Grade - assets.pearsonschool.comassets.pearsonschool.com/asset_mgr/versions/2013-10/B0C73CB62… · iv Scaffolded Strategies Handbook More Support More Support unit1 UNLOCK THE TEXT

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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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Acknowledgments appear on page 135, which constitutes an extension of this copyright page.

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.

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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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32 Part 1 • Unit 2

Unit 2

Making Decisions

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Unlock the Text

SUPPORTING TEXT I Wanna Iguana

ANCHOR TEXT Do I Need It? Or Do I Want It?

TEXT SET

MODULE B Cognate Chart ....................................................... 48

Anchor Text Do I Need It? Or Do I Want It? ............................... 50

Supporting Text I Wanna Iguana ................................................ 56

SUPPORTING TEXT A Chair for my Mother

ANCHOR TEXTAlexander, Who Used to Be Rich Last Sunday

TEXT SET

MODULE A Cognate Chart ...................................................... 34

Anchor Text Alexander, Who Used to Be Rich Last Sunday ...... 36

Supporting Text A Chair for my Mother ..................................... 42

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Unit 2 • MODULE A

34 Part 1 • Unit 2 • Module A

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 Alexander, Who Used to Be Rich Last Sunday

ENgLiSH SpANiSH

absolutely accident air bottles bus cents chocolate diamonds dollars especially garage garden

absolutamenteaccidenteairebotellasautobúscentavoschocolatediamantesdólaresespecialmentegarajejardín

ENgLiSH SpANiSH

hourmagic market need perfect plants purple rest rich telephone visit

horamagiamercadonecesitarperfectoplantaspúrpurarestoricoteléfonovisitar

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Making Decisions

Making Decisions 35

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

Supporting text A Chair for my Mother

engliSh SpAniSh

paintpeelpizza potatoes roses sandals sofa soup tomatoes tulips

pintarpelarpizzapatatasrosassandaliassofásopatomatestulipanes

engliSh SpAniSh

apartment bananas bank bills bus cat count curtains family mama

apartamentobananasbancobilletesautobúsgatocontarcortinasfamiliamamá

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2Unit

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Display various coins, and discuss different words to talk about them. For example, explain that a penny is one cent, a nickel is five cents, a dime is ten cents, and so on. Display pictures of the coins and their various names in a prominent place in the classroom.

strUggling rEadErs

Before reading, guide students to use related words to understand unfamiliar terms. For example, write stoop on a chart. Write words related to a stoop, such as stairs, house, and porch. Discuss the relationship to the original term.

Unlock the TextQUalitativE MEasUrEs

Levels of Meaning

to show what happens if you do not spend your money wisely

Structure events related in chronological order; illustrations show what happens in the text


repetitive phrases; idioms; familiar words

Knowledge Demands spending and saving money

Prepare to ReadlEvEls of MEaning

Alexander, Who Used to Be Rich Last Sunday starts with a boy, Alexander, who receives a dollar from his grandparents when they come to visit. The story shows how he foolishly spends his money and ends up with useless items.

strUctUrE

PrEviEW Have students look at the illustrations and title page. Then, ask the following questions. Ask:

• Who is the main character? (The boy with the number one on his shirt. We know this because he is in every illustration.)

• On many pages, there is a coin with wings. What do you think that means? (The picture shows us how much money Alexander is losing.)

Making decisions

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• Lookatthethoughtbubble.WhatisAlexanderthinkingabout?(Allthethingshewilldowithhismoney.)

• LookatAlexanderandthethingshebought.Doyouthinkhe’shappywithwhathebought?(No,helooksupset.)


PrEvIEw vOCAbULAry UsethePreviewVocabularyRoutineinPart2toassesswhatstudentsknowaboutwordssuchasthefollowing:tokens, rent, downtown, stoop, walkie-talkie, ratty, rich, especially, fined, accident.

ANALyzE IDIOMs AND EXPrEssIONs ThefollowingisalistofafewidiomsandexpressionsinAlexander, Who Used to Be Rich Last Sundaythatmightbeconfusingtostudents:buy a new face, a dollar tree, positively saving money, ratty and mean.Explainanddiscussthefigurativemeaningofeach,andhavestudentsworktogethertodrawpicturesoftheliteralmeaning.

COgNATEs UsethelistofSpanishcognatesatthebeginningofthismoduletoguideyourSpanish-speakingstudentsastheyreadtheselection.

