Get Ready! Soar - PROGRAM SAMPLER

26 | Unit 1 UNIT 1 / CONNECT TO WRITING DIFFERENTIATED INSTRUCTION Scaffold If there are students in your class who do not know how to write their name, provide extra practice. Write each student’s name at the top of a sheet of writing paper. Say : Your name is important! Write your name. Have students cover the whole page, writing their name over and over again. Amplify Have students who have higher English proficiency create a 2-column chart of the things they like and the things they do not like. Allow students to share their lists with others. Instructional Routine p. Txxx Essential Question Why do we write? Read the Essential Question aloud and have students echo it back to you. Write the Essential Question on the board and use body language to clarify meaning. Point out things adults write: emails, text messages, shopping lists, and so on. Then say : Today you will write a story. Your story will be about you. WRITING STRATEGY: Use pictures to show meaning Use picture cues Use a picture book from your classroom to demonstrate that pictures show meaning. Point out details in the pictures and ask yes or no questions about characters and what they are doing. All about me • Pre-teach Teach like . Using a picture card or pictures from a magazine and thumbs up/thumbs down gestures, ask : Like? Or do not like? Do you like ____ ? Expect students to give a thumbs up or thumbs down. Encourage students with thumbs up to say what they like. Provide the sentence frame: I like ____. Show another picture card and repeat the activity. Have students answer the question before moving to the next card. • Activate prior knowledge Read aloud and finger follow the direction line. Say : Follow the steps. Today we will follow steps to write a story. When we follow steps, we do them in order: 1, 2, 3, 4, 5, 6. Step 1 tells what we will do first. Gesture taking one step at a time as you say : Step 1. Step 2. Step 3. Have students repeat after you. Step 1 Write your name For their first writing assignment, walk through the steps with students. Read aloud and finger follow the text in the first box. Say : Step 1. Write your name. Monitor that students have written their name. Say : Step one is complete. Step 2 • Develop writing by planning Say : Step 2. Plan your story. Point to the photo of the girl. Ask : What is she doing? Say : She is thinking. Before we write, we think and plan. Pair students who share the same home language. Have them talk about what they like. Say : Talk about what you like. • Offer opinions and ideas in conversation Before they start to write, have students tell you what they like as you create a list on the board. Ask : What do you like? Prompt the student who answered to ask his or her classmate the question. • Use a model text Read aloud Jiang’s story. Tell students they can use the text as amodel for ideas.. EXPLORE AND LEARN STEP 1 STEP 2 STEP 3 STEP 4 twenty-six | Unit 1 26 PUT IT ALL TOGETHER CONNECT TO Writing All about me Write a story about you. Follow the steps. Write your name. Jiang Plan your story. Draw pictures. Add words or sentences. Jiang My name is Jiang. I like my teacher, Ms. Park. I like my friends. I like school. WRITING STRATEGY Use pictures Use pictures to show meaning. ELL22_G4-6_SE_U1_026-027_CW_CP.indd 26 1/6/21 10:54 AM