How To Use Keystone

Reading Strategy:Preview

2

Can all mysteries be solved?

1UNIT

Reading Strategy:Preview

1 Social Studies

“Fact or Fiction?”

Reading

Reading Strategy:Draw conclusionsReading Strategy:Draw conclusions

2 Short Stories

Teenage Detectives by Carol Farley and Hy Conrad

Reading Strategy:Use visuals 1Reading Strategy:Use visuals 1

3 Math/Science

From G Is for Googol by David M. Schwartz

This unit is about real-life and make-believe mysteries. You’ll read about strange events, unusual number patterns, mysterious cities, and monster-like creatures. Exploring these mysteries will help you become a better reader. It will also help you practice the academic and literary language you need to use in school.

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Step 1: Introduce

Unit Content

the Big Question

Step 2: teach

Visual Literacy

Preview the Unit

Teaching Resources•Resources,Unit1LessonPlans,pp.3–14•Transparencies,Unit1DailyLanguagePractice•Video,Segment1•Resources,LettersHome,pp.109–110•CD-ROM/e-book,BigQuestion Forextrapractice,usetheDVD,CD-ROM,and

worksheetsontheCompanionWebsite.

EL InsightsClarify What Students Need to Learn

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English Learning

Reading Strategy:Predict

3

Listening and Speaking—DescriptiveAt the end of this unit, you and your classmates will play a description guessing game.

Writing—DescriptiveIn this unit you will practice descriptive writing. This type of writing tells what things look, sound, feel, smell, or taste like. After each reading you will learn a skill to help you write a descriptive paragraph. At the end of the unit, you will use these skills to help you write a descriptive essay.

Quick Write

In your notebook, write the words look, sound, and feel. Look around your classroom. What do you see, hear, and feel? Write for five minutes.

4 Short Story

“The Haunted Yacht Club” by Ellen Fusz

View and Respond Watch the DVD for Unit 1 and answer the questions at www.LongmanKeystone.com.

M01A_KS13_SB_L06NA_3490_UO.indd 3 11/15/11 8:18:53 PM

T�

Step 3: practice

QuickWrite

Step 4: extend

View and Respond

SIOP ® in Practice

Lesson PreParation Feature 3: Content Concepts appropriate of age and educational Background

IS OP®

OBSERVATION PROTOCOL

SHELTERED INSTRUCTION

IS OP®



ELL13_TE06_KS_U1.indd 3 2/2/12 11:19:15 AM

Discussion

Discuss in pairs or small groups. How does the purpose of Teenage Detectives differ from G Is for Googol?

How do both readings concern mysteries?

Can all mysteries be solved? What conclusion can you draw about mysteries in nature, based on what you read in “Fact or Fiction?” and G Is for Googol? How are these mysteries the same as fictional mysteries such as the ones in Teenage Detectives? How are they different?

Title of Reading Purpose Big Question Link


Teenage Detectives The characters solve mysteries.

From G Is for Googol to inform

“The Haunted Yacht Club”

Link the ReadingsCritical Thinking

Look back at the readings in this unit. Think about what they have in common. They all tell about mysteries. Yet they do not all have the same purpose. The purpose of one reading might be to inform, while the purpose of another might be to entertain or persuade. In addition, the content of each reading relates to mysteries differently. Now copy the chart below into your notebook and complete it.

64 Unit 1

T64

Step 1: Connect

Link the ReadingsCritical Thinking

ANSWERS

Title of Reading

Purpose Big Question Link


to inform We still cannot solve some of these mysteries.

Teenage Detectives

to entertain The characters solve mysteries.

G Is for Googol

to inform The Fibonacci sequence in nature is still a mystery.

“The Haunted Yacht Club”

to entertain The characters try to solve an old mystery.

Discussion

Teaching Resources• Assessment, Unit 1 Test For extra practice, use the DVD, CD-ROM, and

worksheets on the Companion Website.

Unit Wrap-Up

ELL13_TE06_KS_U1.indd 64 2/2/12 5:00:49 PM

English Learning

Work in pairs or small groups. Choose one of these projects.

1 Create a skit based on Teenage Detectives. Choose one of the stories and perform it as a play for the class. You may wish to include simple costumes and music, too.

2 Create a scale model of one of the real-life places described in “Fact or Fiction?” For example, you might construct a model of the Great Pyramid at Giza, Stonehenge, or Machu Picchu. Start by establishing your scale (for example, 1 centimeter equals 5 meters or 1 inch equals 10 feet). Then choose a building material and create your model. Write a description of the mystery on an index card to put with the model.

3 Use the Internet to find pictures of the creatures described in “Fact or Fiction?” Make a collage and share it with the class. Ask your classmates if they think the pictures are authentic. Then tell them your opinion.

4 Draw a picture of something from nature that shows the Fibonacci sequence. You may choose a sunflower or pinecone, for instance. Explain the number sequence to your classmates.

Media Literacy & Projects

Further ReadingChoose from these reading suggestions. Practice reading silently with increased ease for longer and longer periods.

Stranger than Fiction Urban Myths, Phil Healey and Rick Glanvill This Penguin Reader® is full of strange, funny, and sometimes unbelievable myths.

Chasing Vermeer, Blue Balliett When a book of unexplainable occurrences brings Petra and Calder together, strange things start to happen.

From the Mixed-Up Files of Mrs. Basil E. Frankweiler, E.L. Konigsburg Hiding in New York’s Museum of Metropolitan Art, a sister and brother spot a beautiful angel statue. Could it be a work by Michelangelo? Mrs. Frankweiler, the statue’s previous owner, holds the key to the mystery.

Unit 1 65

T65

Step 2: extend

Home-School Connection

Further Reading

Websites

SIOP ® in Practice

Comprehension input Feature 11: Clear explanation of Academic tasks

IS OP®



ELL13_TE06_KS_U1.indd 65 2/2/12 5:02:01 PM

LISTENING & SPEAKING WORKSHOP

Put It All Together

Description Guessing Game

You will describe an object or place and let your classmates guess what it is.

1 THINK ABOUT IT In this unit, you’ve learned about all kinds of solved and unsolved mysteries. You’ve also learned how to write descriptions. Now you are going to play a guessing game in which you will describe an object or place related to a crime. Your classmates will act as detectives and try to guess what your object or place is.

In teams, discuss some of the objects and places discussed in the unit readings. Think of other objects and places that might be related to a crime. Write down your ideas.

Work on your own to make a list of objects and places you could describe in this guessing game. Choose one, and don’t tell anyone what it is.

2 GATHER AND ORGANIZE INFORMATION Brainstorm details about the object or place you have chosen. Organize them in a sensory details web.

Research Go to the library, look at pictures, or use the Internet to get more information about your object or place. Add the new details to your web.

Order Your Notes Think about how you will describe your object or place to the class. Which details will you include? Write them on separate note cards. Do you want to begin with the most important detail and end with the least important one? Do you want to use spatial order, such as top to bottom or left to right? Select the method of organization that works best with your topic. Put your note cards in that order.

Use Visuals Find or draw a picture of your object or place. You will show it to the class after someone guesses your object or place. Do not show it to anyone now!

Sounds

Object or placeLooks Smells

TastesFeels

Alfred Hitchcock was famous for making mysterious movies.