KNOwLEDgE DEMANDs

ACTIvATE bACKgrOUND KNOwLEDgE Askstudentsthefollowingquestionstoseewhattheyknowaboutspendingandsavingmoney.Ask:

• Whydopeoplesavemoney?

• Whatissomethingimportanttospendmoneyon?

• Whatissomethingyoushouldnotspendmoneyon?

Aftergivingstudentstimetowriteaone-sentenceresponsetoeachquestion,havestudentssharetheirresponseswiththeclass.Recordanddiscussanysimilaritiesbetweentheirresponses.

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Struggling readers sometimes work so hard to decode text that they lose track of the meaning of the text. Provide opportunities for multiple readings of the text—the first time for decoding and subsequent times for comprehension and nuances.

engliSh language learnerS

Use the pictures to start a discussion on literal versus figurative meaning. For example, one picture shows Alexander digging a hole in the yard. He is using his dollar like a seed and hopes the seed will grow into a dollar tree.

Interact with TextlevelS of Meaning

As you read, check and make sure students understand exactly how Alexander is spending and losing his money.

If…students have difficulty understanding how Alexander is spending and losing his money,

then…have students complete a T-chart Graphic Organizer labeled Amount Spent and How It Was Spent.

For example, Alexander made a bet with his mom and lost, so he had to pay fifteen cents. Under the Amount Spent column, students would write fifteen cents, and under the How It Was Spent column, they would write Made a bet with his mom. There are a few times where we do not see how much Alexander loses or spends. Tell students to focus on examples that show how much money Alexander spent or lost.

Structure

At points in the story, verb tenses are changed to show events that happened in the past. In this story, we see how events in the past led Alexander to spend all of his money.

If…students have difficulty identifying events in the past,

then…discuss word clues that students can use to determine when each event happens and identify examples of past-tense words.

For example, the text reads, “Last Sunday, when I used to be rich, by accident I flushed three cents down the toilet.” Point out that Last Sunday is a time clue that tells readers when the event occurred. Read the page aloud, and help students identify other words that show events that happened in the past (used to, flushed, fell, walked, tried).

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If…students have difficulty with informal language, sarcasm, and expressions,

then…break down the confusing sentence and help students make connections to the text.

For example, “Anthony told me to use the dollar to go downtown to a store and buy a new face. Anthony stinks.” Ask students the following questions to help them understand the figurative meaning. Ask:

• What does the picture show?

• Was Anthony making an honest suggestion when he told Alexander to buy a new face?

• Alexander says, “Anthony stinks.” Does Anthony smell bad?

Ask students what they think Anthony meant. Guide them to understand that Anthony is teasing Alexander, and Alexander is angry with Anthony when he says that he stinks.

Other sentences that may be difficult for students: “Anthony said when I’m 199 I still won’t have enough money for a walkie-talkie.” “Nick said I’m too dumb to be let loose.”

KNOwLEDgE DEMANDs

As you read Alexander, Who Used to Be Rich Last Sunday, assess whether students understand how Alexander spends his money over time.

If…students have difficulty understanding that Alexander is spending his money foolishly,

then…use the T-chart Graphic Organizer to examine how much and what Alexander spends his money on.

Label the chart with the headings Item and Amount. After recording each item and its cost, break students into pairs and assign them an item from the list. Have them decide whether it was a good use of Alexander’s money and write a sentence explaining why.


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Because struggling readers often take longer to finish a book, they may miss out on extension activities. Be sure to provide all learners with opportunities for active and creative extensions to enrich their understanding of the text.


Not all ELLs read with an internal voice that allows them to understand why certain phrases and expressions are funny. Read aloud idiomatic and sarcastic language so students can hear how it is supposed to sound.

Express and ExtendlevelS of Meaning

eXpreSS Explain that Alexander’s power to spend his own money on whatever he wants impairs his decision-making process. Reread the section where Alexander goes to Cathy’s garage sale. Ask: Do you think Alexander really needed the candle, teddy bear, or deck of cards or did he just want them?

If…students have difficulty completing the activity,

then…define the words want and need, and help students create a short list of items that they want (chocolate, a football, toys) versus items they need (shoes or school supplies). As a class, decide which category they would place the items Alexander bought.

eXtend At various times in the text, we see there is something that Alexander really does want to save up for: a walkie-talkie. Have students work in pairs to identify parts in the text (either words or pictures) that show the reader that Alexander really wants to save up for a walkie-talkie.

