to the PDF file. - Pearson English Learning System

Transcription

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
E ach 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.
UNIT
Preview the Unit
1
Step 1: Introduce
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Listening and Speaking—Descriptive
1
Social Studies
2
3
Short Stories
Math/Science
Link the Readings
Critical Thinking "TLTUVEFOUTIPXUIF
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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.
Teenage Detectives
by Carol Farley and
Hy Conrad
From G Is for Googol by
David M. Schwartz
“The Haunted Yacht
Club” by Ellen Fusz
Reading Strategy:
Reading Strategy:
Reading Strategy:
Reading Strategy:
Preview
Draw conclusions
Use visuals 1
Predict
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EL Insights
Clarify What Students Need to Learn
Title of Reading
From G Is for Googol
ANSWERS
Title of
Reading
Purpose
T
Big Question Link
The characters solve mysteries.
Teenage Detectives
to inform
ELL13_TE06_KS_U1.indd 2
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.
Purpose
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.
Big Question Link
“Fact or
Fiction?”
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
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?
Further Reading
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2/15/12 1:09:35 AM ELL13_TE06_KS_U1.indd 3
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Websites
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UPPUIFSJOUFSFTUJOHXFCTJUFTBCPVUTPMWJOH
NZTUFSJFT
T
Media Literacy & Projects
gives students opportunities
for practice in media and
collaboration skills.
2/2/12 11:19:15 AM
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.
64 Unit 1
Unit 1 65
English Learning
SHELTERED INSTRUCTION
Teaching Resources
SIOP ® in Practice
• Assessment, Unit 1 Test
For extra practice, use the DVD, CD-ROM, and
worksheets on the Companion Website.
ut It All Together provides
P
extension and assessment
opportunities in multiple
modalities.
Home-School Connection
At the end of each unit, Link the
Readings provides assessment
practice, Big Question wrap-up,
and a fluency check.
Stranger than Fiction Urban Myths, Phil Healey and Rick Glanvill
This Penguin Reader ® is full of strange, funny, and sometimes
unbelievable myths.
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T64
®
OBSERVATION PROTOCOL
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Choose from these reading suggestions. Practice reading silently with
increased ease for longer and longer periods.
Discussion
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Lesson PreParation Feature 3: Content Concepts appropriate of age and
educational Background
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Further Reading
SIOP
SIOP ® in Practice
Step 2: extend
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
“The Haunted Yacht Club”
English Learning
11/15/11 8:18:53 PM
stories and perform it as a play for the class. You may wish to
include simple costumes and music, too.
“Fact or Fiction?”
View and Respond
3
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2
View and Respond
Watch the DVD for Unit 1 and answer the
questions at
www.LongmanKeystone.com.
2
•Resources,Unit1LessonPlans,pp.3–14
•Transparencies,Unit1DailyLanguagePractice
•Video,Segment1
•Resources,LettersHome,pp.109–110Media Literacy & Projects
•CD-ROM/e-book,BigQuestion
Critical Thinking
Work in pairs or small groups. Choose one of these projects.
Forextrapractice,usetheDVD,CD-ROM,and
Look back at the readings in this unit. Think about what they have in
worksheetsontheCompanionWebsite. 1 Create a skit based on Teenage Detectives. Choose one of the
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.
In 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.
4 Short Story
Link the Readings
Step 1: Connect
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Writing— Descriptive
Teaching Resources
Step 4: extend
At the end of this unit, you and your
classmates will play a description guessing
game.
Reading
Visual Literacy
Unit Wrap-Up
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be solved?
Step 2: teach
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TPMWFBNZTUFSZ QuickWrite
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.
the Big Question
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Step 3: practice
Can all mysteries
Unit Content
SIOP
®
Comprehension input Feature 11: Clear explanation of Academic tasks
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Listening &
Speaking Workshop
Step 1: Introduce
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2/2/12 5:00:49 PM ELL13_TE06_KS_U1.indd 65
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Step 2: teach
Gather and Organize Information %SBX
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Put It All Together
LISTENING & SPEAKING WORKSHOP
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
T65
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.