66 Unit 1

Listening & Speaking Workshop

T66

Step 1: Introduce

Think About It

Step 2: teachGather and Organize Information

Teaching Resources•CD-ROM/e-book,GatherandOrganize

Information Forextrapractice,usetheDVD,CD-ROM,and


Common Core State Standards For the full text of the standards, see Appendix A.

The following standards apply to pages 66–72.Teaching the standards: W.6.4, W.6.5, W.6.10, SL.6.1.c, SL.6.2, SL.6.4, SL.6.5, SL.6.6Go to www.LongmanKeystone.com for additional standards correlations for these pages.

ELL13_TE06_KS_U1.indd 66 2/2/12 5:02:49 PM

English Learning

3 PRACTICE AND PRESENT Use your note cards as an outline, but practice describing your object or place without reading them. Ask a friend or family member to listen to your presentation, or tape-record yourself and listen to the tape. Find the places where you need more work. Keep practicing until you can present your description smoothly and confidently. Try to include enough details so that the audience can guess your object or place, but not so many that you give away the answer too easily. Remember not to let anyone see your visual.

Deliver Your Description Speak loudly enough so that everyone can hear you. Look at people as you speak. Emphasize key details with your voice and gestures. When you’re finished, invite students to guess your topic. After someone guesses correctly, or if no one guesses correctly, show your picture of the object or place.

4 EVALUATE THE PRESENTATION A good way to improve your skills as a speaker and listener is by evaluating each presentation you give and hear. Use this checklist to help you judge your presentation and the presentations of your classmates.

Did the description include lots of sensory details?

Could you picture the object or place that was being described?

Could you hear and understand what the speaker was saying?

Did the speaker seem to be having fun?

What suggestions do you have for improving the presentation?

SKILLS

Listen for clues to the speaker’s topic. Try to figure out right away if the topic is an object or a place. Then you can get more specific.

Write down key details as you listen. Think about how they relate to objects and places you know.

SKILLS

Be sure you are speaking slowly and clearly. Ask your listeners for feedback. Can they understand all of your words?

Try to stay relaxed and have fun as you give your description. Remember, this is a game!

STRENGTHEN YOUR SOCIAL LANGUAGE

Providing others with detailed descriptions means communicating well. Go to www.LongmanKeystone.com and do the activity for this unit. This activity will help you expand your vocabulary using high-frequency English words necessary for talking about people, objects, and places.

Unit 1 67

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Step 3: practicePractice and Present

Speaking Skills

Listening Skills

Strengthen Your Social Language

Step 4: AssessEvaluate the Presentation

SIOP ® in Practice

Review and assessment Feature 29: Regular Feedback Provided to students on their Output

IS OP®



SELP2 • Stanford English Language Proficiency Test

Listening and Speaking

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ENGLISH LANGUAGEPROFICIENCY TEST

ELL13_TE06_KS_U1.indd 67 2/2/12 5:05:34 PM

How To Use Keystone

Pearson Longman Keystone is a research-based, standards-aligned program that accelerates students’ academic achievement through scaffolded, sustained instruction and language development activities.

Teaching a Unit

�Each of the six units in a level focuses on a theme and is organized around a�Big�Question. The readings in each unit balance both informational text and literature.

�Put�It�All�Together� provides extension and assessment opportunities in multiple modalities.

At the end of each unit, Link�the�Readings provides assessment practice, Big Question wrap-up, and a fluency check.

Media�Literacy�&�Projects�gives students opportunities for practice in media and collaboration skills.

18

ELL13_TE06_KS_FM_HTUP.indd 18 2/22/12 1:17:26 AM

Writing

Describe a Place

At the end of this unit, you will write a descriptive essay. To do this, you will need to learn some of the skills used in descriptive writing. When writers describe a place, they choose specific details to help readers picture it in their minds. Writers also arrange details in a logical order. For example, details might be arranged from near to far or top to bottom or front to back. This is called spatial order.

Write a paragraph that describes a mysterious place. Use spatial order to arrange your details. Include signal words and phrases such as above, below, close up or in the distance to guide your readers through your place. Be sure to use complete sentences and use the parts of speech and parts of the sentence correctly.

1 PREWRITE Begin by choosing a mysterious place.

• Ask yourself which details best describe this place.

• Think about the best way to arrange these details.

• List your ideas in a graphic organizer.

A student named Angelina created this graphic organizer. She plans to describe a pyramid located in Mexico.

Writing Prompt

Topspectacular view

Middleninety-one steps

Bottominner temple, statue of jaguar

Ongoing

Writing

Skills

Practice

WorkbookPage 8

18 Unit 1

T18

Accelerate Language Development

Descriptions and Narrations

Step 1: Introduce

Step 2: teach

Describe a place

Prewrite

Teach & Apply

Teaching Resources•Workbook,p.8•Transparencies,WritingModel21•Transparencies,Resources,Graphic

Organizer10•Assessment,Reading1Test•CD-ROM/e-book,Writing Forextrapractice,usetheDVD,CD-ROM,and


ELL13_TE06_KS_U1.indd 18 2/2/12 11:21:30 AM

English Learning

Angelina XingChichén Itzá

The ruins of Chichén Itzá are located on the Yucatan Peninsula of Mexico. As you approach the site, the tallest pyramid, Kukulkan, looks intimidating. It is seventy-nine feet high. When you get closer, you can see the ninety-one original steps that you must climb to get to the top. Before climbing, you can enter an inner temple through a narrow passageway on the north side of the pyramid. Inside is a statue of a scarlet jaguar with eyes made of jade that glow green. Then you can go outside and climb up to the top for a spectacular view of the surrounding ruins. When there is an equinox, crowds of people gather below to see a serpent crawling down the pyramid, an illusion created by the shadow of the sun.

2 DRAFT Use your organizer to help you write a first draft.

• Keep in mind your purpose—to describe a place.

• Include details that will help readers picture this place in their minds.

• Use spatial order to arrange details.

3 REVISE Read over your draft. Look for places where the writing is unclear or needs improvement. Use the Writing Checklist to help you identify problems. Then revise your draft, using the editing and proofreading marks listed on page 456.

4 EDIT Check your work for errors in grammar, usage, mechanics, and spelling. Trade papers with a partner to obtain feedback. Use the Peer Review Checklist on Workbook page 8. Edit your final draft in response to feedback from your partner and your teacher.

5 PUBLISH Prepare a clean copy of your final draft. Share your descriptive paragraph with the class. Save your work. You’ll need to refer to it in the Writing Workshop at the end of the unit.

Here is Angelina’s paragraph about a place that seems mysterious to her. Notice how she arranges details to show clearly what is outside the pyramid and what is inside it.

ORGANIZATION: I used spatial order to arrange details.

WORD CHOICE: I included signal words such as inside, outside, near, or far in my description.

Reading 1 19

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Draft

Revise

Step 3: Assess

Writing Checklist Notes

Step 4: teachEdit

Publish

®

Writing Card W11 (p. 19) Step 3: Assess


Writing

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ELL13_TE06_KS_U1.indd 19 2/2/12 11:21:37 AM

Grammar

Parts of Speech and Parts of the Sentence

A complete sentence has a subject and a predicate. The subject is what or whom the sentence is about. The subject can be a noun, pronoun, or noun phrase. The predicate tells something about the subject. It contains either an action verb or a linking verb. Sometimes an action verb is followed by another noun. It is called the object. A linking verb is followed by either a predicate noun or predicate adjective, which describes the subject.