Structure

eXpreSS Recall that the story is told in a circular present, past, present structure, where the ending is also the starting point of the story.

If…students have difficulty understanding the order of events in the story,

then…remind them that Alexander is telling his memories of something that happened the week before. Examine examples from the text, and complete the Story Map A in Part 2.

eXtend List three sentences from the book that are in past tense. Have students rewrite the sentences in present and future tenses. Be aware that some verbs may have irregular forms that may make it difficult for students to conjugate them into other tenses.



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ACCELErATED LEArNErs

Ask students to write a few sentences saying what they think Alexander should have done with his money. Or if they like the items that Alexander bought, they should write a few sentences explaining why those were good purchases.


expreSS Talk about Sentences and Words

Display and read aloud the following sentence with students. Afterward, ask the questions listed below.

I absolutely positively was saving the rest of my money.

Ask: What does the phrase absolutely positively mean? (It means that someone is definitely going to do something.) The words absolutely and positively have similar meanings. Why did the author use them both? (to add emphasis) What does the phrase the rest of imply? (It implies that Alexander has part of what he started with. Here he is referring to what money he has left after he has lost and spent some of it.)

TEAM TALK Have students work with a partner to rewrite the sentence replacing the words absolutely positively and the rest of.

EXTEND Have students discuss a time they had to talk themselves into doing something they really did not want to do. Ask students to share examples of what they said to themselves.

KNOwLEDgE DEMANDs

expreSS Have students compare Alexander’s feelings at the end of the story with his feelings while he is spending his money. Focus on the feeling of remorse that often comes when something is gone that cannot be regained.

If…students are unable to compare Alexander’s feelings before and after spending his money,

then…help students find evidence in the text that shows the comparisons.

EXTEND Have students choose one item in the story that Alexander was unhappy with (such as the gum, cards, or bear). Have them reread the section that discusses the item and write down a few sentences showing why Alexander was unhappy with his purchase. Provide time for students to share their statements.



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Making Decisions

StrUggling reaDerS

Refer students to pictures when they have issues understanding the text. Demonstrate this by doing a think aloud so students can see how viewing the pictures can support their understanding.

engliSh langUage learnerS

The variety of characters in A Chair for My Mother can be difficult for students to keep track of. Help students by taking time to create a simple family tree that shows how the main characters are related to each other. Add in other names the characters go by.

Unlock the TextQUalitative MeaSUreS

Levels of Meaning moral-based story

Structure events related out of chronological order


colloquial and descriptive language; complex sentences

Knowledge Demands overcoming obstacles; working toward a goal

Prepare to ReadlevelS of Meaning

A Chair for My Mother is the story of a young girl who helps save money for a chair after a fire destroyed her family’s home. Illustrations demonstrate events in the text and help students understand the sequence of events.

StrUctUre

previeW Examine the illustration that shows the family looking through the window of their “spoiled” home. Point out that on this page, the narrator is discussing an event that happened in the past. Tell students they need to look out for changes between present and past tense.

Read aloud the following sentence to demonstrate changes in verb tense: “I wash the salt and peppers and fill the ketchups. One time I peeled all the onions for the onion soup.”

A Chair for My Mother, pp. 51–80


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Point out the verbs wash and fill, which are present tense. Then point out the verb peeled and the phrase one time in the next sentence. Explain that the change in verb tense and the phrase one time are clues to time changes that students can look for when reading.


PrEvIEW vOCABULAry Use the Preview Vocabulary Routine in Part 2 to assess what students know about the following words: waitress, tips, coins, bargain, savings, charcoal, spoiled, ashes, wrappers, boost, sandals, pumps, block. You can also use the Vocabulary Activities in Part 2 to preteach critical vocabulary.

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 look at the pictures and title to predict important events in the story. Ask:

• Who are the main characters in the story? (The main characters are the little girl, the mother, and the grandmother. On page, they are all together in the kitchen.)

• There is a picture of a jar with coins in it. Why are there coins in the jar? (Someone is putting coins in the jar to save money for something.)

• Do you think the characters will put more coins in the jar as the story continues? (Yes, because they need more money to fill the jar, and later the jar is filled.)

• Based on the pictures, what do you think the characters will buy with the money in the jar? (They will buy a big armchair.)

• Based on the illustration of the fire trucks, what do you think is happening? (There are fire trucks and flames. The mother and the little girl are running. There is a fire in their home.)

