grade - wikispaces 2 scaffolded...english language learners ... 9 780328 788422 grade 2 ... 8 grade...

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Scaffolded StrategiesHandbook

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Glenview, Illinois • Boston, Massachusetts • Chandler, Arizona • Upper Saddle River, New Jersey

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Copyright © 2014 Pearson Education, Inc., or its affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. The publisher hereby grants permission to reproduce the Graphic Organizer pages, in part or in whole, for classroom use only, the number not to exceed the number of students in each class. Notice of copyright must appear on all copies. For information regarding permissions, write to Rights Management & Contracts, Pearson Education, Inc., One Lake Street, Upper Saddle River, New Jersey 07458.

Pearson and ReadyGEN are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc., or its affiliates.

ISBN-13: 978-0-328-78922-1ISBN-10: 0-328-78922-4

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iv Scaffolded Strategies Handbook

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UNLOCK THE TEXT • UNIT 1 • MODULE A

Look at the illustrations. Guide students to use information from the title and illustrations to respond to the following questions:

• What is the title of the story?

• Who is the author? Who is the illustrator?

• What is a duckling?

• What do the pictures tell you about the story?

LANgUAgE CONvENTIONALITy AND CLArITy

PrEvIEW vOCABULAry Use the Learn New Words Routine in Part 2 to assess what students know about the following words: island, quacked, cozy, dive, traffic, and proud.

Ask students a self-related question about each word, such as: What would it be like to live on an island? Prompt students to use the term island in their response.

CrITICAL vOCABULAry Preteach critical vocabulary words, such as mallard, ducklings, hatch, molt, and Boston.

Introduce critical vocabulary with age-appropriate terms. Include pictures or video when possible to reinforce and support meaning. You can use the Vocabulary Activities in Part 2.

KNOWLEDgE DEMANDs

ACTIvATE BACKgrOUND KNOWLEDgE Ask students to share what they know about ducks. Record student responses on chart paper. Facilitate student input with guiding questions, such as: What do ducks look like? How do they act? Where do they live? What do they eat? Review students’ responses by pointing and asking students to follow along as you read each word or phrase on the chart.

Before students get started, model an example of a time when you saw a family of ducks: Last spring, I was in the town park, and I heard some loud “quacking” sounds. I looked in the pond and saw a mamma duck and her five ducklings swimming all in a row. Then they waddled out of the water to eat some crackers a lady was tossing to them.

Unlock the TextQUALITATIvE MEAsUrEs

Levels of Meaning

character-driven plot with unified theme of finding a home; building relationships

Structure chronological narrative structure; pictures support the plot; setting changes

Language Conventionality and Clarity

straightforward sentences; humor; nonliteral language

Knowledge Demands

duck behavior; city life; interactions of people and animals

Prepare to ReadLEvELs Of MEANINg

In Make Way for Ducklings, the main storyline tells about Mr. and Mrs. Mallard finding a safe home for their family. On a deeper level, it shows the importance of the relationship between the Mallard family and Officer Michael.

Structure

PrEvIEW Read the title and author/illustrator’s name, sweeping a finger under each word. Point out that the author writes the words in the story and the illustrator makes the pictures. Tell students that in Make Way for Ducklings, the same person wrote the story and made the pictures.

Living together: this is Home

Make Way for Ducklings 54 Kindergarten•Unit1•ModuleA

sTrUggLINg rEADErs

Take a picture walk through the book with students. Talk about the various places the ducks go, and have students name the places that look familiar.

ENgLIsH LANgUAgE LEArNErs

Help students understand the difference between a duck and a duckling. Explain the difference. Then display the book and have students point to the duck and say the word duck. Then have them point to a duckling and say the word duckling.

QUALITATIVE MEASURESLevels of Meaning

(explicit) finding a home(implicit) friendship

Structure Pictures; setting changes


Straightforward sentences; humor; nonliteral meaning

Knowledge Demands

New ideas: how ducks act; city lifeChallenging concepts: how people and animals get along

For each text, the Qualitative Measures of Text Complexity become customized access points for your special student populations.

Enrich your instructional repertoire with research- proven scaffolds for English language learners, students with disabilities, struggling readers, and accelerated learners.

Every text in ReadyGen is supported by the targeted strategies you will find for when students:

•Prepare to Read

• Interact with Text

•Express and Extend

Apply all or some of the 3-part plan to broaden accessibility to complex texts and tasks for all students.

About This Book

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PART 1

Unlock the Text

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2 Part 1 • Unit 1

Unit 1

Understanding Communities

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Unlock the Text

SUPPORTING TEXT The House on Maple Street

ANCHOR TEXT On the Farm

TEXT SET

MODULE B Cognate Chart ....................................................... 18

Anchor Text On the Farm ........................................................... 20

Supporting Text The House on Maple Street ............................. 26

SUPPORTING TEXT Snowshoe Hare’s Winter Home

ANCHOR TEXTCharlotte’s Web

TEXT SET

MODULE A Cognate Chart ........................................................ 4

Anchor Text Charlotte’s Web ........................................................ 6

Supporting Text Snowshoe Hare’s Winter Home ....................... 12

www.PearsonSchool.com/NYCReadyGEN

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Unit 1 • MODULE A

4 Part 1 • Unit 1 • Module A

Cognates

English spanish

absolutely accompanyappetiteappropriateattentioncapturecentercircle commotioncommunitycompletelycontinuecontrolconversationcuriositydecidedesperatedesperationdestroydifferentdirectly distancedistribute effect

absolutamenteacompañarapetitoapropiadoatencióncapturarcentrocírculoconmocióncomunidadcompletamentecontinuarcontrolarconversacióncuriosidaddecidirdesesperadodesesperacióndestruirdiferentedirecatmentedistanciadistribuirefecto

English spanish

energy eventexactlyexplainexplorefamilyfuturegiganticgrain imagine importantinstinct instructions interesting invent locate medalmentionmiraclemomentmultiplynumbernumerousobserve

energíaeventoexactamenteexplicarexplorarfamiliafuturogigantescogranoimaginarimportanteinstintoinstruccionesinteresanteinventarlocalizarmedallamencionarmilagromomentomultiplicarnúmeronumerosoobservar

Cognates are words that have similar spellings and meanings in two languages. Many words in English came from French and, since French is closely connected to Spanish (and to Portuguese, Italian, and Romanian), many academic process words in English (e.g., compare/comparar, connect/conectar) have recognizable Spanish cognates, as do many literary and content words (gracious/gracioso; volcano/volcán).

Making the connection to Spanish cognates permits students who are native Spanish speakers to understand the strong foundation that they have in academic and literary English. These links to Spanish are also useful for native speakers of English and speakers of non-Spanish languages because they help uncover basic underlying features of our language.

anChOR TEXT Charlotte’s Web

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English spanish

occasion passpatient perfect plan prepare presentprobably produce property radiantrapidlyrepeat scene

ocasiónpasarpacienteperfectoplanearprepararpresentarprobablementeproducirpropiedadradianterápidamenterepetirescena

English spanish

school secure simply specialspecially stomach surprisethermometer tranquil tremendoustriumphtunnel visit

escuelasegurosimplementeespecialespecialmenteestómagosorpresatermómetrotranquilotremendotriunfotúnelvisitar

anChOR TEXT Charlotte’s Web (continued)

These lists contain many, but not all, Spanish cognates from these selections.

English spanish

attentiondisappearexplorehibernate

atención desaparecerexplorarhibernar

English spanish

rocksignaltunnel

rocaseñaltúnel

suppORTing TEXT snowshoe hare’s Winter home

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1Unit

English langUagE lEarnErs

To give students a reference point or to better demonstrate meaning, use visuals to explain specific vocabulary, such as friendship, tractor, or animal. For example show a picture and say the English word tractor. Ask students to identify the word in thier first language.

strUggling rEadErs

Provide students with a notebook to record unfamiliar words while reading. Pause for students to share noted words and clarify as a class. Provide opportunities for students to use the words in discussions and writing.

Unlock the TextQUalitativE MEasUrEs

Levels of Meaning

character-driven plot with humor and pathos; theme of growing up and making sacrifices develops gradually and deepens by end

Structure simple structure with episodic chapters; chronological passage of time


straightforward sentences of varying lengths and some figurative language; dialogue

Knowledge Demands life cycle; farm life

Prepare to ReadlEvEls of MEaning

In Charlotte’s Web, there are two levels of meaning. One purpose of the text is to tell the story of how a spider named Charlotte saves the life of a pig named Wilbur. However, a deeper purpose is to explore the meaning of growing up and making sacrifices, as experienced by two fast friends and their barnyard companions.

strUctUrE

PrEviEW Together, read the title, author, and illustrator. Ask students to examine the cover with a partner and share details of what it tells them about the story. In small groups, have students read the chapter titles and look at the illustrations. Ask: How is the book divided? (in chapters)

Understanding communities

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• LookatthechaptertitlesintheTableofContentstogether.Whatdotheytellyouaboutthestory?(Theytellwhoorwhateachchapterinthestoryisabout.)

• Whatinformationaboutthestorydoestheillustrationonpage6giveyou?(Twocharactersareagirlandapig.Thegirltreatsthepiglikeababy,notlikeanaveragefarmanimal.)


PrEvIEw vOCAbULAry UsethePreviewandReviewVocabularyRoutineinPart2toassesswhatstudentsknowaboutwordssuchasthefollowing:fierce, brutal, loyal, true, conspiracy, gullible, radiant, modest, versatile, miracle, destiny, phenomenon,andhumble.Useeachwordinasentencerelatedtostudents’lives.Forexample,“Thelionatthezooshowedhisteethandlookedveryfierce.”YoucanalsousetheVocabularyActivitiesinPart2topreteachcriticalvocabularywords.

COgNATEs Manyofthewordsinthisselectionhavecognates.UsetheAnalyzeCognatesLessoninPart2toteachstudentshowtorecognizecognatesandtousetheirknowledgeofcognatestounderstandnewwords.ForyourSpanish-speakingstudents,usethelistofSpanishcognatesforeachselectionatthebeginningofthismoduleasareference.Refertothischartpriortoreadingeachchapter.

KNOwLEDgE DEMANDs

ACTIvATE bACKgrOUND KNOwLEDgE Askstudentstosharewhattheyknowaboutlifeonafarm.UsetheQuickWriteandShareRoutineinPart2andask:Whatisafarm?Wheredoesoneusuallyfindafarm?Whatkindsofthingshappenonafarm?

Beforestudentsgetstarted,modeldescribinganexperienceyouhadwithorsomethingyouknowaboutfarmlife:WhenIdrivethroughthecountry,Iseefarmswithfieldsandbarns.Cropslikecornandbeansgrowinthefields.Cowsandsheepgrazeinmeadowsonthefarm.Peoplewhoworkthefarmarecalledfarmers.Theyplantvegetablesandgrains,takecareoftheanimals,anddrivebigmachinesliketractorsandcombines.

ENgLIsH LANgUAgE LEArNErs

GuidesmallgroupstousetheWebAGraphicOrganizertobrainstormthingsfoundonafarmbycategorysuchasfarmanimals,crops,machinery,andjobs.