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.
2/2/12 5:02:01 PM
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.
Sounds
4 EVALUATE THE PRESENTATION
Object
or place
Looks
Feels
Smells
Tastes
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!
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?
Step 3: practice
SKILLS
Practice and Present 8JUITUVEFOUT
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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!
Speaking Skills
SKILLS
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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.
Listening Skills
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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 highfrequency English words necessary
for talking about people, objects,
and places.
Strengthen Your Social
Language
Could you hear and understand what the
speaker was saying?
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Did the speaker seem to be having fun?
Alfred Hitchcock was famous
for making mysterious movies.
What suggestions do you have for improving
the presentation?
Unit 1 67
66 Unit 1
Step 4: Assess
Teaching Resources
•CD-ROM/e-book,GatherandOrganize
Information
worksheetsontheCompanionWebsite.
Common Core State Standards
English Learning
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.6.6
Go to www.LongmanKeystone.com for additional standards correlations for these pages.
SIOP ® in Practice
SIOP
®
Review and assessment Feature 29: Regular Feedback Provided to students on
their Output
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A
N FO
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D
SELP2 • Stanford English Language Proficiency Test
S
T
18
Evaluate the Presentation 4VHHFTUUIBU
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ENGLISH LANGUAGE
PROFICIENCY TEST
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T67
T66
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2/22/12 1:17:26 AM
Teaching a Reading
Each reading includes background building, vocabulary building, a reading strategy, and
activities for comprehension, grammar, and writing.
Teach
Word Study: Same Sound, Different Spellings
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.
READING
Vocabulary
Listening and Speaking: Academic
Teach
Words 1MBZUIF$%)BWFTUVEFOUTMJTUFOBOE
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Oral Vocabulary Routine
accurate = correct or exact
®
®
Step 1: Introduce
1
Academic Words
accurate
create
evidence
survive
Prepare to Read
Archaeologists must collect accurate information
when they try to solve mysteries from the past.
LEARNING STRATEGY
In English, sometimes the same sound can be spelled in different
ways. The only way to figure out the correct spelling is to check
To acquire grade-level
the word in a dictionary and memorize it. When you read “Fact or
vocabulary, actively
Fiction?” you will come across the words calendar, together, calculator.
memorize new words
Say each word aloud with a partner. What sound do you hear in the
and their spellings. To
final syllable of each word? Notice that the final sound / r/ is the
help remember this
information, be sure to
same, though the spellings are different.
review it often.
The sound / r/ can be spelled in different ways when it comes
VOCABULARY
at the end of a word in an unstressed syllable.
Study the chart for
more examples.
Listening and Speaking: Key Words
Step 1: teach
Word Study
Same Sound, Different Spellings 3FBE
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TQFMMJOHTPGUIFTPVOEōS&YQMBJOUIBUUIJT
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e
Listening and Speaking: Academic Words
Step 1: teach
CD1 T4–T4
e
Prepare to Read lessons precede
each reading. They include Key
Words, Academic Words, and Word
Study.
CD1 T2–T3
Learning Strategy
Vocabulary
create = make something exist
The scientist wanted to create a model pyramid
Key Words
Key words are important topic-related vocabulary used routinely
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ar
er
or
What
You
to see how
it was made.
THE BIG QUESTION
in written classroom materials and other texts you will read. Read &ODPVSBHFTUVEFOUTUPBDUJWFMZNFNPSJ[FOFX
Objectives
Listening and Speaking: Key Words 1MBZ
LEARNING STRATEGY
archaeologist
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Will
feather
author
evidence = facts, objects, or signs that
The Learn
scientist looked for evidence
when
aloud and listen to these sentences with a partner. Use the context toWPDBCVMBSZXPSETBOEUIFJSTQFMMJOHT*OTUSVDU
UIF$%)BWFTUVEFOUTMJTUFOBOESFQFBU*G
Can to
allprove
mysteries
be solved? You are goingsugar
clues
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Use your prior knowledge.
