ctives Writing LANGUAGE & LITERACY 4 Read. Complete the pictures. 5 Write about you. Add two pictures. 6 Present your story from Activity 5 to a classmate. READING STRATEGY Visualize When you read, make pictures in your head. I’m Samir Mallah. I’m from Syria. I am polite. I like to write. I’m Rosa Morena. I’m from Cuba. My locker is stuck. I’m out of luck. I can... Yes No say hello and good-bye give my name spell my name identify the sounds of the consonants m, s, t, f, d and the short vowels a and i use sentence punctuation marks use classroom expressions use capital letters identify nouns identify the subject of a sentence use the verb be say where I am from My name is Rosaline. I am from Haiti. I feel fine. I’m always on time. Answer the questions. 1. What was easy for you? 2. What was hard? 3. What was fun? Self-evaluation Write the list in your notebook. Check (✓) what you can do. Review what you cannot do. I′m... CONNECT TO LANGUAGE & LITERACY Common Phrases & Greetings in American Sign Language Review Unit 1 | twenty-five 25 Unit 1 | 25 ectives Writing identify the sounds of the consonants , s, t, f, and the short i use capital letters identify nouns identify the subject of a sentence use the verb I feel fine. | DIFFERENTIATED INSTRUCTION Scaffold Offer a sentence frame to assist with Activity 5 for students who need help constructing their story: My name is ___. I’m from ___. I like ___. I ___. Point out that the stories do not need to rhyme. Offer additional vocabulary if needed. For the Self-evaluation, if an individual student has checked No for several items, then meet with him or her individually and assign a peer with higher language proficiency to explain specific items again. Amplify Pair students who need to be challenged. Have them exchange papers from Activity 5 and read their partner’s writing using correct intonation. UNIT 1 / CONNECT TO GRAMMAR Reading strategy: Visualize Prereading supports Emphasize that a strategy helps you understand what you read. Say: Think of a clock. Can you see a picture of a clock in your head? Think of the words on time. When you read them, you can make a picture in your head of a clock. Discover and pre-teach vocabulary Use the vocabulary routine to teach the words visualize and present and add these terms to the academic word wall. Read aloud the text for each person. Ask if students can hear the similar words. Say: Listen: polite, write; stuck, luck; fine, time. When the words sound similar that is a rhyme. Offer an example. (It doesn’t need to rhyme.) I’m Mr./Ms. ___. I’m from ___. My class is cool. Have students follow what you modeled in Activity 5. Review Video: Common Phrases & Greetings in American Sign Language Closely view multimedia Play the Review video. Pause the video and point to the man’s hands. Say: Sign language uses hand movements to communicate. American Sign Language (ASL) has its own grammar and vocabulary. It is used by deaf or hard of hearing people. Self-evaluation • Teach students how to check their own understanding. Project or write the checklist on the board and lead students through the first item. Read the checklist orally and ensure all students understand what to do. Activity Pack See the Activity Pack in the online Resources for additional grammar activities and additional communicative activities. Assessment Program Proficiency Assessment: Mid-Unit Exam Get Reading! New School: Day One 4 5 6 AP Formative Assessment • Talk and write: My new friends Who are your new friends? Take their photo! Write sentences about three of them. Include: • Their names • Where they are from • Their home languages • What they study 55
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