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Struggling readerS

Help students understand past and present by writing past- and present-tense verbs from the text on cards, such as clap/clapped, believe/believed, count/counted, and so on. Guide students to sort the verbs into past and present.


Point out irregular past- and present-tense verbs used in the text such as stood/stand, brought/bring, and took/take. Have students create flash cards for irregular verbs with present tense on one side and past tense on the other.


As you read A Chair for My Mother, assess students’ understanding of the story’s events.

If…students have trouble identifying how the characters save money,

then…give students the Three-Column Chart Graphic Organizer with the headings Little Girl, Mother, and Grandmother.

Read aloud pp. 53, 55, and 57. After each page, pause and allow students time to write down one way the little girl, mother, or grandmother saves money.

Structure

As students read, assess their understanding of the story’s use of present and past tense.

If…students seem to have difficulty understanding when the narrator is speaking about the past or present,

then…close read p. 59 to identify past- and present-tense words.

After each sentence, stop and ask students to help you identify the verbs on the page. Then, look at the verbs and ask students if the verbs are in the past or present tense. Discuss similar characteristics of present-tense words and past-tense words. For more practice, use the Verbs for Past, Present, Future Activity in Part 2.



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Students may need support to understand the complex sentences used in A Chair for My Mother.

If…students have difficulty breaking down and understanding complex sentences,

then…examine each part of a sentence separately, and then determine the relationship between the parts.

Read aloud this sentence: “Whenever she gets a good bargain on tomatoes or bananas or something she buys, she puts by the saving and they go into the jar.”

Start with the beginning of the sentence. Ask: Who is the she that the author is talking about? (Grandma) What does it mean to get a good bargain? (The tomatoes or bananas were on sale or cost less than usual.) What does it mean when it says that Grandma puts by the saving? (She takes the money she saved and puts it into the savings jar.)

Discuss how the two parts are related by asking the following questions: What does Grandma do first? (She gets the bargain.) Then what does she do? (She puts the money away.)

KNOwLEDgE DEMANDs

Aid students in identifying the characters’ goal and the steps they took to reach their goal.

If…students have trouble identifying the steps the family took to get the chair,

then…use the Steps in a Process Routine and Graphic Organizer to help students identify the first (getting the jar), second (saving money), and third (picking out the chair) steps.

Start off with a close reading of the first sentence on p. 59. Ask: Why would the characters take out all the money from the jar? (to buy a chair) Afterward, give students the Steps in a Process Routine and Graphic Organizer with the labels Getting the Jar, Saving Money, and Picking a Chair. In the corresponding box, have students write how the characters accomplished each step.



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Struggling readerS

Before sharing with others, provide time for struggling readers to review their answers. This will allow students to become more comfortable with their response and give them time to change it prior to sharing with other students.


When reading complex sentences, encourage students to cover the clause after the comma and determine the meaning of the first part. Then do the same to examine the second part before thinking about how the parts are related.


eXpreSS Working to overcome obstacles is a prominent theme in A Chair for My Mother. Display a word web with obstacle and its definition. Work with the class to fill out the word web. Afterward, have students work in pairs to identify the obstacle the characters faced and what they did to overcome it.

If…students have trouble identifying the obstacle and how the characters overcome it,

then…have students work in pairs fill out the T-chart Graphic Organizer showing how the characters overcome their obstacle (the fire).

Give pairs the T-Chart Graphic Organizer with the headings Effects of the Fire and Character Actions. Show them that the obstacle is the fire. Have pairs look at the pages and list the effects of the fire under Effects of the Fire (loss of their home, losing their furniture, losing their food). Then, have them list how the characters overcame those effects under Character Actions. (They lived with their family; received furniture from neighbors; and received pizza, cake, and ice cream from neighbors.)

eXtend Although the main characters get a place to live, food, and things for their house, they still didn’t have a big arm chair or a sofa. Have students work alone or in pairs to identify parts in the text that show why having a big armchair is so important for the main characters.

Structure

eXpreSS As a class, look at the sentence “That wasn’t such a long time ago.” Tell students this sentence is important because it identifies a change in time (from present to past). Ask students to select parts of the sentence that show a change in time.

eXtend Divide students into pairs, and assign them a page. Have the pairs reread the page and find other phrases that identify the past or present. Some examples are: while we count, we sit, grandma sits, often she has, whenever she gets.