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To quickly assess understanding and promote oral and written language proficiency, ask students to summarize a section of text in their own words. As an alternative, after students have read a section of text, have them turn to a partner and summarize in a few sentences. Encourage partners to add one or two details to the summary.

engliSh language learnerS

The figurative language from the story (for example, “Don’t fal for it.”) may be difficult for ELL students. Use the Act Out or Draw Meaning Routine in Part 2 to provide more practice for students to internalize specific expressions and phrases.

Interact with TextlevelS of Meaning

As you read Charlotte’s Web, periodically assess students’ level of understanding.

If…students struggle to recall the characters in the first few chapters,

then…create a class chart to keep track of the characters as the story develops. Pause to add details to the chart about each character as the story unfolds.

Point out that some characters are called by different names because of their relationships with other characters. For example, in Chapter 1, Mr. Arable is also called Papa and Pop because he is the father of Fern and Avery. Use the Proper Nouns Activities in Part 2.

Structure

As students read, periodically assess their understanding of the story’s structure. Revisit illustrations and chapters headings. Ask: How does each illustration show the passage of time?

If…students have difficulty understanding how events in the story coincide with times of the year,

then…have them keep a chart by season of major events that happen in the story.

Use a four-column chart with these heads: Spring, Summer, Fall, Winter. Tell students that the story takes place over the course of a year, starting in the spring when Wilbur is born. Guide students to specific pages to locate clues about changes in season. For example, on page 16 it says, “One afternoon in June . . . . ,” or on page 173 it says “The autumn days grew shorter.” Provide time for students to add text evidence to their charts.



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STrUggLINg rEADErS

Students may have difficulty visualizing many of the farm-related objects named in the text; for example, pitchfork, scythe, milking stool, tractor. Use Chapter 3 as a resource for the names of objects found on a farm. Find pictures or photos of each object to label and display in the classroom. Discuss the pictures with students, including how and why each object is used.


This story uses many examples of figurative language to “paint a picture” of farm life and events.

If…students have difficulty understanding figurative language,

then…define each example on a case-by-case basis.

For example, using “The cars whisper along the highway” (page 143), ask students to think about what a whisper sounds like and when the sounds of cars on the road are like whispers.

For other phrases that may be difficult for students, use the Analyze Idioms and Expressions Routine in Part 2. Examples of phrases that may be problematic include these in Chapter 1: will never amount to anything, do away with, a matter of life and death, start it on a bottle, will be along.

KNOwLEDgE DEMANDS

One of the major themes in Charlotte’s Web has to do with the cycle of life. Discuss the life cycle of a familiar animal or insect, such as a caterpillar. Point out that it is a “cycle” because it has a beginning, progressive steps, an end, and then it starts all over again. Guide students to identify the way life cycles are portrayed in the story.

If…students have difficulty understanding how life is portrayed as a cycle in this story,

then…have them work with a partner to revisit the story to locate examples of ways Wilbur and Charlotte change over time.

For example, in Chapters 15–21, Charlotte begins to show her age. Have students look for evidence that Charlotte is growing weaker, in what she says about herself, in what Wilbur observes about her, and how she is described in the text.

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Help students stay engaged with their reading by having them write questions they have about ideas in the text on sticky notes. When they have finished reading a section or chapter, have them revisit their notes to see if they can answer the questions.


Allow students to listen to a recording of Charlotte’s Web while following along in the text. Hearing correct pronunciations and inflections for words and expressions used in the text may help students understand their meanings.

Express and ExtendlevelS of Meaning

eXpreSS Friendship is an obvious theme in this story. However, growing up and making sacrifices are two other important themes that students may find difficult to understand. Ask: What would Charlotte tell Wilbur about growing up? What did Charlotte sacrifice to save Wilbur? What does he do to show how much he appreciated her?

If…students have difficulty completing the activity,

then…reread the last several pages of the story aloud. Ask students to identify words and phrases that show how Wilbur had grown up.

eXtend Have students write a letter from Charlotte to Wilbur, giving him advice about caring for her children. Encourage students to use this lesson’s vocabulary words, as appropriate, in their letter. Provide time for students to share their advice letters in small groups.

Structure

eXpreSS Have small groups use Story Map A Graphic Organizer in Part 2 to summarize what happens during the beginning, middle, and end of Charlotte’s Web. Remind students to think about the most important events that took place during the stages of Wilbur’s life.


then…help them identify major events that happen to Wilbur and Charlotte before the fair, during the fair, and after the fair.

eXtend Have students create a book jacket/cover for Charlotte’s Web that includes a short summary of the story on the back along with reasons other readers may like it. Tell students to be careful not to give away the ending!



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ACCELErATED LEArNErs

Have students research spiders and pigs and use a Venn diagram to compare Charlotte’s life to Wilbur’s life. Include comparisons in what they look like, how they act, what they eat, where they live, and so on.


expreSS Talk about Sentences and Words

Display and read the following sentences from p. 115 of Charlotte’s Web.

Some of Wilbur’s friends in the barn worried for fear all this attention would go to his head and make him stuck up. But it never did. Wilbur was modest; fame did not spoil him.

Discuss the meaning of this passage. Ask: What worried the barnyard animals? What does stuck up mean? (to be too proud or arrogant). Did the animals need to worry? Why not? What does modest mean? (“humble” or “not too proud.”) So what is the author telling us about Wilbur? (He has not changed because of all the attention; he is still his old modest self.)

TEAM TALK Have partners reread some of the passage again replacing stuck up and modest with other, simpler words of their choosing that they think the author could have used.

If…students need more support with understanding sentence meaning,

then…repeat the activity with another interesting sentence and probe for meaning, having students analyze or “unpack” a portion of the sentence to better grasp its meaning.

EXTEND Have partners skim other chapters for more examples of words that provide a clue to a character’s personality, like stuck up or modest or humble. Provide time for partners to share their examples.

KNOwLEDgE DEMANDs

expreSS Have small groups discuss what they learned about farm life from reading Charlotte’s Web.

If…students have difficulty sharing new things they learned,

then…provide sentence frames such as the following for them to complete: One job on the farm is ___. Farmers care for animals by ___. Farms give us ___.

EXTEND Have students choose a favorite scene about farm life from Charlotte’s Web to illustrate. Have them tell the page numbers on which the scene takes place and use the text to help them know what to draw in their pictures. Encourage students to present their illustrations to the class.

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Snowshoe Hare’s Winter Home, pp. 5–12


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StrUggling readerS

Display realistic pictures of snowshoes and a snowshoe hare. Ask: How are the snowshoes and the hare’s feet alike? How do you think the size of the hare’s feet help it in the winter? What features do the other animals have that help protect them during the winter?

engliSh langUage learnerS

Help students expand their understanding of multiple-meaning words. Share labeled pictures that demonstrate the multiple meanings. For example, contrast an animal coat with the coat we wear. Use the words in sentences related to students’ experiences.

Unlock the TextQUalitative MeaSUreS

Levels of Meaning

character-driven plot with unified theme resolved by end; changes over time

Structure successive, parallel episodes


general vocabulary reinforced through artwork; descriptive language

Knowledge Demands

differences of hibernation behaviors and habitats among common animal species; changing seasons

Prepare to ReadlevelS of Meaning

In Snowshoe Hare’s Winter Home, the main purpose is to tell the story of Snowshoe Hare’s first experience with saying goodbye to many of his forest friends as they prepare to hibernate or migrate to warmer places during the coming cold season. On a deeper level, it addresses changes over time and the importance of companionship.

StrUCtUre

previeW Read aloud the title, author, and illustrator. Then examine the cover art. Ask: What is a snowshoe hare? What does the illustration tell you? Reread the title, emphasizing the word winter. Ask: What does the word winter help you understand about the hare’s home? ( The hare has a


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UNLOCK THE TEXT • UNIT 1 • MODULE A

STrUggLINg rEADErS

To help students with the pronunciation of new vocabulary or multisyllabic words, point out which syllables are stressed. Some examples are HI-ber-nate, hi-ber-NA-tion, SEA-son, and SIG-nal. Have students gently tap the syllables of the word as they say it, tapping louder for stressed syllables.

different home in winter than in summer.) Look at the illustrations in the selection. Ask:

• What animals do you see in the illustrations? (rabbits, a bear, a beaver, a fish, a turtle, a duck)

• Where does the story take place? (in the forest, in a place that gets snow)

• How do the illustrations change from the beginning to the end of the story? ( The trees are barely covered with snow at beginning; they’re completely covered by the end.)

• What does this tell you? ( Time is passing; winter is coming.)


PrEvIEW vOCABULAry Use the Preview and Review Vocabulary Routine in Part 2 to assess what students know about the following words: den, exploring, lodge, coats, winter, and signal. Note that den, lodge, and coat are multiple-meaning words. Ensure students understand which meanings are used within the context of this story.

CrITICAL vOCABULAry Use the Vocabulary Activities in Part 2 to preteach domain-specific vocabulary words, such as hibernate, hibernation, season, migrate, and migration. Note that migrate and migration are not words used directly in the text, but they might be helpful to discuss in relation to the text.

COgNATES Use the list of Spanish cognates at the beginning of this module to guide your Spanish-speaking students as they read the selection.

KNOWLEDgE DEMANDS

ACTIvATE BACKgrOUND KNOWLEDgE Ask students to share what they know about the four seasons. Draw a four-square box labeled Spring, Summer, Fall, and Winter. Ask students to think about what the weather is like in each season and record responses. Focus on the winter and spring seasons. Ask: What do the trees and land look like in winter? in spring? What challenges might animals face in winter? What might animals do in fall to prepare for winter?

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Struggling readerS

Have partners take turns reading a paragraph and retelling the information in their own words. Remind students to include details from the text in their retellings.


Write a sentence on the board, such as: _______ was the first (second, third, etc.) animal Snowshoe Hare saw. Model completing the sentence. Encourage students to complete the sentence and repeat it to a partner.


As you read Snowshoe Hare’s Winter Home, periodically stop to assess students’ level of understanding. For example: after reading the first page, ask: What does Bear say the signal is? (the cold air) What does the signal mean? (Winter is coming; it’s time to hibernate.) What will Bear do? (sleep for the winter)

Reread examples from the text that show changes in the seasons, and point out illustration details that support this.

If…students have difficulty understanding what happens as the seasons change,

then…discuss what the illustrations show, and return to the text to point out specific evidence. For example, Duck tells Snowshoe Hare that he is going “‘South. It’s warmer there. ’” Have students point out where each character will be living during the winter and why.

Structure

As students read, assess their understanding of the story’s repetitive structure. Revisit the illustrations. Ask: Who does Snowshoe Hare talk to as he hops through the forest? How is each animal preparing for winter? As students respond, cite text evidence to support their input. Ask students to recount the order of events.

If…students have difficulty remembering the animals and what they are doing,

then…create a timeline of Snowshoe Hare’s exploration through the forest. Who does he see first? second? Use the Timeline Routine and Graphic Organizer in Part 2 to model how to use a timeline to keep track of these events.

