14 | Unit 1 Grammar Languages Language Arts Math Science LANGUAGE & LITERACY 1 Listen. Choose the correct response. Communicate LISTENING STRATEGY Preview the activity Look at the answer choices. Then listen to the question or statement. EXAMPLE: You hear: What’s your first name? You choose: a. My first name is Ken. b. Nice to meet you, Ken. 1. a. See you later, Amar. b. Hey, Amar. 2. a. R-A-M-O-S. b. My last name is Ramos. 3. a. I’m Mr. Davis. b. Thank you, Mr. Davis. 4. a. I’m sorry, Miss Smith. b. Nice to meet you, Miss Smith. 2 Work with a group. Talk about the picture. Write the conversations. Act out the conversations. CONNECT TO Language in Action MORE EXPRESSIONS How are you? Great! Fine. Not great. 14 fourteen | Unit 1 UNIT 1 / CONNECT TO LANGUAGE IN ACTION DIFFERENTIATED INSTRUCTION Scaffold Classroom management Be purposeful about grouping. Instead of letting students self-select or randomly grouping students, create a small group that includes students with lower levels of proficiency and students who have higher levels of proficiency who can serve as peer tutors and prompt and reinforce language. You may need to offer additional sentence frames and more vocabulary. Have students name the people in the picture in Activity 2. Ask: Where are the students? (hallway, classroom) Students may wish to create a word bank of vocabulary based on the picture before constructing their sentences. Amplify Add a layer of linguistic difficulty by challenging students to make interesting or humorous sentences. For example, the More expressions box has the phrase Not great. Ask: Why would someone say they are not great? Have students look at the picture. Prompt them to view the boy filling out a form in the office or the two girls at the locker. Perhaps one is sick. They should construct sentences accordingly and use drama when they act out their conversations. Instructional Routine: Vocabulary p. Txxv Instructional Routine: Listening and Speaking p. Txxxii Instructional Routine: Reading p. Txxi Listening strategy: Preview the activity • Explain that the next task involves a special way to help students understand what they hear. Teach the listening strategy explicitly. • Academic language Point out the word preview. Break it into its word parts. Say: Pre, view. Pre- means before, and view means to look. This strategy tells me to look before I do the work. Add this term to the academic word wall. • Teacher modeling Say: To preview, I quickly look at what I need to do in the activity. Model skimming the activity. Repeat set phrases Say: You will hear a conversation. Choose the phrase or sentence that goes with what you hear. Listen to the example. Now look at the choices. Does that go with My first name is Ken or Nice to meet you, Ken? What makes sense? That’s right—a, My first name is Ken. ANSWERS 1. a; 2. a; 3. b; 4. b Role play You may need to offer sentence frames as students write their own conversations: Hi! How are you? // I’m . How ? // See you . More expressions Explain the expressions and encourage students to use some of them in their conversations. COMMUNICATE 1 SCRIPT Example: What’s your first name? 1. Bye, Ivan. 2. How do you spell that? 3. Welcome, Maya! 4. Hello. I’m Miss Smith. 2 Arts Science : | 44
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