An adjective describes a noun. It often follows a linking verb, as above, but an adjective can also come before the noun it describes. An adjective can describe any noun in a sentence.

An adverb can describe the action of a sentence. It can appear in various places in a sentence. Some adverbs end in -ly; many do not.

Subject Action Verb Object

Everyone left the city.

Subject Linking Verb Word to Describe Subject

He became a God. (predicate noun)

The monster looked big. (predicate adjective)

The famous Loch Ness Monster is a living dinosaur. [describes subject]A man and a woman saw a huge creature. [describes object]

If the subject of a sentence is singular, the noun following the linking verb will also be singular: The creature looked like a giant ape. If the subject is plural, the noun will also be plural: The creatures looked like giant apes.

SKILLGrammar

His younger brother died suddenly. [describes how he died]

Many sentences also contain prepositional phrases. These can show time or location. A preposition, such as in, at, on, from, and for, is followed by a noun or noun phrase, which is called the object of the preposition.

Prepositions Showing Time

In 1911, Hiram Bingham rediscovered it.Dutch explorers arrived there on Easter Sunday, 1722.

Prepositions Showing Location

Easter Island is a tiny island in the Pacific Ocean.Carnarvon’s dog died at the same time at his home.

16 Unit 1

T16

Step 1: Introduce

Step 2: teach

parts of Speech and parts of the SentenceRead aloud and discuss the information about different parts of a sentence. SAY: Read the first sentence. What is the sentence about? (Everyone). Everyone is the subject of the sentence. What action takes place in the sentence? (left) Left is the action. It is the verb. The object of the action is city. City is the direct object. Write the words in a three-column chart. Repeat the procedure with the second sentence. Find additional sentences, and with students, decide which word is the subject, action verb or linking verb, object, and predicate noun or predicate adjective. Place each word in the correct column in the chart. Explain to students that an adjective can describe any noun used in a sentence. Give an example of an adjective describing a subject or a direct object in a sentence.

Explain adverbs and give examples to students. Provide practice sentences for the students to identify the adverbs.

Grammar Skill

Teach & Apply

Accelerate Language Development

Subject-Verb Agreement

Teaching Resources•Workbook,pp.6–7•CR-ROM/e-book,Grammar Forextrapractice,usetheDVD,CD-ROM,and


ELL13_TE06_KS_U1.indd 16 2/2/12 11:21:17 AM

English Learning

Practice WorkbookPages 6–7

Work with a partner. Copy the sentences below into your notebook. Label the parts of speech and parts of the sentence.

prepositional phrase

subject verb adjective

Example: The rocks lay in a big field.

1. They found beautiful treasures.

2. At that time, a man saw footprints.

3. He opened the tomb in 1922.

4. They built the Pyramids in Egypt.

5. Dutch explorers named Easter Island.

6. Six people at the tomb died.

7. A huge statue stands in Giza.

8. In the 1500s, everyone quickly left the city.

9. The research was accurate.

10. Tourists from all over the world visit Machu Picchu.

Apply

Work with a partner. Find five sentences from the reading. Copy them into your notebook. Then label the parts of speech and the parts of the sentence.

A sentence is a group of words that expresses a complete thought. A simple sentence must contain a subject and a verb. The verb must agree in number with the subject. If the subject is singular, the verb must be singular. If the subject is plural, the verb must be plural. A simple sentence may also contain an object, predicate adjective or predicate noun, prepositional phrases, or adjectives.

Grammar CheckWhat must a simple sentence contain?

predicate noun

linking

prepositional phrase

subject verb adjective prepositional phrase

Tutankhamen was a pharaoh in ancient Egypt from 1333 to 1324 B.C.E.

Reading 1 17

T17

Step 3: practiceBefore students complete this exercise, model how to label the parts of speech in each sentence. On the board write: The hikers climbed slowly down the big mountain. SAY: Read the sentence. There are two nouns in this sentence, hikers and mountain. Write the word noun above the words hikers and mountain. Ask students to identify the verb in the sentence and label it. Repeat this procedure for the preposition.

Grammar Check

ANSWERS 1. They [subject] found [verb] beautiful

[adjective] treasures [direct object]. 2. At that time [prepositional phrase], a man

[subject] saw [verb] footprints [direct object].

3. He [subject] opened [verb] the tomb [direct object] in 1922 [prepositional phrase].

4. They [subject] built [verb] the Pyramids [direct object] in Egypt [prepositional phrase].

5. Dutch [adjective] explorers [subject] named [verb] Easter Island [direct object].

6. Six [adjective] people [subject] at the tomb [prepositional phrase] died [verb].

7. A huge [adjective] statue [subject] stands [verb] in Giza [prepositional phrase].

8. In the 1500s [prepositional phrase], everyone [subject] quickly [adverb] left [verb] the city [direct object].

9. The research [subject] was [verb] accurate [predicate adjective].

10. Tourists [subject] from all over the world [prepositional phrase] visit [verb] Machu Picchu [direct object].

Step 4: ApplySIOP ® in Practice

Review AND AssessmeNt Feature 27: Comprehensive Review of Key vocabulary

IS OP®



IS OP®




Writing Conventions

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ELL13_TE06_KS_U1.indd 17 2/2/12 7:20:37 PM

Listening and Speaking: Academic Words

Academic words are important words used routinely in written classroom materials and other texts you will read. Study the red words and their meanings. You will find these words useful when talking and writing about informational texts. Write each word and its meaning in your notebook, then say the words aloud with a partner. After you read “Fact or Fiction?” try to use these words to respond to the text.

Academic Wordsaccuratecreateevidencesurvive

PracticeWorkbook

Page 2

Work with a partner to answer these questions. Try to include the redword in your answer. Write the answers in your notebook.

1. Where could you find accurateinformation about ancient Egypt?

2. How could you create a model of a pyramid? What materials would you use to make the model?

3. What types of evidence might archaeologists use to figure out why a group of people suddenly died out or vanished?

4. What kinds of things do human beings need in order to survive?

accurate = correct or exact Archaeologists must collect accurate information when they try to solve mysteries from the past.

create = make something exist The scientist wanted to create a model pyramid to see how it was made.

evidence = facts, objects, or signs that make you believe that something exists or is true

The scientist looked for evidence to prove when the building had been constructed.

survive = continue to live or exist No one knows why the animals did not surviveafter the storm; all of them died.

Although the Inca people died out, they left behindevidence of what their culture was like. One example isthis counting necklace.