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Ask students to decide what their favorite piece of furniture is in their own home. Have them write three sentences showing the steps they would take to replace it if something were to happen to it.


eXpreSS Talk about Sentences and Words

Display and read the following sentence from A Chair for My Mother.

“You are all the kindest people,” she said,” and we thank you very, very much.”

Ask: Why are there markings around some of the words? (Those markings are called quotation marks. They show us that a character in the story is saying those words.) Who is saying the words inside the quotation marks? (Grandma) Who is Grandma referring to when she says we? (the mother, the little girl, and herself) Who is Grandma referring to when she says you? (the neighbors who brought the main characters food and items for their apartment)

TEAM TALK Have students turn to a partner and discuss how they know who the pronouns you and we refer to just by reading that sentence.

If…students need more support in decoding pronouns,

then…use the Pronouns Activity in Part 2.

EXTEND Provide students with sentences such as: Grandma and I ate apples. Then, have them decide what pronoun they could use to replace the nouns. In this sentence, they could replace Grandma with She or Grandma and I with We.

KNOwLEDgE DEMANDs

eXpreSS Have students write a few sentences and draw a picture of something they learned about overcoming obstacles from A Chair for My Mother. Have small groups share what they learned.

If…students have difficulty writing sentences to show what they learned,

then…provide a few sentence starters such as: Overcoming obstacles is ____ because___.

EXTEND Have students select an example from A Chair for My Mother that supports what they chose to write about. Encourage students to cite the page number of their example.


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Unit 2 • MODULE B

48 Part 1 • Unit 2 • 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.

English spanish

bankbicyclecameracomputer decide dollardonation familyfuture list

bancobicicletacámaracomputadoradecidirdólardonaciónfamiliafuturolista

English spanish

member plan regularly servicetotal trampoline use vacation

miembroplanregularmenteserviciototaltrampolínusarvacaciones

anChOR TEXT Do i need it? Or Do i Want it?

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Making Decisions

Making Decisions 49

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

SUPPORTING TEXT I Wanna Iguana

ENGlISh SPaNISh

lesson mature probably reptile space spaghetti tarantulas trophies

lecciónmaduroprobablementereptilespacioespaguetitarántulastrofeos

ENGlISh SPaNISh

baby class compassionatedecideexactlyfinancialhamsters iguana

bebéclasecompasivodecidirexactamentefinancierohámsteresiguana

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2Unit


After students are able to use several vocabulary words with ease, have partners role play a store purchase. One student can be the customer and the other can be the cashier. Encourage students to use the vocabulary in their dialogue.

strUggling rEadErs

Have students name the chapter titles, give one detail that might appear within each chapter, and explain why they think that.


Levels of Meaning

basic financial terms and concepts; some abstract concepts

Structure main topics in chapter titles; photos with captions; glossary and bibliography


short, simple sentences with some domain-specific words defined in the glossary

Knowledge Demands

introduction of economic principles; needs/wants and goods/services; banking and budgeting


In Do I Need It? Or Do I Want It?, the main purpose is to inform readers about basic personal finance principles and explore ways that people make decisions based on their needs and wants.

strUctUrE

PrEviEW Read the title Do I Need It? Or Do I Want It? Point out the captions throughout the text. For example, on p. 26 the caption is: “These school board members are talking about their school’s budget.” Read the text on the page. Ask: Does the text mention the school board or any other information from the caption? (no) Explain that a caption defines or explains the content of a photo or illustration and gives readers additional details that are not in the main text.

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tUNLOCK THE TEXT • UNIT 2 • MODULE B

LaNgUagE CONvENTIONaLITy aND CLarITy

PrEvIEW vOCaBULary Use the Preview and Review Vocabulary Routine in Part 2 to assess what students know about words such as allowance, bank, budget, goods, income, need, save, service, and want.

CrITICaL vOCaBULary Preteach domain-specific vocabulary words, such as money, spend, decide, income, expensive, regularly, budget, and total.

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 personal finance. Use the Quick Write and Share Routine in Part 2. Ask: What are some ways that you get money? Do you receive it as a gift? Do you earn it? What do you do with your money? How do you spend it? When do you save it?

Before students get started, model an example of connecting personal experience to earning, saving, and spending money. Example: When I was your age, sometimes I earned money for doing chores, such as folding laundry or washing the car. Usually I would walk with my best friend to the drugstore and spend the money on candy! Sometimes I saved my money until I had enough to buy something special, though. For example, once I saved money so that I could buy new rollerblades.

