ELL Readers Teaching Guide Unit 2, Week 2 It Is Time to Get in Line 15It Is Time to Get in Line INTRODUCE THE BOOK Activate Prior Knowledge/Build Background Read the title, and ask chil
Trang 1ELL Readers Teaching Guide Unit 2, Week 2 It Is Time to Get in Line 15
It Is Time to Get in Line
INTRODUCE THE BOOK
Activate Prior Knowledge/Build
Background Read the title, and ask children
about times they get in line Ask: When do you
get in line? Why do you get in line? Tell children
this book is about a group of children who get in
line after recess
Preview/Use Text Features Preview the
reader by talking about the illustrations together
and naming the labeled items
Preteach Vocabulary Review the
high-frequency words that appear in this book: be
and could Introduce these key words from the
book: inside (p 2), outside (p 2), and let’s
(p 6) Discuss these words and add them to a
Word Wall
READ THE BOOK
Choose among these options for reading to
support children at all English profi ciency levels
Read Aloud Read the book aloud as children
follow along Pause to verify comprehension and
to explain unfamiliar concepts
Monitored Reading Have children silently
read a few pages at a time Use the following
questions to support comprehension:
• Page 2 Where are the children? (They are
outside They are in the school playground.)
• Pages 3–4 What do the children do?
(They get in line.)
• Pages 6–8 What do the children do now?
(They sit and eat.)
Reread Have children reread the book with a
partner, in small groups, or independently Have
them complete the Study Guide on page 16
RESPOND
Answers to the Reader’s Inside Back Cover:
Talk About It
1 It is lunchtime (Cause and Effect)
2 They could eat cheese and soup They could
eat a sandwich
Write About It
3 Children may draw pictures of foods shown
in the story or other foods of their choice The children should write about the foods they have drawn Possible response: I like to eat soup It is hot It keeps me warm in winter
Support writers at various English proficiency levels
Beginning Display a sentence frame, such
as I like to eat Have children dictate an
ending
Intermediate Provide the same sentence, but
have children copy it and finish it with two or three foods
Advanced Have children write two or three
sentences about the foods they like
Extend Language The opposite of inside is
outside Encourage children to say the opposite
of sit (stand); open (close); up (down).
Answers to page 16:
Beginning: Children should draw the children at recess
End: Children should draw the children at lunch
Family Link Read aloud the Family Link activity
on page 16 before sending copies of the Study Guide home with children Later, have them share times when family members have to get
in line
Trang 216 It Is Time to Get in Line Unit 2, Week 2 ELL Readers Teaching Guide
• Read It Is Time to Get in Line again.
• Draw the children in the beginning.
• Then draw the children in the end.
Beginning
Family Link
Ask family members to say at what times they have to
get in line.
End
Study Guide
It Is Time
to Get in Line
Name