� Unit 1

ELL13_SE06_KS_U01_p004_007.indd 6 12/13/11 8:26:16 PM

T�

Step 1: teach

VocabularyListening and Speaking: Academic Words

Oral Vocabulary Routine

Define:

Expand:Ask:

Define:

Expand:Ask:

Define:

Expand:

Ask:

Define:

Expand:Ask:

Step 2: practice

ANSWERS

1. YoucouldfindaccurateinformationaboutEgyptattheSmithsonianInstitution.

2. Youcouldcreateamodelofapyramidbypilingupsugarcubes.

3. Archaeologistsmightuseancientbonestofigureoutwhyagroupofpeoplediedout.

4. Inordertosurvive,humanbeingsneedair,water,food,andshelter.

CD1 T4–T4CD1 T4–T4

Teaching Resources•AudioCD1,tracks4–5•Workbook,pp.2–3•CD-ROM/e-book,AcademicWords,Word

Study Forextrapractice,usetheDVD,CD-ROM,and


Linguistic Note

ent/ence versus ant/ance

Teach

ELL13_TE06_KS_U1.indd 6 2/2/12 11:19:48 AM

English Learning

READING STRATEGY PREVIEW

Previewing a text enhances your comprehension of it. When you preview a text, you prepare yourself for the information you are about to learn. To preview, follow these steps:

Read the title and headings (section titles).

Try to turn the headings into questions.

Look at the visuals and read the captions or labels.

Think about what you already know about the subject.

Before you read “Fact or Fiction?” look at the title, headings, visuals, and captions. Think about what you already know about these subjects. What more would you like to know?

Word Study: Same Sound, Different Spellings

In English, sometimes the same sound can be spelled in different ways. The only way to figure out the correct spelling is to check the word in a dictionary and memorize it. When you read “Fact or Fiction?” you will come across the words calendar, together, calculator. Say each word aloud with a partner. What sound do you hear in the final syllable of each word? Notice that the final sound / er/ is the same, though the spellings are different.

The sound / er/ can be spelled in different ways when it comes at the end of a word in an unstressed syllable. Study the chart for more examples.

WorkbookPage 4

ar er or

sugar feather author

cellar December mirror

regular pitcher neighbor

Practice Workbook

Page 3

Work with a partner. Copy the chart above into your notebook. Say a word from the chart, and ask your partner to spell it aloud. Then have your partner say the next word. Continue until you can spell all of these words correctly. Then work with your partner to spell the following words: beggar, cracker, doctor, dollar, hammer, and tractor. Add them to the chart under the correct headings.

To acquire grade-level vocabulary, actively memorize new words and their spellings. To help remember this information, be sure to review it often.

LEARNING STRATEGY

Reading 1 7

T�

Step 1: teach

Word StudySame Sound, Different Spellings

Learning Strategy

Step 2: practice

ANSWERSar er or

beggardollar

crackerhammer

doctortractor

Step 3: teach

Reading StrategyPreview

®

Newcomers Card N8 (p. 7) Step 2: practice

SIOP ® in Practice

BuildiNg BaCkgrouNd: Feature 9: key Vocabulary Emphasized

IS OP®



IS OP®




Reading

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ELL13_TE06_KS_U1.indd 7 2/4/12 3:42:56 AM

What You Will LearnReading

Vocabulary building:Context, dictionary skills, word study

Reading strategy: Preview

Text type: Informational text (social studies)

GrammarParts of speech and parts of the sentence

WritingDescribe a place

Prepare to Read

THE BIG QUESTION

Can all mysteries be solved? You are going to read about a series of real-life mysteries. The first concerns the Egyptian pyramids. Work with a partner. Use your prior knowledge to explore everything you know about pyramids. What do they look like? Where, when, and how were they built? In your notebook, record what you already know.

Now look at the picture below. Read the facts about the Great Pyramid at Giza in Egypt. Discuss the picture and facts with your partner.

1READING

BUILD BACKGROUND“Fact or Fiction?” explores mysterious places, creatures, and events from the past. First, this nonfiction article focuses on the pyramids of Egypt, one of the most puzzling of mysteries. Then it goes on to explore other historical puzzles: What happened to the people of Machu Picchu? Is there really a curse on King Tutankhamen’s tomb? What mysterious creatures live in the depths of the sea? Is there a monster in a lake in Scotland? As you read, think about how you would try to solve one of these mysteries.

The pyramid is as tall as a forty-story building. It took 20,000 workers twenty years to build it.

It is made up of more than 2 million blocks of stone. Each block weighs about 2,200 kilograms (5,000 lb.).

The bottom of the pyramid is as big as eight football fields.

Workers used a knotted string as a measurement tool.

Workers used logs and ramps.

Use your prior knowledge. Relating what you already know to a new topic will make it easier to understand new meanings in English.

LEARNING STRATEGY

4 Unit 1

T�

Step 1: Introduce

Objectives

the Big Question

Learning Strategy

Build Background

Step 2: teach

Understanding the Genre: Social Studies Article

Teaching Resources•AudioCD1,tracks2–3•Workbook,p.1•CD-ROM/e-book,KeyWords Forextrapractice,usetheDVD,CD-ROM,and


Teach

Leveled SupportBeginning

Early Intermediate/ Intermediate

Early Advanced/Advanced


The following standards apply to pages 4–7.Teaching the standards: RI.6.2, RI.6.4, L.6.2.b, L.6.4.c, L.6.4.dPracticing the standards: RI.6.3, L.6.6, L.6.4.a, SL.6.1.c, RH.6-8.7, RH.6-8.3Go to www.LongmanKeystone.com for additional standards correlations for these pages.

ELL13_TE06_KS_U1.indd 4 2/15/12 1:09:58 AM

English Learning

VOCABULARY

Listening and Speaking: Key Words

Key words are important topic-related vocabulary used routinely in written classroom materials and other texts you will read. Read aloud and listen to these sentences with a partner. Use the context to figure out the meaning of the highlighted words. Use a dictionary to check your answers. Then write each word and its meaning in your notebook.

1. The archaeologist tried to understand the past by digging through the ruins of old buildings.

2. To understand the mysterious ruins, scientists used clues from the soil, statues, and ancient scrolls.

3. A mysterious creature lived in the forest. People believed it was part human and part horse.

4. The first English colony in America disappeared mysteriously. One day, all the people were gone.

5. The unicorn is a fantasy. It is an unreal animal that lives only in the imagination.

6. A church, a temple, and a mosque are three kinds of sacred buildings.

Practice Workbook

Page 1

Work with a partner to answer these questions. Try to include the key word in your answer. Write the sentences in your notebook.

1. What does an archaeologist do?

2. What clues would the police use to track a bank robber?

3. Which creature scares you the most? Why?

4. Why do you think dinosaurs disappeared millions of years ago?

5. Why do people sometimes like fantasy better than reality?

6. What is something that is sacred to you or someone you know?

Key Wordsarchaeologistcluescreaturedisappearedfantasysacred

The unicorn was a popular fantasy during the middle ages.

Reading 1�

T�

VocabularyListening and Speaking: Key Words

OralVocabularyRoutineDefine:

Expand:

Ask:

Define:

Expand:Ask:

Define:Expand:Ask:

Define:

Expand:

Ask:

Define:

Expand:Ask:

Define:

Expand:Ask:

Step3:practice

ANSWERS

1. Anarchaeologistdigsthroughtheruinsofoldbuildings.

2. Policewouldusesurveillancephotos,fingerprints,andDNAtotrackabankrobber.

3. Asnakescaresmethemostbecauseitslitherssofast,itcanbitemebeforeIcanescape.

4. IthinkdinosaursdisappearedmillionsofyearsagobecausetheEarthgottoohot.

5. Peoplesometimeslikefantasybecauseitdistractsthemfromtheirrealproblems.

6.TheVirginofGuadalupeissacredtome.