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Help students track the most important points from Do I Need It? Or Do I Want It? in a six-column chart that uses the chapter titles as column heads. Write details in the chart as students read. After reading each chapter, ask students to tell you its main ideas in their own words.


Have students illustrate glossary words or other words on index cards. Then provide sentence frames for each word for students to complete on their cards, such as: I earn an allowance for _____. My family goes to the bank to______. A budget helps to _____.


During reading, pause to ensure students are grasping the abstract concepts. For example, read p. 14 with students. Then discuss the idea of wants versus needs. Point out the part of the text that says, “Candy is not a need!” Ask: The text says food is a need, but candy is not. Candy is food. Why is it not a need? How is candy different from foods like fruits and vegetables? (Fruits and vegetables are healthy and have many vitamins; candy does not provide nutrition.)

Structure

As students read, point out the chapter titles as a way to understand the “big ideas” of each chapter. For example, read the chapter title on p. 8 aloud. Tell students that “Making Choices” is the main idea, or “big idea,” in the paragraphs that follow, and explain that all of the sentences in this chapter are about making choices. Read the paragraphs with students. Then ask: What kinds of choices are described on these pages? (choices about what kinds of goods and services to buy) Why do people have to make these choices? (They don’t have enough money to buy all the goods and services they want.)



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As you read Do I Need It? Or Do I Want It?, periodically stop to assess students’ understanding of domain-specific words. For example, when students encounter the word goods, they may be confused by its similarity to the word good. Model using the glossary to determine the meaning of goods. Tell students that a glossary is found at the back of a book, and then show them how a glossary is organized with entry words in alphabetical order. Guide them to find the meaning of goods.

Then help students look for context clues that help them understand the meaning of goods. Show them that as they continue reading, the next sentence defines goods: “Goods are things we can touch. We eat, wear, and use goods.” Then have students read the photo caption. Ask: What example of goods does the caption give? (marbles)

KNOwLEDgE DEMaNDs

During reading, check that students are comprehending the more challenging concepts introduced in Do I Need It? Or Do I Want It?

Help them connect these concepts to their own lives. For example, help students internalize the word income by writing it and then underlining the first part, in. Tell students that income is money that comes in as opposed to being paid out to stores and service providers. Ask: Do you have income? What are some ways that students like you get income? (They get paid for doing chores, or their parents give them an allowance.) Then, return to the text to locate additional information that would help define income. Read the sentence on p. 12 that begins, “When someone…” Ask: What is the most important idea? (People who work get paid.) How is this information related to the sentence: “This money is called income”? (Income is the money people get paid for working.)



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Have students use the charts they created in the Interact with Text section. Have pairs of students work together to write one- or two-sentence summaries of each chapter. Then have volunteers share their summaries with the class.


Allow students to preview comprehension questions that you will be asking about the text. Then have them work with a partner to find the answers. Giving students this head start with the questions will help them participate in class discussions later.


eXpreSS Have students tell how a need is different from a want in their own words. Reread the chapter “Wants and Needs” with them to point out text clues that support the main idea.

For example, point out the photo of the woman with a grocery list on p. 15. Reread the page together. Ask: What does the grocery list represent? (food) Is food a want or a need? (a need) Which kinds of foods might be considered more of wants than needs? (candy or potato chips) Follow the same routine to support understanding of the concept of want on p.18.

eXtend Have students work with a partner to make a T-chart of things they want and things they need. Encourage them to explain why each thing fits into its category.

Structure

eXpreSS Have partners select a chapter and write a sentence that summarizes its main idea.

If…students have difficulty writing a main idea,

then…choose a chapter to discuss with the class, and help students use the chapter title as a clue to the text’s “big idea.” Consider using Main Idea and Details Graphic Organizer in Part 2 to support understanding.

eXtend Ask: What is the most interesting detail you learned from this book? Have students write a sentence that answers the question. Then have them write another sentence that tells what they will do with this new knowledge. For example, some students may say that they will create a plan for saving money toward something they want to buy.



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Have students work together to brainstorm a list of needs and wants for their classroom. Then invite them to create a plan for earning and saving money toward one need and one want. Have them share their plan with the class.



Display the following sentence from p. 10 of Do I Need It? Or Do I Want It? Read it aloud with students and clarify any misunderstandings.

We can make a budget to help us decide how to use our money.