Explain that although Snowshoe Hare’s visit to each animal is in order in the story, the animals are all preparing for winter at the same time.



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STrUggLINg rEADErS

To help students internalize the meaning of habitat, have each student choose a character from the story and then draw a picture of the character in its habitat.


The language of the story is direct and can be understood on a literal level. Some students may have difficulty with the descriptive language.

For example, if students have difficulty understanding a sentence such as, “Something cold tickled Showshoe Hare on the nose,” explain the use of the word tickled as a way to make the story interesting and colorful. Point out that the snowflakes can’t really tickle Snowshoe Hare with fingers the way we tickle one another. By using the word tickled, the author is helping us feel what Snowshoe Hare is feeling.

Have students find other such examples of descriptive language in the story. Discuss each example, and talk about the sensory feeling each example illustrates.

KNOwLEDgE DEMANDS

The concept of habitat may be unfamiliar to many students. Explain that a habitat is the natural environment in which an animal lives. Examine the illustrations in the text. Ask: In what kind of habitat do the fish and turtle live? What other animals live in this type of habitat? What is the habitat of the other animals in the story?

If…students have difficulty understanding animal habitats,

then…show pictures of a variety of habitats (forest, desert, ocean, and so on) and discuss the kinds of plants and animals that live in such a habitat.

Guide students to use text and illustration evidence to describe the habitats of a bear, beaver, fish, turtle, duck, and hare.



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Struggling readerS

If students have difficulty completing the behavior chart, have them act out what each animal was doing when Snowshoe Hare stopped to talk. Have them discuss why that animal was doing what it was doing.


Give students examples of words and pictures describing various emotions, such as happy, sad, disappointed, puzzled, and excited. When the class is completing sentence frames to tell how Snowshoe Hare felt at the beginning and the end of the story, students can refer to these models.


eXpreSS Lead a discussion about Snowshoe Hare’s problem toward the end of the story. Ask: What is Snowshoe Hare’s problem? (His friends have all left. He’s sad. He can’t or doesn’t want to do the things they will do during the winter.) How do you think Snowshoe Hare feels as he says good-bye to his friends for the winter? How do their winter plans affect him? What happens to help solve his problem? (He has found other hares to spend the winter with; he is happy that he is not alone.)

If…students have difficulty understanding this problem and solution,

then…talk about how Snowshoe Hare feels at the end of the story. Have them look at his expression in the last illustration. Snowshoe Hare’s other “hare” friends have solved his problem.

eXtend Ask: How do Snowshoe Hare’s feelings about winter change from the beginning to the end of the story? Use text evidence, such as the illustrations on the first and last page, to support responses. Have students fold a paper in half. On each half have students write one of these sentences: At the beginning, Snowshoe Hare felt _______. At the end, Snowshoe Hare felt ________. Have students illustrate the hare’s expression to support the sentences.

Structure

eXpreSS Review the structure of the story. Remind students that Snowshoe Hare hops through the forest talking to all his friends about what they’re doing. Have students summarize the new information each animal character provides about its winter behavior.

eXtend Together create a chart with the name of each animal from the story. Under each animal name, write a brief description of its winter behavior. Have students use the book to review information and help complete the chart.



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Have students select an animal from the forest habitat to research. Ask students to share information about what it eats, where it lives, and how it behaves. Have them share their findings with the class.


eXpreSS Talk about Sentences and Words

Read aloud the following sentences from the story.

He looked up to see snowflakes tumbling and twirling. They carpeted the grassy clearing, coated the pine trees, and capped the rocks.

Ask: What does this passage mean? What do the words tumbling and twirling tell you about the snow? (The snow is falling and covering everything.) What other words could the author have used? (falling, dropping) Explain that descriptive language creates a picture in the reader’s mind that helps us better understand what’s happening. Then ask: What does the word carpeted mean? (covered) Why do you think the author chose to use carpeted?

Team Talk Say: Turn to a partner and say the sentences again using simpler words for tumbling, twirling, and carpeted.

If…students need more support with understanding descriptive language,

then…revisit the illustrations. Point out specific examples where the snow is falling and covering all the land like a carpet.

EXTEND Have students select and then illustrate another sentence from the text with descriptive language. Ask them to share why they selected the sentence and which words help create an image in the reader’s mind.

KNOwLEDgE DEMANDs

eXpreSS Lead a discussion about hibernation. Ask: Do all of Snowshoe Hare’s friends hibernate? Which animals hibernate? Which do not? Provide time for partners to revisit the text and make a list of animals that hibernate and those that do not.


then…remind them what hibernation means and guide them through the process of rereading the text to find which animals hibernate.

EXTEND The term migrate is not used in the story, but there is evidence of it in Duck’s actions. Discuss what it means to migrate. Then ask: Which animal in this story migrates? Where does it go? What words in the text support your answer?



Unit 1 • MODULE B

18 Part 1 • Unit 1 • Module B

CognatesCognates are words that have similar spellings and meanings in two languages. Many words in English came from French and, since French is closely connected to Spanish (and to Portuguese, Italian, and Romanian), many academic process words in English (e.g., compare/comparar, connect/conectar) have recognizable Spanish cognates, as do many literary and content words (gracious/gracioso; volcano/volcán).

Making the connection to Spanish cognates permits students who are native Spanish speakers to understand the strong foundation that they have in academic and literary English. These links to Spanish are also useful for native speakers of English and speakers of non-Spanish languages because they help uncover basic underlying features of our language.

ANCHOR TEXT On the Farm

ENglisH spANisH

animalattack climate collect cultivatedifferentgraingroups machine miles

animalataqueclimacoleccionarcultivardiferente granogruposmáquinamillas

ENglisH spANisH

mountainsprepared product regionrelationship selecting separate September sweater tank

montañaspreparadoproductoregiónrelaciónseleccionarseperadoSeptiembresuétertanque

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These lists contain many, but not all, Spanish cognates from these selections.

SUPPORTING TEXT The House on Maple Street

ENGlISH SPaNISH

dayfamilynewrock tepee treasure tunnel visit

díafamilianuevorocatipitesorotúnelvisitar

ENGlISH SPaNISH

admireair alarmanimalautomobilebuffalo Californiacarpenter

admirarairealarmaanimalautomóvilbúfaloCaliforniacarpintero

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1Unit


Have students draw a picture of what they think a farm looks like. Then invite them to use farm-related words to describe their picture to others. Use the sentence starter: My farm has _________.

strUggling rEadErs

Use video clips of working farms to build background knowledge. Try to find clips of a variety of farms or ranches, including a dairy farm, sheep farm, and vegetable farm.


Levels of Meaning

explanations of three different types of farms around the world to compare and contrast

Structurechapter structure, with each chapter describing a different kind of farm; table of contents; glossary; index


vocabulary specific to farming that is not defined in context but is instead defined in a glossary at the end of the text

Knowledge Demands farming of various types; some geography


In On the Farm, there is one main level of meaning: that all kinds of farms exist around the world. These farms are run by ordinary people, and are affected by their location and climate.

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PrEviEW Display the book On the Farm, and read the title. Have students examine the cover photo, chapter titles, and pictures. Ask:

• What do the chapter titles tell us about the story? (They indicate the things we might see and do on a farm.)

• What do you notice about the pictures on the bottom of p. 3? (There are three different people. Each person is working with something different.)


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tUNLOCK THE TEXT • UNIT 1 • MODULE B

• Whydoyouthinkthereisamaponp.4?(toshowwhereafarmislocated)

• Lookatpp.4,10,and16.Whyisthereamaponeachpage?(Itshowswhereeachfarmislocated.)

LaNgUagE CONvENTIONaLITy aND CLarITy

PrEvIEW vOCaBULary UsethePreviewandReviewVocabularyRoutineinPart2toassesswhatstudentsknowaboutthefollowingwords: crops, regions, dairy, product, herd, timber, plow.

CrITICaL vOCaBULary UsetheVocabularyActivitiesinPart2topreteachdomain-specificvocabularywords,suchasharvest, climate, graze, shear, co-operative

CoGNAteS UsethelistofSpanishcognatesatthebeginningofthismoduletoguideyourSpanish-speakingstudentsastheyreadtheselection.

KNOWLEDgE DEMaNDs

aCTIvaTE BaCKgrOUND KNOWLEDgE Havepartnerssharewhattheyknowaboutfarms.Tellthemtolistencarefullytowhattheirpartnershares.Thenbringstudentstogether,andhavethemsharewhattheirpartnerknowsaboutfarms.Afterward,askquestionssuchas:Whatelsegrowsonafarm?Whereareanimalsraisedonfarms?Wheredoflowersgrow?Whatdofarmersdo?

ENgLIsH LaNgUagE LEarNErs

Thecompoundwordsgrassland, farmhand, and farmworkermaybedifficultforstudents.Havethemwritethesewordsandrepeateachafteryou.Thenwritethemagain,brokenintotwoseparatewords.Explainthatthetwowordscanoftenhelpusdeterminethemeaningofthecompoundword.

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Students may benefit from dramatization to help them understand what happens on each farm. Have students work in groups to act out farm activities. Have the groups choose a farm, reread that section of the book, and choose a portion to act out.


Students may have difficulty verbalizing a sequence of steps. Use sentence frames to provide support, such as: First, the farmworkers ____. Next, they ____. Then, they ____.


On the Farm contains information about different kinds of farms.

If…students struggle to keep track of the information about the three farms,

then…use a three-column chart to categorize information and provide support.

Provide a three-column chart with the headings Sheep Farm, Dairy Farm, and Vegetable Farm. Model reading and adding information about the sheep farm, such as: Chile, cold climate, ranch=estancia, sheep grow fleece, wool is made from fleece, and so on. On pp. 6–7, have students work with a partner to identify additional facts to add to their charts. Bring students together to share their facts. Then have students return to pp. 8–9 and include one or two facts independently. Have them complete the rest of the chart independently or with a partner.

Structure

Point out the table of contents to students. Explain that a table of contents in a nonfiction book is a useful tool for quickly finding out what will be discussed in a book. Have students turn to the table of contents on p. 2 and read the section titles. Ask: What would you expect to read about on p. 10? (milking cows, a dairy farm) Let’s turn to p. 10 and see if we’re right. Now read the title at the top of the page and the first sentence. So we know that this section is, indeed, about a dairy farm. Have pairs use the table of contents to find other sections of the book and tell what each section is about.

22 Grade 2 • Unit 1 • Module B


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On the Farm introduces many domain-specific vocabulary words without clear definitions.

If…students are confused by some of the vocabulary,

then…read sections of the book aloud and stop when a domain-specific vocabulary word is introduced. Ask students if they can figure out what the word is without looking in the glossary. Work as a group to create an action or gesture that represents the word, and have students act it out.

For example, to help students remember the word herd used as a verb, have them say the word and move their arms as if gathering together some sheep.