Reading
make you believe that something exists
the building had been constructed.
figure out the meaning of the highlighted words. Use a dictionary toTUVEFOUTUPXSJUFBOFXXPSEPOBQJFDFPG
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December
mirror
to read about a series of real-life mysteries. The cellar
creature
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Relating what you already
Vocabulary building:
or is true
check your answers. Then write each word and its meaning in your QBQFS)BWFUIFNTBZUIFXPSEBMPVEBOEOBNF
Define:4UVEFOUTSFBEBMPVEUIFEFGJOJUJPOGPS
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first concerns the Egyptian pyramids. Work with regularknow to a newpitcher
disappeared
neighbor
topic will
Context, dictionary
r 4UVEFOUTXJMMCFBCMFUPJEFOUJGZNZTUFSJFT
FBDIMFUUFSJOJU5IFOUFMMUIFNUPUVSOUIFJS
notebook.
survive = continue to live or exist
No one
knows
did not survive
a partner.
Use your prior knowledge to explore
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fantasy
make it easier to understand
skills,
word
studywhy the animals
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OralVocabularyRoutine
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after the storm; all of them died.
everything you know about pyramids. What do they
1. The archaeologist tried to understand the past by digging
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sacred
new meanings in English.
Reading strategy:
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Workbook
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look like? Where, when, and how were they built? In
through the ruins of old buildings.
Ask:*TBOFSSPSBDDVSBUF
Page 3
Preview
Practice
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your notebook, record what you already know.
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Workbook
2. Tointo
understand
the mysterious
ruins, scientists used clues from the
Work with a partner. Copy the chart above
your notebook.
Say
Text type:
Page 2
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Practice
Now look at the picture below. Read the facts about the
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soil,tostatues,
and ancient
Informational text
a word from the chart, and ask your partner
spell it aloud.
Then scrolls.
Step 2: practice
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Work with a partner to answer these questions.
to include the red
Great Pyramid at Giza in Egypt. Discuss the picture and facts with
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(socialTry
studies)
3. A mysterious
lived
have your partner say the next word. Continue
until youcreature
can spell
all in the forest. People believed it was
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word in your answer. Write the answers in your notebook.
your partner.
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part
human
and
part
horse.
of
these
words
correctly.
Then
work
with
your
partner
to
spell
the
Grammar
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Ask:%PZPVMJLFUPDSFBUFXPSLTPGBSU
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1. Where could you find accurate
Ask:8PVMEBOBSDIBFPMPHJTUTUVEZVT
Parts of speech and
following words: beggar, cracker, doctor,4.
dollar,
hammer,
andcolony
tractor.in America disappeared mysteriously. OneBOEXSJUFUIFDIBSUBOEIFBEJOHTPOUIFCPBSE
The first
English
information
about
ancient
Egypt?
parts
of
the
sentence
Add them to the chart under the correct headings.
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day, all the people were gone.
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2. How could you create a model of a Writing
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the Big Question
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5. The unicorn is a fantasy. It is an unreal animal that lives
pyramid? What materials would you Describe a place
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only in the imagination.
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use
to
make
the
model?
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ANSWERS
Ask:8IBUDMVFTIFMQBSDIBFPMPHJTUTMFBSO
6. A church, a temple, and a mosque are three kinds of
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READING STRATEGY PREVIEW
3. What types of evidence might
Ask:8IBUFWJEFODFQSPWFTUIFXPSMEJTSPVOE
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sacred buildings.
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ar
er
or
archaeologists use to figure out why
Previewing a text enhances your comprehension of it. When you preview
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a group of people suddenly died out
Define:DSFBUVSFBOBOJNBMPSJOTFDU
Workbook
a text, you prepare yourself for the information you are about
to learn.
beggar
cracker
doctor
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Page 1
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or vanished?
