Get Ready! Soar - PROGRAM SAMPLER

Unit 1 | 21 UNIT 1 / CONNECT TO MATHEMATICS FORMATIVE ASSESSMENT DIFFERENTIATED INSTRUCTION Check that students understand the vocabulary from the lesson and that they know numbers 1–20. First, model with an example. Point to a clock and ask : Shape or time? Time. A clock measures time. It tells us how fast . 1. Show a ruler. Ask : Count or measure? 3. Show a stopwatch. Ask : Shape or time? 2. Show a cutout shape. Ask : Shape or time? 4. Show a handful of coins. Ask : Count or measure? Next, count aloud with students. Note which students need more practice with numbers 1–20. Scaffold Work with students until they count from one to twenty effortlessly. Using the number chart in the Student Book, say each number and have students repeat. Then, say two consecutive numbers at a time and have them repeat. Finally, choral read the chart. Amplify Provide writing paper. Have students write an important phone number, such as the school’s number on the page. Then, have pairs switch papers and read aloud the numbers. Numbers: 1 to 20 1 Use the audio, or say the numbers in sequence as you point to the numbers. Then choral read the numbers with students. Repeat the exercise, preceding each number with number . Say : Number one, number two, number three , and so on. SCRIPT 1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12; 13; 14; 15; 16; 17; 18; 19; 20 Match oral language with numerals Provide each student with twenty pennies or counters. Using the number charts in the Student Book, play simplified Bingo. To model, say : I say a number, and you put a penny on the number. Practice with a few numbers to make sure students understand. Use gestures and say : If you cover a whole line of numbers, raise your hand . Call out numbers randomly, marking them in your book. Celebrate when a row is covered. Repeat the game as time allows. 2 • Demonstrate close viewing Have pairs use the number chart in their Student Books as they count together, pointing at each number as they go. Then, create a chart on the board that includes the numbers 1–20 and the word for each number. Point to numbers around the classroom: on the clock, the calendar, and so on. Have students say the number aloud. • Count objects Hold up four pencils. Say : You count. Counting tells how many. How many? Repeat with other small objects. Have pairs ask and answer the question: How many? There are ____ . 3 • Write numbers from 1 to 20 Have students write the missing numbers in the 1–20 chart. Have them whisper each number as they write it. • Match written language with numerals Have students make a list of numbers 1–20. Write the words for each number on the board and have students copy them onto their papers. 4 Work as a group to count the students in the photo. ANSWER 13 students • Count to answer how many Gather small groups of students, and give each group a name, such as Team Green. Have students count the number of people in each team. Ask : How many students? • Revisit the Essential Question Call on various students to answer the questions: When do we see numbers? When do we use numbers? Practice Book pp. 21–22 Assessment Program p. 16 PRACTICE COMMUNICATE Unit 1 | twenty-one 21 CONNECT TO CONTENT Numbers: 1 to 20 1 Listen to the numbers. Point to the numbers. Repeat. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 2 Count to 20. Take turns. 3 Write the missing numbers. 1 3 4 5 6 9 10 12 14 16 17 19 4 Count the students. How many do you see? ELL22_G4-6_SE_U1_020-021_CM_CP.indd 21 1/6/21 10:59 AM