KNOwLEDgE DEMaNDs

On the Farm requires students to understand the differences and similarities between the processes on different farms. Use the Steps in a Process Graphic Organizer in Part 2 to help support understanding of the steps it takes to milk a cow, shear a sheep, or plant a field. Divide students into small groups, and assign each group one of the three farms. Have students reread the pages in the text titled “January 2003” for shearing sheep, “September 2002” for milking cows, or “April 2003” for planting a field. Then have the groups fill in the graphic organizer, adding the appropriate steps in the process. Remind students to look for time-order words while reading, such as after, one day, during, first, and then.

On the Farm 23


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Students might benefit from listening to a model reading of the selection. Make a recording of On the Farm. Have students listen to your recording as they follow along on their own.


Stopping to figure out a word meaning can cause struggling readers to lose focus. Photocopy the glossary page, and allow students to keep it nearby. They should refer to it as they read and encounter unfamiliar words.


eXpreSS Have students work in pairs to write or dictate two facts about each farm. Have them draw a picture to accompany each set of facts.


then…review the text and illustrations in the book, and model how to find specific information about the farms.

eXtend Have students use their facts and illustrations to create booklets about sheep farming, dairy farming, or vegetable farming. They can add pages with additional facts and pictures to round out each booklet.

Structure

eXpreSS Review the glossary and index and how to use each feature of the book. Ask one student to tell the meaning of shear by looking at the glossary. Then have that student ask a second student to locate another word meaning. Continue to give several students an opportunity to look for a meaning.

Then ask students to use the index to tell where they would look to find information. For example, say: I would like to know about milking cows, particularly with a machine. Where should I look? Students should look in ABC order in the index to find the word milking. They will also see the words milking machine, followed by the page number 13. Say: Let’s turn to p. 13. I see some pictures of milking machines and cows being milked. The text talks about milking cows. This is exactly what I wanted to know about.

eXtend Have pairs of students give each other similar assignments to practice using the glossary and the index.


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Have students choose an animal, a fruit, or a vegetable and research where it grows and what climate is required to grow it. Have them present their findings to the class.



Display the following passage from On the Farm. Read it aloud with students.

Ben and his farmworkers then prepared to plant summer vegetables. First, they had to plow the fields. Ben used a plow to turn the soil. Then he used another machine to break down chunks of soil and make the ground smoother.

Ask: What is happening in this passage? (Ben is planting vegetables.) What does the word “soil” mean? (It means the ground, the dirt.) What are the first steps Ben uses to plant vegetables? (He gets the ground ready.)

teaM talk Have students turn to a partner and discuss the word plow. Plow is used twice in the passage. Have pairs talk about the meaning of the word plow in each sentence and how it is used.

EXTEND Have students rewrite the passage as if they were telling it about themselves. Have them use words like I and me as they write.

KNOwLEDgE DEMANDs

eXpreSS Have students make a list of the many duties of a farmer and his or her farmworkers on a sheep farm, a dairy farm, and a vegetable farm. Record students’ responses on a chart. Provide sentence starters to help students generate ideas, such as: A sheep farmer ____. The farmworkers ____.

EXTEND Have students tell a partner what they feel would be the best thing about being a farmer and what they would like least about being a farmer. Encourage students to use words from the text in their explanations.

On the Farm 25


1Unit


Help students expand their understanding of multiple-meaning words by sharing sentences, definitions, and pictures that demonstrate the different meanings. For example, contrast the spring from which one drinks with the season, the coil, and the action. Have students draw pictures of each use of the word.

strUggling rEadErs

Many students with reading difficulties have trouble decoding words that have complex vowel sound spellings. Help students correctly pronounce words, such as ablaze, that include a silent e, and words with short e spelled ea, such as arrowhead.


Levels of Meaning

historical tracing of land use and inhabitants of a residential lot

Structure chronological narrative told in the third person; many shifts in time


some lengthy complex sentences; some unfamiliar, context-dependent words; pictures complement text

Knowledge Demands

social history of the United States from prehistory to present


The House on Maple Street traces the history of a modern-day home back almost 300 years. While telling an entertaining story, this book details how land in the United States was settled and developed. On a deeper level, the illustrations portray the importance of family, which never changes over time.

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PrEviEW Preview the story, looking at the artwork. Point out that the narrator telling the story is not involved in the story. He is telling the story about other people. Read the first sentence. Ask: If the narrator is not telling the story, did any of the events happen to him or her? (no) How do you know the narrator is not talking about himself or herself but about someone else? (The narrator says Chrissy and Jenny live here not “I live here.”) How can you tell when a narrator is involved in the story? (There will be words like I and me.)


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PrEvIEW vOCaBULary Use the Preview and Review Vocabulary Routine from Part 2 to assess what students know about the following words: deer, herd, buffalo, arrowhead, rabbits, fox, farm, owl, bricks.

Preteach critical vocabulary words, such as forest, spring, ablaze, tepees, hunter, wagon train, wagon trail, paved, carpenters, and masons. Focus on providing prior-knowledge connections to each word. For example, say: When I saw the forest fire on the news, it looked like the entire town was ablaze.

CoGNAteS Use the list of Spanish cognates at the beginning of this module to guide your Spanish-speaking students as they read the selection.

KNOWLEDgE DEMaNDs

aCTIvaTE BaCKgrOUND KNOWLEDgE Use the Quick Write and Share Routine in Part 2 and ask: Who do you think lived here hundreds of years ago? What did the land look like? Do you think this country has always had neighborhoods like the ones we live in today? Before students get started, model an example of using prior knowledge to make an educated guess about how the United States looked hundreds of years ago. Example: I read a book about Native Americans who lived around here before this country was even called the United States. They lived in tepees instead of houses, because they had to move around a lot. They hunted buffalo for food and had to follow the herds wherever they went.

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When reading, pause every few pages to check that students understand and remember what happened in the last few pages. Ask them to summarize what has happened so far. Remind students to use this strategy when reading independently.


ELLs may have less knowledge about U.S. history than native English speakers. Spend extra time building ELLs’ background knowledge of events described in this story while reading each section of the text.


As you read The House on Maple Street, periodically assess students’ level of understanding. Ask students to examine the illustrations and text to understand the author’s purpose. Help students identify examples from The House on Maple Street that help show that although the text is fiction, its purpose is to provide information about the history of the land on which the house stands. For example, “A wagon train passed by heading for California. The settlers stopped beside the stream for a night. But they dreamed of gold and places far away and were gone the next morning.”

Structure

As students read, pause to assess their understanding of the story’s structure. Examine the illustrations. Ask: How far back in time has the story gone? What evidence in the illustrations helps you understand the time change? Model locating text and illustration evidence to support student responses. Point out the circular nature of the story and how it begins with the modern family, goes back in time, and ends again with the modern family.

If…students have difficulty remembering the events in order,

then…create a timeline as a class starting with the first chronological event and ending with the children finding the arrowhead.



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This story includes some multiple-meaning words that may confuse students, such as rose or banks.

If…students have difficulty understanding a word,

then…help them use context clues to clarify the word’s meaning.

For example, He pulled up the tree stumps left from the fire. Ask: What do you think left means in this sentence? Does it mean “the side opposite the right” or does it mean “not used up”? Substitute both meanings in place of left in the sentence, and have students tell which one makes sense.

KNOwLEDgE DEMaNDs

Explain that this story spans about three hundred years. Create a Two-Column Chart with the headings Past and Present. Examine the illustrations and ask students to note details from the images that belong in each column. Ask: What clues tell you this illustration is about present time? (modern clothes; jeans; house is brick) What clues tell you the illustration is about the past? (open fields; buffalo; Native Americans)

If…students have difficulty understanding the clues,

then…point out details in an illustration, and ask students if the item is something they see today, such as the wild herd of buffalo or covered wagon.



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If students are having trouble with vocabulary acquisition, use examples in the illustrations, such as buffalo or arrowhead, to provide support. Use prompts such as: Point to the ___. Is this a ___? Find the ___.


Contrast examples from The House on Maple Street with text examples from a journal or diary written in the first person. Point out how the pronoun I is used more often in the first-person text.


eXpreSS Help students recall the characteristics of informational and entertaining text. Then ask for examples from The House on Maple Street that show its purpose is to provide information to readers.


then…remind students that informational text gives true statements about real people, places, and things. Show students an example of a true statement in the selection, such as, “The buffalo moved on, searching for new grass, and the people packed up their teepees and followed.” Then have students find more examples.

eXtend Tell students most texts have one main purpose but can also have other purposes. Ask: Is The House on Maple Street entertaining? When is it entertaining? (when it tells about how the arrowhead was lost and found by different children) Is this story informational? When is it informational? (when it tells about the settlers and the wagon train)

Structure

eXpreSS Check that students understand how the story begins and ends and how much time elapses during the course of the story (about 300 years). Have students look at the beginning and ending illustrations. Ask: How does the author use time to tell the story? Does this make the story easier or more difficult to understand? Provide time for partners to discuss their responses.


then…have students reference the timeline from the previous activity.

eXtend Ask: Do you think the family will ever discover whose cup and arrowhead they found? Why or why not?



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Invite students to find out more about the history of the town in which they live. Have them work together to create a poster with facts and photos from their research. Display the poster in the classroom.



Display the following sentence from The House on Maple Street and read it aloud.

For a while there was a trickle of water in the spring when the snow melted, but weeds and dirt filled in the bed, until hardly anyone remembered a stream had ever been there.

Ask: What does the word spring mean in this sentence? Does it mean “a metal coil,” “to jump,” or “a place where water comes up from the ground”? (a place where water comes up from the ground) How do you know? (The sentence says there was a trickle of water in the spring.)

teaM talk Have partners work together to write a sentence using the word spring. Tell them the sentence should use a different meaning for this word than the story does. Have partners share their sentence with the class.

EXTEND Have partners work together to brainstorm other words that have multiple meanings. Encourage students to look through the text for other examples.

KNOwLEDgE DEMANDs

eXpreSS Ask students to compare the way the Native Americans, early settlers, and modern-day people live. Review the illustrations together. Ask: Even though times have changed in the story, what has stayed the same about the people? (families) Why do you think families have not changed over time? (Family members will always be important to each other even when other things change.) Guide students through the process of examining the illustrations to find support for the questions.

EXTEND Have students think about their own family and illustrate what they might look like ten years from now. Ask students to label the names of family members and write a sentence or two explaining what’s happened.



Reading Routines

Quick Write and Share ................................................................. 94

Two-Column Chart with Graphic Organizer ................................. 95

Three-Column Chart with Graphic Organizer ............................... 97

Story Map A with Graphic Organizer ............................................ 99

Venn Diagram with Graphic Organizer ....................................... 101

Web with Graphic Organizer ...................................................... 103

Time Line with Graphic Organizer .............................................. 105

Problem and Solution with Graphic Organizer ........................... 107

Cause and Effect with Graphic Organizer .................................. 109

Language Routines: Vocabulary and Conventions

Preview and Review Vocabulary ................................................ 111

Act Out or Draw Meaning with Graphic Organizer ..................... 112

Analyze Cognates with Graphic Organizer ................................. 114

Analyze Idioms and Expressions ................................................ 117

Noun Activities

Common Nouns ......................................................................... 118

Proper Nouns ............................................................................. 118

Singular and Plural Nouns .......................................................... 119

Nouns That Add –s and –es ....................................................... 119

Titles and Abbreviations ............................................................. 120

PART 2

Routines and Activities

92 Scaffolded Strategies Handbook


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Routines and Activities

Pronoun Activities

Subject Pronouns ....................................................................... 121

Plural Subject Pronouns ............................................................. 121

Object Pronouns ....................................................................... 122

Plural Object Pronouns .............................................................. 122

Verb Activities

Verbs for Past, Present, and Future ........................................... 123

Contractions ............................................................................... 123

Contractions with Not ................................................................ 124

Sentence Activities

Telling Sentences ....................................................................... 125

Questions ................................................................................... 125

Exclamations .............................................................................. 126

Commands ................................................................................. 126

Compound Sentences and Commas ......................................... 127

Vocabulary Activities .......................................................... 128


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Quick Write and Share PurPose

Use this routine to activate and build on students’ prior knowledge before reading a selection.