Practice
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To preview, follow these steps:
The pyramid is as tall as
dollar
hammer
tractor
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BMSFBEZLOPXBCPVUQZSBNJETBOEXIBUUIFZ
Work with a partner to answer these questions. Try to
Ask:%PFTBDSFBUVSFCSFBUIFBOENPWF
4. What kinds of things do human
a forty-story building. It took
Read the title and headings (section titles).
Ask:$BOQFPQMFTVSWJWFXJUIPVUBJS
20,000 workers twenty years
include the key word in your answer. Write the sentences
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beings need in order to survive?
Try to turn the headings into questions.
Define:EJTBQQFBSFEXBTMPTUPSTUPQQFE
to build it.
in your notebook.
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Look at the visuals and read the captions or labels.
It is made up of more than
1. What does an archaeologist do?
Step 3: teach
2 million blocks of stone. Each
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Learning Strategy
Think about what you already know about the subject.
Step 2: practice
2. What clues would the police use to track a bank robber?
block
about the
2,200
T weighs
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Although
Inca people died out, they left behind
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kilograms (5,000 lb.).
Before you read “Fact or Fiction?” look
at thecreature
title, headings,
visuals,
Reading Strategy
3. Which
scares you
the most? Why?
evidence of what their culture was like. One example is
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and captions. Think about what you already know about these subjects.
Workbook
The this
bottom
of the pyramid
is as
Preview 8JUITUVEFOUTSFBEUIFCVMMFUFE
counting
necklace.
4. Why do you think dinosaurs disappeared millions
Page 4
big as eight football fields.
What more would you like to know?
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Define:GBOUBTZBOJNBHJOFETJUVBUJPOUIBUJTOPU
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of years ago?
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Reading
1
7
ANSWERS
Unit 1
Workers used a knotted string
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BUILD BACKGROUND
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5. Why do people sometimes like fantasy better
as a measurement tool.
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unicorn was a popular
“Fact or Fiction?” explores mysterious places, creatures, and
than reality?
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Workers used logs and ramps.
1. Youcouldfindaccurateinformationabout
fantasy8PSLCPPLQBHF
during the middle ages.
Ask:$BOZPVUPVDIBGBOUBTZ
events from the past. First, this nonfiction article focuses on the
6. What is something that is sacred to you or someone you
EgyptattheSmithsonianInstitution.
pyramids of Egypt, one of the most puzzling of mysteries. Then it
know?
Define:TBDSFESFMBUJOHUPBHPEPSSFMJHJPO
Build Background
2. Youcouldcreateamodelofapyramidby
goes on to explore other historical puzzles: What happened to the
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pilingupsugarcubes.
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people of Machu Picchu? Is there really
curse
ELL13_SE06_KS_U01_p004_007.indd 6
12/13/11 a
8:26:16
PM on King Tutankhamen’s
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English Learning
3. Archaeologistsmightuseancientbonesto
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tomb? What mysterious creatures live in the depths of the sea? Is there
Ask:8IZJTBQSPNJTFTBDSFE
figureoutwhyagroupofpeoplediedout.
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&YQMBJOUIBUBMUIPVHIUIF Linguistic Note
®
®
a monster in a lake in Scotland? As you read, think about how you
4. Inordertosurvive,humanbeingsneedair,
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would try to solve one of these mysteries.
Reading 1
®
4 Unit 1 ant/ance
water,food,andshelter.
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LANGUAGE
SELP2 • Stanford English ENGLISH
SIOP
SIOP ® in Practice
PROFICIENCY TEST
Step3:practice
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Language Proficiency Test
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Teaching Resources
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Step 2: teach
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•AudioCD1,tracks4–5
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English
Learning
ANSWERS
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•Workbook,pp.2–3
Understanding
the Genre:
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standards, see Appendix
A.