CD1 T2–T3CD1 T2–T3

SIOP ® in Practice

Lesson PreParation Features 1 & 2: Content objectives and Language objectives

IS OP®



IS OP®



ELL13_TE06_KS_U1.indd 5 2/15/12 1:10:14 AM

READING

1SOCIAL STUDIES

INFORMATIONAL TEXT

Set a purpose for reading Preview the text. What kinds of mysteries do you think the text will present? Read to find out why some mysteries are so hard to solve.

Path to the Stars?About 4,500 years ago, the pharaoh Cheops and his son

and grandson built the three Pyramids of Giza in Egypt. These pyramids were tombs, or places to bury the dead. For thousands of years, people didn’t understand why these three pyramids were grouped together.

Then Belgian engineer Robert Bauval noticed that the shape of the three pyramids was the same as part of a group of stars in the sky called Orion’s Belt. The whole group of stars—Orion—was sacred to the Egyptians. When Cheops died, he was buried in the Great Pyramid of Giza. The Egyptians made a shaft—or hole—in this pyramid. The shaft led from Cheops’s tomb to the sky and the three stars of Orion’s Belt. Scientists believe that the Egyptians built this shaft so that Cheops could fly from the pyramid to Orion. There, he would become a god.

pharaoh, ancient Egyptian rulerengineer, person who plans how to build machines, roads,

and so on

The three stars in Orion’s belt

This diagram shows the shaft in the pyramid. The three Pyramids of Giza

from high above

� Unit 1

T�

Step 1: Introduce

Reading Summary

the Big Question

Step 2: teach

Set a purpose for Reading

preteaching Boldfaced Words

CD1 T6 Scaffolding: Listen and Read

Teaching Resources•Resources,Summaries,pp.123–124•AudioCD1,track6•Reader’s Companion Workbook,pp.1–9 For extra practice, use the DVD, CD-ROM, and


Read





The following standards apply to pages 8–13.Teaching the standards: RI.6.1, RI.6.2, RI.6.3, RI.6.8, RH.6-8.3, RH.6-8.8Practicing the standards: RI.6.4, RI.6.6, RI.6.7, RI.6.10, L.6.4.a, L.6.6, RH.6-8.4, RH.6-8.7, RH.6-8.10Go to www.LongmanKeystone.com for additional standards correlations for these pages.

ELL13_TE06_KS_U1.indd 8 2/2/12 11:20:10 AM

English Learning

BEFORE YOU GO ON

1 Why do scientists think that the Egyptians made a shaft in the Great Pyramid?

2 What has happened to the Sphinx over time?

On Your Own Why do you think

people might leave a city forever?

The Secret of the Great SphinxA huge statue with the head of a man and the body of a lion

stands in Giza, Egypt. Known as the Great Sphinx, it seems to defend the pyramids behind it. Like the pyramids, the Sphinx is made from limestone, which is very common in Egypt. The exact age of the Sphinx remains one of the world’s great mysteries. For thousands of years, wind and sand have erodedthis enormous sculpture. Some archaeologists believe that water also damaged the Sphinx many centuries ago. Was the Sphinx once buried at the bottom of the sea? No one knows for sure.

Mysterious CitiesSome ancient cities were abandoned and no one knows why.

One of these cities is Machu Picchu, located about 2,440 meters (8,000 ft.) high in the Andes Mountains of Peru. The Inca built Machu Picchu from about 1460 to 1470 c.e. They lived in parts of South America, including what is now Peru. They used stone blocks to make most of the buildings. The blocks fit together perfectly.

In the early 1500s, everyone left the city. No one knows why. Perhaps people died or left because of smallpox, a deadly disease that was brought to the Americas by European explorers and colonists. Machu Picchu was forgotten for hundreds of years. Then, in 1911, the American explorer Hiram Bingham rediscovered it. Today, tourists from all over the world visit this unique city.

statue, shape of a person or animal made of stone, metal, or wood limestone, a type of rock that contains

calcium, often used to make buildings eroded, slowly destroyed centuries, periods of 100 years abandoned, left completely behind

and not used anymore colonists, people who settle

in a new country or area

The Sphinx has the head of a man and the body of a lion.

The abandoned city of Machu Picchu —clues of an ancient civilization

Reading 1 9

T�

Step 3: Monitor progress

Before You Go On

ANSWERS1. Scientists think that the Egyptians made a

shaft in the Great Pyramid so the pharaoh,Cheops, could fly to the stars and become agod.

2.Over time, wind and sand have eroded theSphinx’s features.

On Your Own

Challenge Words and terms

SIOP ® in Practice

StrategieS: Feature 13: Opportunities Provided for Students to Use LearningStrategies

Path to the Stars? the Secret of thegreat Sphinx

Mysterious Cities

What is the mystery?

What do scientists believe about this mystery?What is your opinion about this mystery?

IS OP®



IS OP®



ELL13_TE06_KS_U1.indd 9 2/18/12 12:49:54 AM

Review and Practice

COMPREHENSION Workbook

Page 5

Did you understand the article? If not, reread it with a partner. Then answer the questions below.

Recall

1. Who built the three Pyramids of Giza?

2. What did the ancient people of Easter Island create?

Comprehend

3. In what ways are the pyramids and the Sphinx different?

4. How are the mysteries of Machu Picchu and Easter Island similar?

Analyze

5. Do you think that the author believes in the Loch Ness monster or Bigfoot? Explain.

6. How do you think the author feels about the mysteries described in “Fact or Fiction?” Give examples that reveal the author’s feelings about four of the subjects.

Connect

7. Would you like to be part of the Loch Ness Investigation Bureau? Why?

8. Do you believe that there are still many creatures unknown to science? Why or why not?

1READING

The dragon shown in this tile is a creature of

fantasy. Or is it?

14 Unit 1

Reading SkillReading Skill

Make sure you understand different types of sentences. Questions are used routinely in speaking and in written classroom materials to ask for information. They often include words such as who, what, where, why, when, or how.

T14

Teaching Resources•Workbook,p.5•Reader’s Companion Workbook,pp.10–14•CD-ROM/e-book,Comprehension,

Extension For extra practice, use the DVD, CD-ROM, and


Step 1: practice

Reading Skill

Comprehension

ANSWERS1. TheEgyptianpharaoh,Cheops,hisson,

andhisgrandsonbuiltthethreepyramidsofGiza.

2. TheancientpeopleofEasterIslandcreatedlargestatuescalled“moai.”

3. Thepyramidsarehugetombsthatwerebuiltforpharaohs.Theyaregeometricinshape.TheSphinxisahugepieceofstonesculpturethatwasprobablybuilttoprotectthepyramids.

4. ThemysteriesofEasterIslandandMachuPicchuaresimilarinthatcivilizationswithlargenumbersofpeopleseemtohavevanishedwithoutatrace.

5. Possibleresponse:No,Idon’tthinktheauthorbelievesinBigfootortheLochNessMonsterbecausehealwaysgivesanexplanationofwhatitprobablyis.