Ask: What is a budget? Have students write a definition for budget using their own words. Provide time for sharing definitions with a partner.

teaM talk Ask: What does a budget help us decide about needs and wants? Have students write a sentence or two that answers the question. (Sample response: A budget helps us decide how much money we will spend on needs and how much we will spend on wants.)

KNOwLEDgE DEMANDs

eXpreSS Have small groups discuss why saving is an important part of budgeting.

If…students have difficulty responding to the question about saving,

then…review the “Saving” chapter. Ask: What does saving help you do? (afford something you need or want in the future)

EXTEND Have students think of some things they would like to have or do. Then ask them to write a sentence or two telling how saving could help them achieve their goals.



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Display pictures of iguanas and other reptiles, and discuss their characteristics. Then have students repeat the names of the animals. Prompt students with questions or sentence frames such as: Snakes have ___. (scales) or warm reptiles are ____-blooded. (cold).

strUggling rEadErs

Point out the use of parentheses in the letter on p. 85. Explain that words within parentheses give additional information. In this sentence, Alex’s mom is saying there’s no room on the dresser for an iguana. Guide students to find another example and discuss its meaning.


Levels of Meaning

character-driven plot; themes and conflicts resolved by the end; explicit purpose

Structure chronological narrative told through a series of letters; argument and counterargument; humor


mainly simple and compound sentences with familiar vocabulary; some idioms and slang

Knowledge Demands

persuasion through reasoning, compromise, and negotiation; responsible pet ownership


On the surface, I Wanna Iguana is a humorous exchange between a boy and his mother. However, this playful story also introduces readers to important ideas, such as how to earn a privilege, take responsibility, be considerate of others, and present a convincing argument.

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PrEviEW Read the title and preview the letter format. Point out that the story is told through a series of letters between Alex and his mom. Display an example letter from the text. Point out and name the heading, body, closing, and signature. Point out the commas in the letter and discuss their purpose.

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I Wanna Iguana, pp. 81–95

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PrEvIEW vOCaBULary Use the Preview and Review Vocabulary Routine in Part 2 to assess what students know about words such as iguana, sensitive, compassionate, hamsters, adorable, tarantulas, pet, cage, concerned, lonely, tricks, wizard. Preteach critical vocabulary words, such as doubt, mature, reptile, trial basis, responsible, allowance, financial. (Note: allowance also appears in Do I Need It? Or Do I Want It?)

CONTraCTIONs This selection uses many contractions. Use the Contractions Lesson in Part 1 to help students identify contractions and understand how they are used. Create a contractions chart to record contractions from the selection.

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 art of persuasion. Use the Quick Write and Share Routine in Part 2 and ask: What does it mean to persuade? Have you ever persuaded your parents to let you do something? How did you persuade them?

Before students get started, model an example by recalling a time you persuaded your parents to let you do something. Example: One time a friend asked me to walk to school with him. I had never walked to school without my mom before, and she was unsure if she should let me go with a friend instead of her. I convinced her that we were mature enough to walk on our own by promising that we would look both ways before crossing streets and that we would walk straight to school, without talking to any strangers. In the end, I convinced her!

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Struggling readerS

Explain how apostrophes are used in contractions (don’t) and in nouns that show ownership (Stinky’s). Model using context clues to decide whether a word is a contraction or a possessive noun.


After reading each of Alex’s letters, act out reasons Alex uses to convince his mom he needs an iguana. Students should use quotes directly from the text in their representation.


As you read I Wanna Iguana, assess students’ understanding of persuasive techniques. For example, on p. 82 Alex presents his first reason why Mom should let him have the iguana: “If I don’t take it, he goes to Stinky, and Stinky’s dog, Lurch, will eat it.”

Alex also uses the persuasive technique of asking a question that prompts the person being persuaded to agree with the logic of the argument. He asks, “You don’t want that to happen, do you?” The question is also designed to appeal to his mom’s emotions, because she wouldn’t want to be responsible for any harm to the iguana.

Structure

As students read, assess their understanding of the story’s use of letters as a format for the text. Guide students to see each of Alex’s letters as an argument and each of Mom’s letters as a counterargument. Explain that an argument tries to convince someone of something, and a counterargument rebuts the argument. Then ask: What does Alex hope his letter will convince his mother to do? (He hopes his letter will cause Mom to change her mind about the iguana.)

After students read each of Alex’s letters, ask: What does Alex say to try to cause Mom to change her mind? After each of Mom’s letters, ask: What effect did Alex’s letter have on Mom? Was the effect what Alex hoped it would be?