Procedure

1. Before reading a selection, pose a question to activate students’ prior knowledge about a topic they will read about. Give students a few minutes to jot down their ideas. Because this is a quick write, tell students that they do not need to worry about grammar or spelling. They can also use pictures.

2. Review class rules for discussion. Remind students of the proper methods for sharing ideas such as who goes first, what to do while someone else is speaking, and when it is okay to take your turn.

3. As a class, or in small groups or pairs, ask students to share their ideas with others in their group. Again, remind students that each person should speak without interruption so that everyone has a chance to share. During this discussion, assess students’ prior knowledge and clarify any questions.

Teaching TiP

When creating questions for step one, make sure they are text specific and that answering them will help students unlock ideas in the text. For example, before starting a book on animals, ask questions such as, How might an elephant take care of her baby? Why might an elephant live in a group? These questions are appropriate because they are specific to the text and ask students to recall information that will help them when reading. An inappropriate question would be Do you like elephants? because it is not text specific, and responding to the question will not help students unlock ideas in the text.

Additionally, it may benefit students to read aloud a short paragraph or excerpt relating to a key idea or topic in the text. This will help students gain confidence going into the text because it will ensure that everyone will have some foundational understanding of the text.

exTend

Have one student from each group share ideas from their discussion with the class. Use student responses to create a class list or web of prior knowledge, and display the list/web permanently in the classroom. This will act as a continual reminder to students of what they already know. As students acquire new knowledge, the information can be added to the list/web so they can see how their understanding is growing.

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Two-Column Chart PurPose

Use this routine with the Two-Column Chart Graphic Organizer. This is a multipurpose graphic organizer that is helpful when exploring and comparing ideas, story elements, or vocabulary words. Students can chart ideas within and across texts, such as how two texts address similar themes or topics, or between prior knowledge and new ideas. Students might also analyze and compare the structure of two texts.

Procedure

1. Model using the chart. Display the chart and write two topics being studied on the chart, one topic per column such as Cow and Bull.

2. Read the text.

3. Elicit responses from students based on the topics chosen. Model how to list ideas or examples in the correct columns. For example, under Cow write: gives birth and stays with her baby. Under Bull write: leaves mom as a young calf. Students’ responses should refer directly to the text.

Teaching TiPs

• Students can write in the chart, but they can also draw and list or label.

• Students can use the chart to compare story elements, such as the traits of two characters.

• Use the chart to organize ideas gathered in a class brainstorming session.

• Use the chart to explore two vocabulary words. Write the words at the tops of the columns. Then under each word, students can sketch the word, write a quick definition, or write the word used in a simple sentence.

exTend

Students can work with partners, each partner completing one half of the chart.

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Three-Column ChartPurPose

Use this routine with the Three-Column Chart graphic organizer. This is a multi-purpose organizer that works well for exploring and organizing ideas for three concepts, words, or ideas. It works well with many selections and can aid students in exploring or classifying ideas, story elements, genres, or vocabulary features. It can also help students recognize comparisons and contrasts, or chart ideas within and across texts.

Procedure

1. Display the organizer. Choose three headings and write them on the chart, such as three different vocabulary words or characters.

2. Ask students for details or examples for each heading and record them in the appropriate column on the chart. Details or examples should directly reference the text.

3. Point out that this chart helps organize information.

Teaching TiPs

• Once you have modeled how to use the organizer, students can complete the organizer independently or in pairs or small groups.

• Students can draw in the charts as well as list ideas.

• Students can use the three-column chart to explore story characteristics or characteristics of genre.

• Students can use the chart to organize ideas they generate during brainstorming.

exTend

• Students can use the organizer to record ideas that follow the idea of before, during, and after.

• After completing the class activity, have students use the chart in pairs or individually with other selections.

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Story Map APurPose

Use this routine with the Story Map A Graphic Organizer. This organizer works well with any selection with a clear sequence of events. This chart can aid students in recording the sequence of events in a selection.

Procedure

1. Display the organizer. Write the title of the selection on the graphic organizer.

2. Start reading. Pause to ask What happens first? Record what happens first on the organizer.

3. Focus on events in the middle of the story, pausing for students to identify them. Record them in the chart.

4. As you finish the selection, record important events from the end.

Teaching TiPs

• Make a list of words that tell time order, such as after, later, first, or next. Provide sentence frames to help students use them.

• Encourage students to use story maps to retell the events to partners.

exTend

After completing this activity with the class, have students use the graphic organizer in pairs or teacher-led small groups with other selections. Have students draw pictures of events in the organizer. They can label or dictate words for the pictures.

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Venn DiagramPurPose

Use this routine with the Venn Diagram Graphic Organizer. This graphic organizer works well in any situation that lends itself to comparing and contrasting. Students use this organizer to record similarities and differences between places, ideas, characters, or other elements of fiction or nonfiction.

Procedure

1. Start by comparing and contrasting something simple, such as cats and dogs. Write or draw the subjects you are comparing at the top of each circle of the diagram.

2. Point to where the circles overlap. Let students know that in this section, you’ll write similarities between the two, or how the two things are alike. Ask how the two subjects are alike. For example, you might write: both have four legs. Record students’ responses.

3. Point to an individual circle and let students know that, in this section, you’ll write details that describe only what is labeled at the top of the circle. Ask students to list details as you record them.

Teaching TiPs

• It might help students if you ask questions that lead to details to write in the diagram, such as: Arebothoftheseelephants?Dobothofthemhavefourlegs? and so on.

• Help students by providing sentence frames: These two things are alike because___. These two things are different because___.

• List words that signal comparing and contrasting, such as alike, different, or but. Instruct students to identify those words in the text as they read.

exTend

Students can use the Venn Diagram to compare topics in informational texts, such as two plants, two animals, or two different games.


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WebPurPose

Use this routine with the Web Graphic Organizer. This graphic organizer has multiple uses and is appropriate for all levels of learners. It will aid students in exploring their prior knowledge as they brainstorm related ideas, recognize concept relationships, and organize information. Students can highlight a central concept and connect it to related words, ideas, or details.

Procedure

1. After students have read the text, display the organizer. Write or draw a central idea or topic in the middle of the web. This can be a character name, a setting, or an idea from the text. (for example, a calf )

2. Ask students for ideas that are related to the central idea. Record those ideas in the circles attached to the middle circle. (for example, cows protect calves, they are born one at a time, calves drink milk)

3. Point out that the lines show connections. Explain to students how the information in each outer circle connects to the main topic, calf.

Teaching TiPs

• Once you have modeled how to use the organizer, have students complete the organizer independently, in pairs, or in small groups.

• Encourage students to explain how the ideas on the web are related to the central ideas. Provide sentence frames to help students talk about the web. The important idea is ________. Some ideas related to this are ________.

• Use this web to organize information, explore main ideas and details, character names along with their traits, and vocabulary words and their synonyms.

• Encourage students to use pictures or have them dictate the words to fill in the chart.

• After students create a web, have them write a sentence or short paragraph telling how the concepts are connected.

exTend

• Students can use the organizer to record ideas about a topic in content area reading, such as things plants need to grow.

• Have students use the web to record background knowledge about a topic. Use the webs to assess gaps in understanding as you plan instruction.


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Time LinePurPose

Use this routine along with the Time Line Graphic Organizer to organize events from fiction or nonfiction texts in sequential order along a continuum.

Procedure

1. After reading a selection, ask students what happened first. Record the first event on the chart.

2. Continue asking students to name events in order, placing them on the continuum. Point out that they will use this chart the same way they read, from left to right.

3. It may be helpful to list all of the events first, and then place them in order on the time line to ensure that the important events are included.

4. If there are specific dates or references to a specific time (Tuesday, July), record those under the event

Teaching TiPs

• Remind students to look for clues in the text to the order in which things happen. They might find dates or clue words such as first, next, then, and last.

• If students need extra support, write events from the text on sentence strips. Have students work in pairs or small groups to place the strips in order, and then write the events on the time line.

exTend

Have students use the time lines to retell the stories. They can use this routine with other selections as a group, or in small teacher-led groups.


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Problem and SolutionPurPose

Use this routine with the Problem and Solution Graphic Organizer. This graphic organizer works well with any selection with clear problems and solutions. The organizer can aid students in identifying problems and solutions presented in fiction or nonfiction.

Procedure

1. Talk with students about what a problem is. Elicit from students that a problem is something that needs to be solved. Give an example of a problem from the selection. (Mother needs a chair.)

2. Record the problem in the organizer.

3. Ask students what happens in the selection to “fix” the problem. (They save up to buy a chair.)Tell students that fixing a problem is the same as solving a problem.

4. Record students’ responses in the solution section. Student responses should reference the text directly.

Teaching TiPs

• Once students understand how to use the organizer, focus on a problem and solution from another text.

• Provide sentence frames to help students discuss problems and solutions: One problem in the text is _____. One way to solve it is _____.

• Students can draw problems in the graphic organizer and then label them with words or phrases.

exTend

• Have students work individually or in pairs to find more problems in the text. Then use the graphic organizer to list them along with the solutions.

• Write a problem in the school, classroom or community in the problem box and have students work in pairs or small groups to brainstorm solutions.

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Cause and Effect PurPose

Use this routine with the Cause and Effect Graphic Organizer. This graphic organizer works well with any selection that has clear cause-and-effect relationships. It can help students identify cause-and-effect relationships in either fiction or nonfiction.

Procedure

1. Discuss effect with students. Elicit responses from students telling that something that happens is an effect. Record or draw an effect on the graphic organizer. (I got out my umbrella.)

2. Then ask students: Why did that happen? Discuss with students that the reason something happens is a cause. Record or draw the cause on the graphic organizer. (It started to rain.)

3. Restate the cause and effect: It started to rain so I got out my umbrella.

Teaching TiPs

• Remind students to ask themselves What happened? and Why did it happen? to identify effects and causes. It is usually easier to identify effects first, before the causes.

• List clue words that signal causes and effects, such as because and so. Look over the clue words with students, but remind them that not all causes and effects in selections have clue words.

exTend

• Students can draw, write, or dictate causes and effects from the selections they are currently reading. They could record, for example, causes of thunderstorms or of events in history.

• If students need extra assistance, fill in either causes or effects before distributing the organizer.