6. Possibleresponses:Theauthorprobablybelievestherearelogicalanswerstothemysteriesin“FactorFiction?,”butwe’llneverbesure.ThepyramidswereprobablyconstructedtoalignwiththreestarsinOrion’sbelt.TheGreatSphinxwasprobablybuilttoguardthepyramids.Stonehengewasprobablybuilttomarktheriseofthesunandthemoonthroughoutthecenturies.Giantsquidwereprobablywhatsailorssawratherthanstrangeseacreaturesthatcouldcrushships.

7. Answerswillvary.8.Answerswillvary.

Teach & Apply





The following standards apply to pages 14–19.Teaching the standards: RI.6.1, RI.6.2, RI.6.3, RI.6.8, W.6.3.b, W.6.3.c, W.6.3.d, W.6.5, W.6.7, W.6.10, SL.6.1, SL.6.1.d, RH.6-8.3, RH.6-8.6, RH.6-8.8Go to www.LongmanKeystone.com for additional standards correlations for these pages.

ELL13_TE06_KS_U1.indd 14 2/2/12 7:19:10 PM

English Learning

IN YOUR OWN WORDS

Work with a partner. Imagine that you are telling a younger student about “Fact or Fiction?” First make a list of the key topics and main ideas in the article. You may want to use the headings in the article as a guide. Then take turns explaining the information you remember from the article. Try to use some of these words: pharaoh, engineer, centuries, eroded, survive, disappeared, sacred, temple, clues, statues, archaeologists, message, unique, accurate, evidence, humps, creature, and fantasy.

DISCUSSION

Discuss in pairs or small groups.

1. What might have caused the people of Machu Picchu to disappear?

2. Which place described in “Fact or Fiction?” would you most like to visit? Explain.

Can all mysteries be solved? Which of the mysteries in the selection do you predict will be solved first? Explain.

READ FOR FLUENCY

Reading with feeling helps make what you read more interesting. Work with a partner. Choose a paragraph from the reading. Read the paragraph to yourselves. Ask each other how you felt after reading the paragraph. Did you feel happy or sad?

Take turns reading the paragraph aloud to each other with a tone of voice that represents how you felt when you read it the first time. Give each other feedback.

EXTENSION Workbook

Page 5

Utilize Archaeologists and scientists examine information, data, and other evidence to learn more about mysteries. Imagine that you are an archaeologist. Go to the library or do research on the Internet to find more information about one of the mysteries from “Fact or Fiction?” Then present the new information to the class.

Reading 1 15

Write your important ideas on note cards. Write just a few words in big letters on each card. Use the cards to help you remember your main ideas.

SKILL

Be quiet and pay attention while others are speaking. Open your eyes and ears.

SKILL

T15

Speaking Skill

In Your Own Words

Step 2: extend

Listening Skill

Discussion

Step 3: Assess

Read for Fluency

extension

®

Comprehension Card C11 (p. 15) Step 2: extend

ELL13_TE06_KS_U1.indd 15 2/2/12 11:21:08 AM

Teaching a Reading

Each reading includes background building, vocabulary building, a reading strategy, and activities for comprehension, grammar, and writing.

Prepare to Read lessons precede each reading. They include Key Words, Academic Words, and Word Study.

Review and Practice pages let you monitor student progress in comprehension and fluency.

Grammar and Writing pages teach specific skills and then practice those skills in a structured assignment.

Before You Go On questions check comprehension.

Technology

• Student CD-ROM/e-book makes selections come alive with audio support and interactivity.

• Audio CD models oral reading fluency.

• iPad Apps reinforce vocabulary and comprehension skills.

19

ELL13_TE06_KS_FM_HTUP.indd 19 2/22/12 1:21:26 AM

English Learning

Unit 1

Overview

The Big QuestionCan all mysteries be solved?

Reading 1 Reading 2

“Fact or Fiction?”Connection to the Big Question This social studies article explores some real-life mysteries from the past.

“ The Case of the Defaced Sidewalk” by Carol Farley,

“ The Case of the Disappearing Signs” by Hy Conrad

Connection to the Big Question Nina and Max solve two detective cases in these short stories.

�Common�CoreState�Standards

Teaching Standards L.6.2.b, L.6.4.c, L.6.4.d, RH.6-8.3, RH.6-8.8, RI.6.1, RI.6.2, RI.6.3, RI.6.4, RH.6-8.6, RI.6.8, SL.6.1, SL.6.1.d, W.6.3.b, W.6.3.c, W.6.3.d, W.6.5, W.6.7, W.6.10Practicing Standards L.6.1.a, L.6.4.a, L.6.6, RH.6-8.3, RH.6-8.4, RH.6-8.7, RH.6-8.10, RI.6.3, RI.6.4, RI.6.6, RI.6.7, RI.6.10, SL.6.1.a, SL.6.1.b, SL.6.1.c, W.6.4, W.6.9

Teaching Standards L.6.2.a, L.6.4, L.6.4.a, L.6.4.c, L.6.4.d, L.6.5.a, L.6.6, RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.5, SL.6.1, SL.6.1.b, SL.6.1.c, W.6.3, W.6.3.a, W.6.3.b, W.6.3.dPracticing Standards L.6.1.a, L.6.1.d, L.6.2.b, L.6.4.a, L.6.6, RL.6.1, RL.6.2, RL.6.6, RL.6.10, SL.6.1, SL.6.6

PrePare to read • The Big Question Students use a graphic and discuss what they know about the Egyptian pyramids.

• Build Background Students learn how to tell if something is a fact.

• The Big Question Students discuss the tools and techniques detectives use to solve mysteries.

• Build Background Students learn about fictional mystery stories.

Vocabulary •• Learn Key Words archaeologist,•clues,•creature,•disappeared,•fantasy,•sacred

• Learn Academic Words accurate,•create,•evidence,•survive

• Word Study Same•Sound,•Different•Spellings• Reading Strategy Preview

•• Learn Literary Words idioms,•puns•• Learn Academic Words aware,•intelligent,•

motive,•pursue•• Word Study Compound•Nouns•• Reading Strategy Draw•Conclusions

read Set a Purpose for Reading Students read to learn why some mysteries are so difficult to solve.

Set a Purpose for Reading Students read to find out how to solve mysteries by drawing conclusions.

reView and Practice • Comprehension • In Your Own Words• Discussion • Read for Fluency• Extension

• Reader’s Theater • Comprehension• Discussion • Response to Literature

Grammar and writinG • Grammar Parts of Speech, Parts of Sentences• Writing Describe a Place

• Grammar Nouns, Adjective, Pronouns• Writing Describe an Event

technoloGy Students use the website, CD-ROM/e-book, and iPad apps to reinforce skills in this reading.

Students use the website, CD-ROM/e-book, and iPad apps to reinforce skills in this reading.