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As you read I Wanna Iguana, help students analyze examples of figurative language and slang to determine their meaning. For example, point out the idiom Nice try, though. Explain that an idiom is an expression that means something slightly different from what the meanings of its individual words may suggest. Discuss how to use context to help understand its meaning. Say: Alex’s Mom responds to his last letter in the prior paragraph. What did Alex try to do in his letter? (He tried to convince Mom to let him have the iguana.) Did he succeed? (no) Mom calls his attempt a “nice try.” If something is nice, is it more likely to be good or bad? (good) So, what do you think Mom means when she says “nice try”? (You made a good attempt at convincing me.)

KNOwLEDgE DEMaNDs

Some cultural references may be particularly challenging for students because they have no framework on which to base understanding. For example, students may be confused by the reference to Godzilla. Ask: What are some ways that you can find out who Godzilla is? (Ask a friend or an adult; use the Internet.) How can you use context clues to get enough information about Godzilla to understand the text? Guide students to use context clues to gather that Godzilla is ugly. Ask: If the iguana is uglier than Godzilla, is he more likely to be a little ugly or really ugly? (really ugly)

I Wanna Iguana 59


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Struggling readerS

Model breaking down causes and effects. Match a cause from one of Alex’s letters to an effect in one of Mom’s letters. For example, after Alex says he would buy the lettuce with his own money, Mom says he can have the iguana on a trial basis.


Support students’ participation in discussions by displaying sentence starters such as: Alex says he will ___. Alex says he is ___. Provide word choices, such as responsible, tidy, or mature, for completing the sentences.


eXpreSS Have pairs of students choose one of Alex’s letters from I Wanna Iguana to show their understanding of persuasion. In groups of four, have each set of partners explain the reasons and details Alex uses to support his opinion that he should be able to keep Mikey’s iguana.

eXtend Have students think of something they want but do not need. Ask them to write a persuasive, friendly letter to an adult who can help them get what they want. Tell them the letter should include reasons and details that support their opinion.

Structure

eXpreSS Reread the story with students, and help them identify the point at which Mom decides to let Alex have the iguana. Ask: What finally causes Mom to let Alex have the iguana? (Alex says he would clean his room and the iguana’s cage and he would pay for the iguana’s food with his allowance.)

eXtend Recall the basic purpose and structure of a thank you note. Then have partners work together to write one set of letters between Alex and Mom. Tell them that Alex’s letter is a thank you note to Mom for letting him have the iguana and Mom’s letter is a response to Alex’s thank you note. Provide time for partners to read their notes within small groups.


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Have students choose the letter they felt was most persuasive and write a sentence or two telling why. Provide time for students to share their opinions and reasons.



Display and read the following sentence from p. 24 of I Wanna Iguana:

Dear Alex, Let’s say I let you have the iguana on a trial basis. What exactly would you do to take care of it? Love, Mom

Remind students that an idiom is a phrase with a meaning other than the basic meanings of its words. Point out the phrase Let’s say. Explain that it is an example of an idiom, because it does not really mean “let us say” something; it means “Let’s pretend for a moment that this is true.” Then point out the expression trial basis. Explain that a trial basis is a period for trying something out. Ask: What is Mom considering allowing Alex to do on a trial basis? (have an iguana) What would that mean? (She would have to see if he could take care of it like he promised.) What would happen if the trial failed? (She would not let him keep the iguana.)

teaM talk Have students turn to a partner and use trial basis in a sentence.

EXTEND Have partners choose something that they would like to talk their parents into letting them have on a trial basis. Then have them write a list of things they would have to do in order to keep their chosen item or pet.

KNOwLEDgE DEMANDs

eXpreSS Discuss the meaning of this sentence: “Remember what happened when you took home the class fish?” To guide meaning, ask: If it is a class fish, to whom does it probably belong? (the class) What happens to the fish when school is out? (The fish would have to go home with someone.)

EXTEND Have students write a few sentences telling what they know about class pets and whether they would ever consider being responsible for one. Ask: What would you need to know in order to be the class pet’s caretaker?

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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.

Routines and GRaphic oRGanizeRs

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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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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; 32 ©Blend Images/Alamy; 33(TL), 36, 38, 40 Simon and Schuster; 33(BL), 50, 52, 54 Lerner Publications; 62 ©Blend Images/Alamy; 63(TL), 66, 68, 70 Harper Collins Publishers; 63(BL), 80, 82, 84 Tundra Books.

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