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Preview and Review Vocabulary PurPose

Use this routine to assess what students know about words they will encounter in a reading selection. This activity also is a way to review the vocabulary from previous selections so that students internalize the words.

Procedure

1. Select 8–10 words for vocabulary study. Use words from the vocabulary list in the Teacher’s Guide and select the remaining words based on the needs of your students. Include 2–3 words from a previous selection in the list.

2. Display the words and read each one aloud to students. Have students record words in a vocabulary notebook for later reference. Then have students read each word with you.

3. Ask them to first decide which words they think will be in the story before joining a partner for the following step.

4. Have students explain to a partner why they chose each word and why some words were not chosen. Afterwards, pairs can explain their choices to the class. Explaining why is a very important step, because students will use their background knowledge of the word to predict the content of the story. These explanations also demonstrate what students know about a word. It helps to provide more background to students who may not be familiar with the words.

oPtions for Varying this routine

Replace steps 3–4 with one of the following:

• Select words they want to know more about.

• Select words they don’t know or understand.

extend

• Have students create a word web relating the vocabulary terms to other words they know. These can be words with similar affixes, sounds, or meanings.

• Choose 10 words from the text that exemplify the story’s characters, setting, and problem (for example, Frog, Toad, afraid, mountain, trembling, shaking, avalanche, climb, leaping, ran, brave). Have students sort the words into three categories: characters, setting, and problem. Then, work together as a class to create a 1–3 sentence prediction about the story (For example, Frog and Toad live in a mountain. They are afraid, and are trembling and shaking. They save a city from an avalanche.) Make sure the prediction includes many of the words. The purpose is to have students use new words to practice making predictions, so it is okay if the predictions are “wrong.”


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Act Out or Draw Meaning Introduce

Explain that one way to learn and remember new words is to draw or act out new words. Provide an example from something that students have recently read: I just read a new word in a science text: solar. If something comes from the sun, it is solar. For example, energy that comes from the sun is solar energy. I drew a picture of the sun with arrows showing the energy coming from it. (Display picture.) I can also act out the meaning by standing up like the rising sun. I can move my arms in a circle to show the energy coming from the sun.

teach/Model

Introduce words from the selection. Choose “picturable” words. Work in teacher-led small groups, and give each group a word. Have students work together to create a picture and/or gestures to demonstrate meaning of the words. Each group can later share with the class as you monitor for understanding.

Practice Play a guessing game with students. Distribute words on index cards that students have learned in class. Students can take turns drawing pictures or acting out word meanings for the class to guess. Use the worksheet for students to create dictionaries of word meanings. Distribute copies of the drawing frames when students learn new words. Have students keep and add to their own personal dictionaries.

assess Have students explain their drawings. Clear up any misconceptions. Discuss with students how drawing words may help them remember word meanings.

teachIng tIp

Drawing a word aids understanding because it requires students to express ideas in a different format. If students doubt their artistic ability, reassure them that they will not be evaluated based on how their drawings look, but rather on their ability to explain how their drawings help them understand new words.

Consider modifying the graphic organizer to include a place to record synonyms as well as dictionary definitions.


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Word:

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Analyze CognatesPurPose

Identifying cognates in texts is a useful strategy for expanding vocabulary, helping students understand more words in English, validating the home language, and making clear connections between the home language and the target language, English.

Introduce

Use this lesson with students who are literate in languages that have many cognates of English words, such as Spanish, Portuguese, French, and Italian. Present a chart like the one below. Read the words with students, and note the similarities across various languages. Tell students that when words look similar and have a similar meaning in different languages, they are called cognates. Invite students to suggest other cognates they know in English and another language. Tell students that cognates can help them understand more words in English.

English Spanish French Italian

demand demanda demande domanda

teach/Model

Explain to students that cognates in different languages usually have the same origins. For example, the different words for demand are all based on the Greek word parts -mand which means order. Explain that because many scientific words have Greek or Latin origins, they are often cognates.

Point out that sometimes words in different languages are “false friends,” which means they look almost the same, but they don’t mean the same thing. For example, the Spanish word sopa looks and sounds similar to the English word soap, but it means “soup.” Ask students to give other examples of “false friends,” or false cognates, words that are not true cognates.

Together, find an example of a word from a selection text that students think is a cognate and discuss their rationale.


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Practice Copy and distribute the Personal Cognate Chart. Have students look for English cognates of home-language words in an English text they are reading. Help them decide whether or not the words really are cognates. Suggest that students consult resources such as bilingual dictionaries, other students, or the Internet (with your guidance) to find translations and word meanings. Students might make a class chart showing words for classroom vocabulary in various languages.

assess Ask students to say or write examples of cognate pairs in English and their home language, and one example of a “false friend.” Ask: How does knowing cognates help you to understand the meaning of words?

ExtEnd

Encourage students to use the cognates they have found in a sentence. They can write or tell the sentence in both English and their home language.

english language learners

Cognates are words that share origins and appear in similar forms in different languages. For example, the English word school is of Greek origin and it is similar to the Spanish escuela, the French école, the Polish szkoła, and the German schule. For speakers of languages that share word origins with English, the study of cognates can be a powerful vocabulary-building tool.

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Analyze Idioms and ExpressionsPurPose

Idioms are phrases that have a figurative meaning such as hit the road. An expression is a group of words used as a unit such as wise guy.

Because the meanings of idioms and expressions are not literal, students may need extra support to understand them. Students who speak other languages at home might have added difficultly since there may not be a similar idiom in their own language they can relate it to. The best approach to teaching idioms and expressions is to discuss them in context of a classroom text or in conversation. By exposing students to idioms and expressions, they will be better able to recognize and understand them when reading or listening to conversations and media.

Teach/Model

Explain that idioms are phrases that communicate an idea or feeling that cannot be understood based on what they say. Provide an example such as line up. Explain that this does not mean drawing a line or putting up a line in the classroom. It means to make a line of people. Ask students if they know any other idioms or expressions, or provide additional examples. Write them on the board and discuss what they might mean based on the context in which they were heard or read.

pRactice Point out idioms and expressions in selection texts that students are reading or that you read aloud to them. Have students try to guess the meaning. Have pairs use the idiom in a sentence. Clarify any misunderstandings and provide corrective feedback.

exTend

• Have students draw the literal meaning of an idiom or expression and describe the figurative meaning. Compile a class book or poster of idioms and expressions to display in the classroom.

• As a class, or in groups, discuss why someone might be confused by a particular idiom. For example, to sleep on it can be confusing to understand because you might visualize someone sleeping on top of something else.

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Common NounsIntroduce Point to objects in the room, and have students name them. Tell students: We have names for the things around us. A noun is a word that names something or somebody.

teach/Model After students read the selection, explain that a noun names a person, a place, an animal, or a thing. Have students place the following four words into a chart, like the one below, in the correct column: boy, school, bird, desk. Then, provide a list of words from the selection for students to place in the correct column.

Person Place Animal Thing

boy school bird desk

PractIce Partners can look through a selection and say the nouns for people or things in the pictures. Then, have them place the words in the correct column of the chart.

assess Check student understanding by reviewing the charts that each pair completes.

English languagE lEarnErs

Children’s home languages also have words for people, places, animals, and things. To help them learn English nouns, bring items—apples, hats, dolls, stuffed toys, dishes, and so forth—for vocabulary building.

Proper NounsIntroduce Have students practice writing their names. Point out that each student’s name begins with a capital letter. Tell students: Each of us has our own special name. A proper noun is the special name of a person, place, animal, or thing.

teach/Model Explain that a proper noun names a special person, place, animal, or thing. A proper noun begins with a capital letter. Have students place the following words into the chart in the correct column: Fluffy, London Bridge, Mexico, Alex. Then, provide a list of words from the selection for students to place in the chart.

Special Person Special Place Special Animal Special Thing

Alex Mexico Fluffy London Bridge

PractIce Partners can look through the text and point out the names of special people, places, or things in the pictures. Have them place the words into the correct column.

assess Check students’ understanding by reviewing the charts that each pair completes.


• Students whose home language are non-alphabetic, such as Chinese, Korean, and Japanese, may need extra practice writing names with letters.

• In some Asian languages, family names appear first in persons’ names. Point out that, in English, the family name follows the person’s first name.

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Singular and Plural NounsIntroduce Point to one book and say: a book. Point to two books and say: books. Repeat with a girl and girls. Have students name other singular and plural nouns as you point to them. Say: Some nouns name one thing. They are called singular nouns. Some nouns name more than one thing. They are called plural nouns.

teach/Model Discuss with students that adding –s to most nouns forms the plural. Plural means more than one. Write the words noted above on a chart like the one below. Have students select objects around the room and record them under One or More than One.

One More Than One

girl girls

school schools

dog dogs

PractIce Provide a list of singular and plural nouns from the current reading selection. Provide a chart like the one above, and have students work alone or in pairs to correctly place the words from the list into the correct column.

assess Check for understanding by reviewing pairs’ charts to be sure they have the words in the correct columns.

english lAnguAge leArners

In some languages, including Chinese, Hmong, and Vietnamese, nouns do not have plural forms. Instead, the plural is indicated with an adjective.

Plural Nouns That Add –s and –esIntroduce Point to two chairs and say: chairs. Repeat with boxes or other items represented by a plural noun ending in –es. Tell students: We usually add –s to form a plural. But if the noun ends in –ch, –sh, –ss, or –x, we add –es.

teach/Model Explain to students that most nouns add –s such as books and girls. However, some nouns add –es: boxes, brushes, classes. Put these words into the chart and help students identify and categorize other plural nouns with –s or –es endings.

PractIce Provide a list of singular words from the text that include both types of nouns. Using the chart below, have students organize the words into the correct column.

Add –s Add –es

chairs boxes

assess Have students say or write a noun from the reading that adds –es. Have students use the word in a sentence.


Spanish-speaking students who have begun to read may be familiar with using –s and –es endings for plural nouns, as in the Spanish words for plants and flowers: plantas and flores.

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Titles and AbbreviationsIntroduce Write the names of various school staff members on the board, including titles such as Mr., Mrs., and Dr. Read the names aloud with students and underline the titles as you say them. Point out the titles that are abbreviations, or shortened forms of words.

teach/Model Present the concept and provide examples:

1. Proper names may begin with a title such as Mrs., Mr., Ms. or Dr.

2. A title begins with a capital letter. If a title is an abbreviation it ends with a period.

Title Example

Mr. (mister) Mr. Garza

Ms. (miz) Ms. Prince

Mrs. (missus) Mrs. Dexter

Miss (miss) Miss Wong

Dr. (doctor) Dr. Marco

PractIce Divide students into pairs and have them review a classroom text to find more examples of titles and abbreviations. Have students put the examples in a chart like the one above. Remind students that there are other titles such as Senator, President, and Professor that they may encounter in the text, which are not abbreviated. Have them keep and add to the chart as they read.


• Students may not realize that, in English, the title Doctor is used for both men and women.

• In some countries, the word teacher is used as a title. Point out that in the U.S. teachers are addressed with a title such as Mr., Ms., Mrs., or Miss.