Reading 1 Reading 2

SIOP® in Practice Professional DeveloPment

Lesson Preparation T5, Building Background T7, Strategies T9, Lesson Delivery T13, Review and Assessment T17

Lesson Preparation T21, Building Background T23, Lesson Delivery T27, Comprehensible Input T29, Review and Assessment T31

A+RISE® Strategies Professional DeveloPment

Newcomers Card N8 T7, Comprehension Card C7 T13, Comprehension Card C11 T15, Writing Card W11 T19

Vocabulary Card V13 T25, Fluency Card F6 T31, Writing Card W6 T35

AIMSweb® Progress monitoring

Oral Reading Checklist T11, Reading Curriculum-Based Measurement T13

Reading Curriculum-Based Measurement T25, Oral Reading Checklist T27

SELP2assessment

Reading T7, Writing Conventions T17, Writing T19 Reading T28, Writing Conventions T33, Writing T35

ISOP¨BSERVATION ROTOCOL

HELTERED NSTRUCTION

T2A

ELL13_TE06_KS_U1_OV.indd 1 19/02/12 12:57 AM

Read more about pacing online at

www.LongmanKeystone.com

Reading 3 Reading 4

From G is for Googol by David M. SchwartzConnection to the Big Question These science and math selections introduce students to Fibonacci’s sequences.

“ The Haunted Yacht Club” by Ellen Fusz

Connection to the Big Question This short story tells about an unsolved mystery at a hotel.

Teaching Standards L.6.1, L.6.2, L.6.2.b, L.6.4.c, L.6.4.d, L.6.6, RI.6.2, RI.6.3, RI.6.4, RI.6.5, RI.6.7, RST.6-8.2, RST.6-8.7, RST.6-8.10, SL.6.1, SL.6.1.a, SL.6.6, W.6.2.b, W.6.3.d, W.6.4, W.6.5, W.6.7, W.6.8, W.6.10, WHST.6-8.7, WHST.6-8.8, WHST.6-8.9Practicing Standards L.6.4.a, RI.6.7, RL.6.7, RI.6.10, RST.6-8.10, SL.6.1.a

Teaching Standards L.6.1, L.6.2, L.6.4.b, L.6.4.c, L.6.4.d, L.6.6, RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.5, RL.6.7, RL.6.9, RL.6.10, SL.6.1, SL.6.6, W.6.4, W.6.5, W.6.8, W.6.10Practicing Standards L.6.4.a, RL.6.3, RL.6.7, RL.6.10, SL.6.1.a, SL.6.2

• The Big Question Students discuss the patterns that emerge in nature.

• Build Background Students learn about the Italian mathematician Fibonacci.

• The Big Question Students discuss legends about ghosts.

• Build Background Students learn about the legend of the Haunted Yacht Club.

•• Learn Key Words architecture,•gradual,•infinity,•numerals,•spirals,•steep

•• Learn Academic Words constant,•illustrate,•sequence,•unique

•• Word Study Spelling•words•with•ai, ay, ee, oa•• Reading Strategy Use•Visuals

•• Learn Literary Words character,•character•traits,•plot

•• Learn Academic Words identify,•individual,•occur,•physical,•theory

•• Word Study Prefixes•un-, dis-•• Reading Strategy Predict

Set a Purpose for Reading Students read to find out who Fibonacci was and what he discovered about nature.

Set a Purpose for Reading Students read to find out what character traits are helpful in solving mysteries.

• Comprehension • In Your Own Words• Discussion • Read for Fluency• Extension


• Grammar Comparison Structures• Writing Describe an Object

• Grammar Prepositions• Writing Describe a Character



Reading 3 Reading 4Lesson Preparation T37, Building Background T39, Practice/Application T41, Strategies T43, Review and Assessment T45

Lesson Preparation T51, Building Background T53, Strategies T55, Interaction T57, Review and Assessment T59

Newcomers Card N9 T39, Fluency Card F5 T45, Writing Card W11 T49

Comprehension Card C13 T56, Fluency Card F6 T59, Writing Card W7 T63


Reading Curriculum-Based Measurement T56, T61


T2B


How to Use Keystone

Resources for PlanningStart your planning with the Teacher’s Edition, which provides easy-to-use, step-by-step lesson planning tools.

Evaluating Student AchievementPearson Longman Keystone makes it easy to monitor your students’ progress with frequent opportunities to assess mastery and re-teach aterial.

AIMSweb®

• This progress-monitoring system based on direct, frequent, and continuous student assessment maximizes your use of assessment data.

• Normed against English learners at a variety of language proficiency levels, the results are reported to students, parents, teachers, and administrators via a web- based data management and reporting system.

Stanford English Language Proficiency Test 2• The SELP 2 helps teachers evaluate the listening, reading,

comprehension, writing, and speaking skills of English learners and focuses on both social and academic language.

• Two long forms and two short forms are available. Results are delivered through the Ready Results® online scoring system.

Assessment Book • Diagnostic Pretest helps determine student

readiness at the beginning of the year.

• Reading Test assesses skills for each selection.

• Unit Test assesses skills for each unit.

• Midterm, Posttest, and Exit Exam provide more summative assessment.

ExamView®

• Electronic test generator helps customize assessment.

• Powerful reporting tools help tailor instruction.

ST

AN F O

R

D


Common Core State Standards correlations are included for every reading.

Every component of the English

Learning System is incorporated throughout the Teacher’s Edition. This includes SIOP® and A+RISE® for professional development, AIMSweb® for progress monitoring, and SELP 2 for assessment.

A Unit Planner outlines the unit at a glance, showing all the skills, resources, and assessment opportunities for each reading.

20

ELL13_TE06_KS_FM_HTUP.indd 20 2/29/12 11:18:13 PM

English Learning

Unit 1

Overview

The Big QuestionCan all mysteries be solved?

Reading 1 Reading 2

“Fact or Fiction?”Connection to the Big Question This social studies article explores some real-life mysteries from the past.

“ The Case of the Defaced Sidewalk” by Carol Farley,

“ The Case of the Disappearing Signs” by Hy Conrad

Connection to the Big Question Nina and Max solve two detective cases in these short stories.

�Common�CoreState�Standards

Teaching Standards L.6.2.b, L.6.4.c, L.6.4.d, RH.6-8.3, RH.6-8.8, RI.6.1, RI.6.2, RI.6.3, RI.6.4, RH.6-8.6, RI.6.8, SL.6.1, SL.6.1.d, W.6.3.b, W.6.3.c, W.6.3.d, W.6.5, W.6.7, W.6.10Practicing Standards L.6.1.a, L.6.4.a, L.6.6, RH.6-8.3, RH.6-8.4, RH.6-8.7, RH.6-8.10, RI.6.3, RI.6.4, RI.6.6, RI.6.7, RI.6.10, SL.6.1.a, SL.6.1.b, SL.6.1.c, W.6.4, W.6.9

Teaching Standards L.6.2.a, L.6.4, L.6.4.a, L.6.4.c, L.6.4.d, L.6.5.a, L.6.6, RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.5, SL.6.1, SL.6.1.b, SL.6.1.c, W.6.3, W.6.3.a, W.6.3.b, W.6.3.dPracticing Standards L.6.1.a, L.6.1.d, L.6.2.b, L.6.4.a, L.6.6, RL.6.1, RL.6.2, RL.6.6, RL.6.10, SL.6.1, SL.6.6

PrePare to read • The Big Question Students use a graphic and discuss what they know about the Egyptian pyramids.

• Build Background Students learn how to tell if something is a fact.

• The Big Question Students discuss the tools and techniques detectives use to solve mysteries.

• Build Background Students learn about fictional mystery stories.

