UNIT X 2 | UNIT 1 Identify and explain text features Help students get familiar with the features of their student materials. Have them do a “program walk” by doing the following: (a) find examples of unit titles (b) find examples of headings (c) find examples of illustrations, photos, maps, graphs, and captions (d) find examples of glossed words at the bottom of the page of readings (e) locate the dictionary at the end of the book Discuss how each of these features are used and how they contribute to understanding the meaning of the texts students will read. Connect to the Theme • Activate prior knowledge Say: Wild Weather. Ask: What does weather mean? Can you give examples of weather? (Weather is a temporary condition of the air above the Earth such as wind, rain, pressure, or temperature.) Cue students by pointing to the picture of the boy in a warm jacket. • Use a semantic organizer Sketch an idea map on the board. Write the word weather in the center circle. Explain to students that the weather (specifically the wind, rain, and temperature) changes from day to day and sometimes from hour to hour. Ask: What was the weather like yesterday? What was the weather like last week? What do you think the weather will be like tomorrow? Connect to THE THEME Play the Connect to the Theme video. Ask students to describe what they see. This will help you assess what vocabulary terms students already know. Theme-related Vocabulary Use pictures to identify theme Direct students’ attention to the photo. Ask: What do you see? Let students discover the following terms in context as they come up: warm jacket, fleece, cold, wind, snow. Ask students to talk about what the boy is feeling. How is he affected by the weather? Assess Language Levels Related to the Theme Answer questions Hold up the book and do a picture walk of Unit 1. Have students identify elements of weather. For example, point to the boy. Ask: Is he warm? Is it windy? Is it raining? If students respond easily to yes/ no questions, progress to simple who, what, and where questions that can be answered with one or two words. Finally, ask more advanced, open-ended questions that allow discussion. Ask: How does the weather change during the year? Why? Connect to the BIG Idea Develop prior knowledge Say: Weather affects people in many ways. What does that mean? Connect this idea to activities that students can do in different types of weather. Say: Yesterday it was windy, so I flew a kite. DIFFERENTIATED INSTRUCTION Scaffold As you introduce the concept of weather, provide comprehensible input for new vocabulary. Display weather-related images, such as wind, rain, thunderstorm, high temperature, low temperature, snow, sleet, mist, cloudy, humid, hail, typhoon, tsunami, and hurricane. Use gesturing to indicate examples of different weather as you discuss. Guide students to act out the new vocabulary and use the words in sentences. Amplify Have students with greater proficiency say more about what fascinates them about the weather. If possible, they can bring in their favorite book about something related to weather and read it to the class. Create a class discussion on the new vocabulary and elements of a book and story. Wild Weather BIG Idea Weather affects people in many ways. UNIT 1 Unit 1 2 UNIT 1
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