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Plural Subject Pronouns: We, You, TheyIntroduce Hand out markers or crayons of different colors to pairs of students, giving each pair one color. Indicate everyone and say: We all have markers. Point to and look at a pair of students near you, and say, for example: You have a blue marker. Point to another pair and say: They have a red marker. Explain: The words we, you, and they are pronouns. They tell about more than one.


• We, you, and they tell about more than one.

PractIce Write sentences such as these on strips: Reina, Tran, and Cali play with cars. The dog and cat run fast. Peter and you will sit. Cut them into subject and predicate. Create strips with We, You, and They. Have students replace the noun strips with pronoun strips. Help them read the new sentences.


Many languages have different words to indicate you singular and you plural. Reassure students that in English you can refer to one person or more than one person.

Subject Pronouns: I, You, He, She, ItIntroduce Point to yourself and say: I am a teacher. Point to the students and say: You are students. Point to a boy and say: He is a student. Point to a girl and say: She is a student. Indicate everyone in the room and say: We are at school. Explain to students that pronouns such as I, you, he, she, we, and they are used in place of nouns or noun phrases, such as people’s names. These pronouns are used as the subject of a sentence. We do not say “Me am a teacher” or “Him is a student.”

teach/Model Present the concept and provide examples from the current reading selection:

• A subject pronoun is used as the subject of a sentence.

Subject Pronouns

Singular I, you, he, she, it

Plural we, you, they

PractIce Say these sentences, or choose examples from the text, and have students rephrase them using subject pronouns: Ana sits in the third row. Max sits here. Ana and Max are cousins. The sandwich is the teacher’s lunch.


In languages such as Spanish, Chinese, Vietnamese, Korean, and Hmong, some subject pronouns can be omitted from sentences because the context indicates the subject. If students say sentences such as Is good (for It is good) and Am tired, provide practice using subject pronouns.

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Plural Object Pronouns: Us, You, ThemIntroduce Display and read these sentences: Li and Pam sang for us. We heard them. I will sing you a song. Explain that the pronouns us, them, and you tell about more than one. They are used after action verbs, or after words such as for, at, with, to.


• The pronouns us, them, and you are used in the action parts of sentences, after an action verb or preposition. For example:

Mari and I will have a race. Will you watch us?

The chairs are in the way. Please move them.

We will race you and Ben. We will run with you.

PractIce Display the words us, them, and you. Have students call out pronouns to finish these rhymes: I bring these flowers for Gina and Clem. These pretty flowers are just for _____. My friends and I ride on the bus. Come along, and ride with ______. My very best friends are you and Sue. I’m glad that I am friends with______!

Then provide example sentences from the text and have students complete the sentence frames.


Some languages distinguish the gender of them with two different words. Reassure students that in English, them is used for males, females, and things. Also, remind students that them does not need –s.

Object Pronouns: Me, You, Him, Her, ItIntroduce Display and read aloud these sentences: Givethebooktome.Shecalledyou.Thatbookbelongstoher.Isawhimyesterday. Explain that pronouns such as me, you, him, and her are used after action verbs or after words such as for, at, with, to. They are used in the action parts of sentences. We do not say Give the book to I or You saw he yesterday.


• Different pronouns are used in the action parts of sentences, after an action verb or preposition.

• You is used in either part of a sentence.

PractIce Pose open-ended sentences, cueing object pronoun endings by gesturing to different people in the room: I will help... [gesture toward a girl] Students should finish the sentence: her.


Spanish, Chinese, and Vietnamese speakers and other English learners may use subject pronouns as objects (We like she; Yon saw they) until they have enough practice in English to recognize and use pronoun forms well.


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ContractionsIntroduce Say these sentences: I am your teacher. I’m your teacher. I said the same thing twice. In the second sentence, I made a contraction from I am. We can make a contraction with a pronoun, such as I, you, he, she, or they. Put it with a verb such as am, will, are, or is.


• Make a contraction with a pronoun plus am, will, are, or is.

If you are going, I am going too. If you’re going, I’m going too.

She is my sister. She’s my sister.

You are my friend. You’re my friend.

I will go now. I’ll go now.

PractIce Provide students with examples of contractions from the text. Have students write the sentences with and without contractions.


Students may hear I’m and it’s repeatedly but may not recognize them as contractions. Have students make these word cards: I, am, I’m, it, is, it’s. Have them match the contraction to its two words.

Verbs for Past, Present, and FutureIntroduce Write and say the following sentences: Mary walked to school. (past) She walks every day. (present) She will walk home later. (future) Identify the action that took place in the past, the action that is happening in the present, and the action that will happen in the future.

teach Present the concept and provide examples from the current reading selection:

• Some verbs tell about the past. They may end in –ed.

• Some verbs tell about the present. They may end in –s or have no ending.

• Verbs in the future tense tell what will happen in the future. We use the helping verb will to form the future tense.

Verbs in the Past waited, called, learned

Verbs in the Present waits, wait, calls, call, learns, learn

Verbs in the Future will wait, will call, will learn

PractIce Write the following signal words: yesterday, now, tomorrow. In pairs, have students think of a sentence containing each signal word. Monitor for correct use of the past, present, and future tenses. Have students say or write the sentences.


Word order in sentences varies across languages. In Spanish, the verb can appear before the subject. In Korean, the verb appears at the end of the sentence. Provide extra practice with word order in sentences.

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Contractions with NotIntroduce Say and display these sentences: I do not know. I don’t know. Say: These two sentences mean the same thing. The word don’t is the words do and not put together. It is called a contraction. We can make a contraction by putting a verb together with the word not. An apostrophe takes the place of the o in not.


• A contraction is a short way to put two words together.

• An apostrophe takes the place of a letter or letters.

They do not see me. They don’t see me.

You are not walking. You aren’t walking.

I did not get a pen. I didn’t get a pen.

That is not my dog. That isn’t my dog.

PractIce Display don’t, isn’t, didn’t, and aren’t. Have students reword these sentences using the contractions: Cats do not bark. That is not true. I did not know. My dogs are not big. Students can say or write the reworded sentences.


• Spanish-speaking students will know these contractions: al = a + el; del = de + el. Explain the apostrophe in English.

• In Spanish, Haitian Creole, and other languages, double negatives are correct. (comparable to I did not do nothing) Explain how –n’t is used in English.


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Types of Sentences: QuestionsIntroduce Say: Listen to these sentences: What is your name? Where do you live? How old are you? Do you have any cats? Ask: How are these sentences different from statements? (They each ask something.) Write two of the sentences on the board. Ask: How else are they different? (Each one ends with a question mark.) A sentence that asks something is called a question.

teach/Model Present the concept and provide examples from the reading selection:

• A sentence that asks something is called a question.

• It starts with a capital letter and ends with a question mark. For example: How are you? What is your teacher’s name? Where is your school?

PractIce Have students ask each other questions about what they did yesterday. For example: What did you eat for lunch? Who played games with you? Then, have students find examples of questions from the text. Remind students that the questions will end with a question mark.


Help students understand that questions in English often begin with words such as who, what, when, where, how, do, and did. Speakers of Asian languages often form questions by adding words to statements, comparable to The water is cold, no? Provide extra practice with English questions.

Types of Sentences: Telling SentencesIntroduce Display and read aloud these sentences: We jump rope. My brother plays with toy cars. Say: Let’s look at these sentences. Each one starts with a capital letter and ends with a period. Each one tells something, so it is a telling sentence. A telling sentence is called a statement. It states, or tells, something.


• A sentence that tells something is called a statement, or a telling sentence.

• It begins with a capital letter and ends with a period.

StateMentS: The cat is black. My mom likes cats. We have two cats.

PractIce Make sets of cards using examples from the text: The cat / sees / the bird. / The bird / sees / the cat. Mix the cards, and have students form statements. Remind them to put the capital letter at the beginning and the period at the end.


Students who read in Spanish may recognize that a sentence begins with a capital letter and ends with a period. The Spanish word for “capital letter” is mayuscula, and the period is called punto (which can mean “point,” “dot,” or “period”).

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Types of Sentences: CommandsIntroduce Give students various commands such as these: Please stand up. Walk to the front of the class. Say hello. Sit down. Ask: How are these sentences the same? In each one, I am telling you to do something. A sentence that tells someone to do something is called a command. It begins with a capital letter and ends with a period.

teach/Model Present the concept and provide examples from the current text:

• A command is a sentence that tells someone to do something.

• It begins with a capital letter and ends with a period.

For example: Come to my house. Play with me. Draw a picture.

PractIce Share this poem. Have students mime the actions mentioned in the commands. 1, 2, tie your shoe. 3, 4, touch the floor. 5, 6, pick up sticks. 7, 8, close the gate. 9, 10, twist and bend. Brainstorm other rhyming commands. Have students find examples of commands in the text. They can write them or read them aloud.


Help students recognize that, in English, a command usually does not state the person (“you”) who is commanded to do something. English commands also may not state that the action should be done now. “Please take this to the office” means “(You) please take this to the office (now).”

Types of Sentences: ExclamationsIntroduce Write and say in an excited voice: I am very happy! Have students repeat, and then ask: What feeling does that sentence tell about? (excitement; happiness) Whenever you say something with strong feeling, you are saying an exclamation. A written exclamation begins with a capital letter and ends with an exclamation mark.


• An exclamation is a sentence that shows strong feeling.

• It begins with a capital letter and ends with an exclamation mark.

For example: This is fun! This swing goes high! I can touch the sky!

PractIce Say these sentences and have students repeat them as exclamations: That dog is big. He is barking. I can’t hear you. Have students find and read examples of exclamations in the text. Remind students that the exclamations will end with an exclamation mark.


The exclamation mark at the end of an exclamation is the same in English and Spanish. Tell Spanish-speaking students that, in English, there is no exclamation mark at the beginning of the sentence.



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Compound Sentences and CommasIntroduce Display and read these sentences: I went to Mimi’s house. We ate lunch. Explain: These two sentences have ideas that go together. We can join them to make a longer sentence: I went to Mimi’s house, and we ate lunch. Here’s what to do (demonstrate as you talk): Take out the period in the first sentence; put in a comma instead; add and. Add the second sentence, starting with a small letter. To join sentences that have opposite ideas, use but: I went to the library, but it was closed.


• A compound sentence has two sentences joined by a comma and the word and or but.

Simple Sentences •I am 8 years old. I am in the second grade.

•Joe likes bikes. He does not have one yet.

Compound Sentences •I am 8 years old, and I am in the second grade.

•Joe likes bikes, but he does not have one yet.

PractIce Provide compound sentence examples from the text. Write sentence pairs on sentence strips: Juanita likes cats. She doesn’t like dogs. / Ana loves animals. She has many pets. On each of four cards, write and, but, and two commas. Distribute cards and sentence strips, and have students join the sentences with a comma plus and or but. Have students read the compound sentence aloud, pausing at each comma.


Students may have difficulty seeing the clauses in a compound sentence. Point out the conjunction (and; but) in the examples. Give additional practice finding the subject and verb within independent clauses.