Vocabulary •• Learn Key Words archaeologist,•clues,•creature,•disappeared,•fantasy,•sacred

• Learn Academic Words accurate,•create,•evidence,•survive

• Word Study Same•Sound,•Different•Spellings• Reading Strategy Preview

•• Learn Literary Words idioms,•puns•• Learn Academic Words aware,•intelligent,•

motive,•pursue•• Word Study Compound•Nouns•• Reading Strategy Draw•Conclusions

read Set a Purpose for Reading Students read to learn why some mysteries are so difficult to solve.

Set a Purpose for Reading Students read to find out how to solve mysteries by drawing conclusions.

reView and Practice • Comprehension • In Your Own Words• Discussion • Read for Fluency• Extension


Grammar and writinG • Grammar Parts of Speech, Parts of Sentences• Writing Describe a Place

• Grammar Nouns, Adjective, Pronouns• Writing Describe an Event

technoloGy Students use the website, CD-ROM/e-book, and iPad apps to reinforce skills in this reading.


Reading 1 Reading 2

SIOP® in Practice Professional DeveloPment

Lesson Preparation T5, Building Background T7, Strategies T9, Lesson Delivery T13, Review and Assessment T17

Lesson Preparation T21, Building Background T23, Lesson Delivery T27, Comprehensible Input T29, Review and Assessment T31

A+RISE® Strategies Professional DeveloPment

Newcomers Card N8 T7, Comprehension Card C7 T13, Comprehension Card C11 T15, Writing Card W11 T19

Vocabulary Card V13 T25, Fluency Card F6 T31, Writing Card W6 T35

AIMSweb® Progress monitoring

Oral Reading Checklist T11, Reading Curriculum-Based Measurement T13


SELP2assessment


ISOP¨BSERVATION ROTOCOL

HELTERED NSTRUCTION

T2A


Read more about pacing online at

www.LongmanKeystone.com

Reading 3 Reading 4

From G is for Googol by David M. SchwartzConnection to the Big Question These science and math selections introduce students to Fibonacci’s sequences.

“ The Haunted Yacht Club” by Ellen Fusz

Connection to the Big Question This short story tells about an unsolved mystery at a hotel.

Teaching Standards L.6.1, L.6.2, L.6.2.b, L.6.4.c, L.6.4.d, L.6.6, RI.6.2, RI.6.3, RI.6.4, RI.6.5, RI.6.7, RST.6-8.2, RST.6-8.7, RST.6-8.10, SL.6.1, SL.6.1.a, SL.6.6, W.6.2.b, W.6.3.d, W.6.4, W.6.5, W.6.7, W.6.8, W.6.10, WHST.6-8.7, WHST.6-8.8, WHST.6-8.9Practicing Standards L.6.4.a, RI.6.7, RL.6.7, RI.6.10, RST.6-8.10, SL.6.1.a

Teaching Standards L.6.1, L.6.2, L.6.4.b, L.6.4.c, L.6.4.d, L.6.6, RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.5, RL.6.7, RL.6.9, RL.6.10, SL.6.1, SL.6.6, W.6.4, W.6.5, W.6.8, W.6.10Practicing Standards L.6.4.a, RL.6.3, RL.6.7, RL.6.10, SL.6.1.a, SL.6.2

• The Big Question Students discuss the patterns that emerge in nature.

• Build Background Students learn about the Italian mathematician Fibonacci.

• The Big Question Students discuss legends about ghosts.

• Build Background Students learn about the legend of the Haunted Yacht Club.

•• Learn Key Words architecture,•gradual,•infinity,•numerals,•spirals,•steep

•• Learn Academic Words constant,•illustrate,•sequence,•unique

•• Word Study Spelling•words•with•ai, ay, ee, oa•• Reading Strategy Use•Visuals

•• Learn Literary Words character,•character•traits,•plot

•• Learn Academic Words identify,•individual,•occur,•physical,•theory

•• Word Study Prefixes•un-, dis-•• Reading Strategy Predict

Set a Purpose for Reading Students read to find out who Fibonacci was and what he discovered about nature.

Set a Purpose for Reading Students read to find out what character traits are helpful in solving mysteries.

• Comprehension • In Your Own Words• Discussion • Read for Fluency• Extension


• Grammar Comparison Structures• Writing Describe an Object

• Grammar Prepositions• Writing Describe a Character



Reading 3 Reading 4Lesson Preparation T37, Building Background T39, Practice/Application T41, Strategies T43, Review and Assessment T45

Lesson Preparation T51, Building Background T53, Strategies T55, Interaction T57, Review and Assessment T59

Newcomers Card N9 T39, Fluency Card F5 T45, Writing Card W11 T49

Comprehension Card C13 T56, Fluency Card F6 T59, Writing Card W7 T63


Reading Curriculum-Based Measurement T56, T61


T2B


Organisms and SpeciesAn organism is a living thing. A huge redwood tree

is an organism. A small mouse is an organism. A tiny insect is an organism. A human is an organism, too. Some organisms, such as bacteria, are so small that you cannot see them.

A group of very similar organisms is a species. The organisms in a species are so similar that they can reproduce—that is, have offspring, or babies—together, and their offspring can reproduce, too. Horses and cows, for example, cannot have offspring together because they are different species.

READING

2SCIENCE

INFORMATIONAL TEXT

Set a purpose for reading How do living thingsdepend on their natural environment to survive?

▲ A cat and its offspring

Follow along in yourbook as you listen tothe Audio CD. Noticethe words in bold. Tounderstand them, readthe definitions at thebottom of the page.Knowing the meaningsof these words willenhance and confirmyour understanding ofthe article.

SKILL

22 Unit 1

T22

Step 1: Introduce

Reading Summary

the Big Question

Step 2: teach

Set a purpose for Reading

preteaching Boldfaced Words

CD1 T10 Scaffolding: Listen and Read

Listening Skill

Read

Teaching Resources• Resources, Summaries, pp. 125–126•Audio CD 1, track 10• Reader’s Companion Workbook, pp. 1–7

For extra practice, use the DVD, CD-ROM, and worksheets on the Companion Website.


Early Intermediate

Intermediate



The following standards apply to pages 22–27.Teaching the standards: RI.7.1, RI.7.3, RI.7.4, RI.7.5, RST.6-8.1, RST.6-8.4, RST.6-8.7, RST.6-8.10Practicing the standards: RI.7.7, RI.7.10Go to www.LongmanKeystone.com for additional standards correlations for these pages.

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Built-In Differentiated InstructionPearson Longman Keystone gives unprecedented opportunities for reaching all students.

Teacher’s EditionThe Teacher’s Edition provides point-of-use support for differentiating instruction to reach all students.

• Leveled Support features provide suggestions for adapting activities in the Student Edition.

• The CRI icon denotes suggestions for Culturally Responsive Instruction.

• Extension activities in multiple modalities allow students to expand on unit concepts.

Teacher’s GUIDEPearson English Learning System

Assessment • Instruction • Professional Development • Progress Monitoring

The English Learning System Teacher Guide includes information that will help you put the system into practice as well as additional instructional resources for English learners.

The Teacher’s Resource Book includes lesson plans, graphic organizers, selection summaries in multiple languages, and more to help with your planning.

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Documents

How To Use Keystone