name is Rosa. What is name? My your 1. name is Sam. This is pencil. 2. name is Ada. This is picture. 3. name is Alex. This is book. 2 Say sentences with my and your . ELL22_G4-6_SE_U1_018-019_CG_CP.indd 19 1/6/21 10:57 AM