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Word AssociationsChoose three selection vocabulary words and write them on the board. Discuss each word’s meaning and give examples. Use the words in sentences and invite students to ask questions about each word. Then challenge students to associate one of the chosen vocabulary words with a presented word or phrase. For example, you might ask:

• Whichwordgoeswithprotectingandobeying?(officer)

• Whichwordgoeswithseeingandexploring?(flashlight)

• Whichwordgoeswitheatingorsharing?(portion)

See It, Learn It, Own ItWrite the vocabulary words for a selection or module on the board or on large sheets of paper. Display the words. Ask students to rate their knowledge of the words. Students should indicate whether they do not know the word at all; whether they have heard of the word; whether they know something about the word; or whether they know the word well. Ask volunteers to share word meanings as well as other information or associations about the words. Clarify meanings as necessary, and then invite other volunteers to use each word in a sentence. Record sentences and discuss.

Use VisualsWrite the vocabulary words for a selection or module on the board. Point to each in turn and provide a student-friendly definition. Then display pictures that evoke the words’ meanings. For example, for the word portion, you might show a picture of several orange slices, a piece of pie, or a helping from a bowl of rice or vegetables. Challenge students to name as quickly as possible other items they might have a portion of. Discuss students’ responses.

Possible Sentences (Part 1)Identify a list of four key concepts, terms, or words from the selections students will read. The terms might be familiar or unfamiliar. Write them on the board and discuss their meanings. Then ask student volunteers to choose two of the four words and use them in a sentence that they think might possibly appear in their reading. Record sentences as students suggest them.


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interAct with textPossible Sentences (Part 2)As students encounter the selected words from Possible Sentences Part 1 during reading, have them return to their “possible” sentences and, with a partner, compare these sentences with words as used in the selection context. Ask pairs to discuss their understandings of the concepts, terms, or words and indicate whether their understandings changed as they read. Invite students to recraft the original possible sentences based on new understandings and share them with the class. Record alternative sentences as students continue to read.

Your Turn!Review the meaning of each word as it is used in the selection. Then ask students to connect the word with their own knowledge and experience. So, for the word stomping, ask students to name and describe a time when they found themselves stomping or to imagine and explain an appropriate time in the future when they might need or want to stomp.

Vocabulary VoteHave the class choose four selection vocabulary words from the module. Write them on the board. Using selection context, discuss the words’ meanings, clarifying and elaborating as needed. Then have student pairs choose one of the words and come up with two sentences, one in which the word is used correctly and one in which an incorrect meaning is suggested. Invite pairs to share their sentences with the class, and have the class vote on which of the two sentences uses the word correctly.

What It Is/What It Isn’tThis activity works best with concepts/terms that are nouns. To deepen students’ understanding of a key concept in one of the selections from the module, create a “What It Is/What It Isn’t” notecard. Divide a large notecard in half, both vertically and horizontally. Write the word or concept you’ll explore at the top of the card. Label the box on the top left-hand side “What It Is.” On the bottom left-hand side write “Examples.” The top right-hand box is labeled “What It Isn’t.” The bottom right-hand side is labeled “Nonexamples.” As a class, populate the card, discussing students’ responses as they are offered. For example, a card for the word vegetable might look like this:

VEGETABLE

What It issomething you eatnutritiouspart of a plant

What It Isn’ta colora school supplya fruit

Examplesbeanspeascarrots

Nonexamplesthe color blacka pencilan apple, a pear, a cherry

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Select words from the module that have multiple meanings. Write these words on the board. Discuss with the class alternate meanings for each word and add those meanings next to the words. As students discover the words in context, ask them to indicate by raising their hand which meaning works best in the selection. Students should explain why they chose the meanings they did.

Word SortsProvide students with index cards on which vocabulary words are written, one word per card. Ask students to sort the words in categories you provide, such as Words that Show Action, Words that Name Things, Words that Connect to the Unit Theme, and so on. Or have students create categories and explain the rationale behind their sorts.

ExprEss and ExtEndWord of the DayChose one of the vocabulary words from the module to be the “word of the day.” Write it on the board, along with five or so clues about the word. So, for the word fresh, you might provide the following clues:

1. This word is an adjective, or describing word.

2. It can be used to describe something new.

3. It is often used to describe water.

4. People like to buy this kind of fruits and vegetables.

5. It means the opposite of stale.

Provide an envelope for students to write their guesses on. Remind them to include their names with their guesses. At the end of the day, the student who provides the first correct guess you draw from the envelope is the winner for the day.

Name That Word!Explain to students that you will read aloud five words from a selection. Then you will give clues about one of these words, and the first student to guess the correct word will win the game. For example, you might provide the following clues for the word certain: This word is a describing word. This word describes what you are when you are very sure of something. Repeat for the remaining words.



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PantomimeIdentify words from the module that lend themselves to pantomime, such as gnaw, fold, fell, and jab. Say the words aloud and review their meanings as a group. Then assign partners one of the words and ask them to think of a way they could act out or pantomime the meaning of the word for the rest of the class. Provide assistance and feedback as needed. Invite each pair to come to the front of the class or circle to perform while the rest of the class tries to guess the correct vocabulary word.

Memory GamePrepare a maximum of 25 cards: 12 word cards with vocabulary words from the module; 12 match cards with definitions or pictures; and 1 wild card. Shuffle the cards and place them facedown in a 5 x 5 grid. Explain that, for each turn, a student will turn over and read two cards. If the cards are a match (the word enormous and a picture of an elephant), the student will take the cards. If they are not a match (the word dim and a picture of a bright sun), the student will turn the cards back over and leave them in the same place. Play continues in turn until only a single card remains. Students may use the wild card only if they can provide an appropriate match. For example, if a student draws the elephant picture and the wild card, he can say the word enormous aloud. This can be checked at the end of the game by looking at the remaining card, which should match the answer supplied earlier. The student with the most cards wins.

BingoHelp students arrange word/picture cards in a 5 x 5 grid, placing a “free” card in the middle. Explain that you will select definitions from the definition pile and read them aloud. They will place markers on the word/picture cards in their grids that match the definitions. The first student to mark an entire row, column, or diagonal wins the game.

Yes/No and True/FalsePrepare a list of yes/no questions and true/false statements for the vocabulary words in a particular selection or module. For example, for the words grand and island, you might prepare the following questions or statements:

• Yes or no: Is a t-shirt grand?

• True or false: An island is surrounded by land.

As in these examples, questions or statement should be designed so that answers require full knowledge of the words. Divide the class into two teams. Have one player from each team come up and sit in chairs in front of the class. Say each question or statement aloud, and the first student to correctly answer yes or no or true or false has 10 seconds to explain his or her answer. If the player successfully explains, his or her team gains a point. If the player answers incorrectly or cannot provide an adequate explanation within the time limit, his or her team loses a point. The team with the most points at the end wins the game.

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Identify words in the module that go together, such as nouns, verbs, adjectives, or words that describe a topic. Ask students to tell which two of the three words you will say aloud go together. For example: Which of the following two words are location words: around, aunt, beside?

Extra ExamplesIdentify vocabulary words in the module that are verbs. Say each word (for example, glow), review its meaning with the class (“to give off a bright light”), and provide an example (The digital numbers on my clock glow in the darkness of my room). Challenge students to write down as many other examples of the word as they can within a certain time frame (a firefly, a light bulb, the moon, and so on). Ask students to count how many examples they came up with. The student with the highest number of appropriate examples wins the game, but invite all students to share their examples with the class.

Decorate Your Word!Have students choose their favorite word from a selection or module. Explain that they will write and then decorate their word in order to show what it means. For example, for the word whisper, they might write the word in very small letters and draw a picture of a person whispering in someone’s ear. Help students as necessary to write their word in the center of a piece of paper. Then provide art supplies as well as scissors and magazines. You may choose to play a word-guessing game with students’ pictures and then display them around the room.

Same and DifferentIdentify pairs of words from the module that are similar (such as sparkling and glistening) and pairs that are different (rises and sets). Say the two words aloud and ask students to tell if they are similar or different and explain why.



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Either/OrReview with students the vocabulary words learned in a selection. Then have them answer the following either/or questions: Which word means “a living thing with roots in the soil,” a plant or a seed? Which word means “a little object that is placed in the soil to grow,” a plant or a seed?

Card GamesPrepare a deck of 40 word cards, using the words students explored in a particular module or unit. Then prepare match cards for each word card, which might include a definition, a synonym, an antonym, a cloze sentence in which the word makes sense, a picture symbolizing the word’s meaning, an English translation, or some other appropriate match. For example, a student might pair a word card labeled defend with a match card on which its definition appears: “to protect.” Students can play a variety of games with these cards. For “Fish,” all the cards are dealt and players pick one card from the player on their left in turn, placing any pairs they make on the table. The first player to pair all cards wins. For “Old Teacher” (a variation of “Old Maid”), an extra card is prepared with a generic drawing of a teacher. The game is played like “Fish,” except the student who is left with this card is the “old teacher.” In all card games, students must read their pairs aloud. Other players can challenge a student’s pairs, in which case a dictionary would be used to settle the dispute. Either the challenger or the player may get an extra turn, depending upon who is correct.

cognAte ActivitiesCognate SortCreate word/picture cards for words in English that have numerous cognates, such as music, computer, park, and family. Then create word cards with cognates for these words, such as música, musique; computador, komputer; parque, parc; familia, famiglia. Have students sort the cognates under the correct word/picture cards. Be sure to ask students if they know of other cognates you might add to the list. Afterward, conduct a discussion with students about what similarities and differences they notice between the words and how cognates can be helpful to them as they explore new languages.

Cognate MatchMake a list of words in English and their Spanish cognates, such as bank, banco; university, universidad; museum, museo. Give each student in the class either a word in English or a Spanish cognate. If there are an odd number of students, take one of the cards yourself. Challenge the students to move about the room until they find the person who is a match for their card. Then invite each matched pair to write the word and its Spanish cognate on the board and circle letters that are different. Repeat the activity with cognates from other languages.

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Create picture cards for words in English that have numerous cognates, such as bank, train, and telephone. Give pairs of students one of the picture cards and have them identify as many cognates for they word as they can, either by conducting research on the Internet or consulting multilingual speakers in the classroom or community. Have them share their findings with the class.

True or False?Organize students in groups and give each group a different list of pairs between English words and true or false Spanish cognates for these words. Have students identify whether the words in each pair are true cognates or false cognates. For example, class and clase are true cognates, but rope and ropa are false cognates. Suggest that students consult multilingual speakers in their group or in other groups, use dictionaries, or conduct research on the Internet in order to identify whether each pair is true or false. Have groups share and explain their answers with the class. Repeat with cognates from other languages.



Acknowledgments

PhotographsPhoto locators denoted as follows: Top (T), Center (C), Bottom (B), Left (L), Right (R), Background (Bkgd)

2 Ambient Images, Inc./Alamy Images; 3(TL), 6, 8, 10 HarperCollins Publishers; 3(BL), 20, 22, 24 Celebration Press/Pearson Learning Group.

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grade - wikispaces 2 scaffolded...english language learners ... 9 780328 788422 grade 2 ... 8 grade...

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