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Article
1. Anarchaeologistdigsthroughtheruinsof
(VJEF
®
Study
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oldbuildings.
SIOP
SIOP ® in Practice
Teaching the standards: RI.6.2, RI.6.4, L.6.2.b, L.6.4.c, L.6.4.d
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2. Policewouldusesurveillancephotos,
®
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fingerprints,andDNAtotrackabankrobber.
Lesson PreParation Features 1 & 2: Content objectives and Language objectives
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3. Asnakescaresmethemostbecauseit
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The Secret of the Great Sphinx
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escape.
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A huge statue with the head of a man and the body of a lion
4. Ithinkdinosaursdisappearedmillionsof
Leveled Support
stands in Giza, Egypt. Known as the Great Sphinx, it seems to
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yearsagobecausetheEarthgottoohot.
Beginning
Teaching Resources Step 3: Monitor
defend the pyramids behind it. Like
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T
progress 6TFUIFQJDUVSFTPGUIFQZSBNJETBOEUIFVOJDPSOUPFYQMBJOUIF
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is made from limestone, which is very common in Egypt.
distractsthemfromtheirrealproblems.
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•AudioCD1,tracks2–3
The exact age of the Sphinx remains one of the world’s great
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6.
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Early
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mysteries. For thousands of years, wind and sand have eroded
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this enormous sculpture. Some archaeologists believe that water
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also damaged the Sphinx many centuries ago. Was the Sphinx
QBSUOFS
once buried at the bottom
of the sea? No one knows
for sure.
ELL13_TE06_KS_U1.indd
6
2/2/12 11:19:48 AM ELL13_TE06_KS_U1.indd 7
2/4/12 3:42:56 AM
Before You GoEarly
On Advanced/ )BWFHSPVQTPGTUVEFOUTNBLFXPSEXFCTGPSFBDI,FZ8PSE
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Advanced
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Mysterious Cities
The Sphinx has the head of
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a man and the body of a lion.
Some ancient cities were abandoned and no one knows why.
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One of these cities is Machu Picchu, located about 2,440 meters
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(8,000 ft.) high in the Andes Mountains of Peru. The Inca built
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Machu Picchu from about 1460 to 1470 c.e. They lived in parts of
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South America, including what is now Peru. They used stone blocks
A
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Read
READING
1
Step 1: Introduce
INFORMATIONAL
TEXT
SOCIAL STUDIES
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.
Reading Summary
the Big Question
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MJGFPOPUIFSQMBOFUT Step 2: teach
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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.
to make most of the buildings. The blocks fit together perfectly.
In the early 1500s, everyone left the city. No one knows why. ELL13_TE06_KS_U1.indd
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.
T The three stars in Orion’s belt
pharaoh, ancient Egyptian ruler
engineer, person who plans how to build machines, roads,
and so on
preteaching Boldfaced
Words
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Teaching Resources
Unit 1
Teaching the standards: RI.6.1, RI.6.2, RI.6.3, RI.6.8, RH.6-8.3, RH.6-8.8
Practicing 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.6-8.10
T
SIOP
®
StrategieS: Feature 13: Opportunities Provided for Students to Use Learning
Strategies
Teach
& Apply
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Writing
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Leveled Support
6TJOHUIFQJDUVSFTIBWFTUVEFOUTEJTDVTTXIFUIFSUIFZUIJOL
UIFUFYUDPOUBJOTNPSFGBDUPSGJDUJPO
Early
Intermediate/
Intermediate
(VJEFWPMVOUFFSTUPSFBEBMPVEGBDUTGSPNUIFUFYU)BWFUIF
DMBTTJEFOUJGZXIFUIFSFBDIGBDUJTSFMBUFEUPUIFQZSBNJETUIF
TQIJOYPSUIFDJUZ.BDIV1JDDIV
Early Advanced/
Advanced
)BWFTUVEFOUTTIBSFXJUIUIFDMBTTPUIFSFYBNQMFTPG
NZTUFSJFTGSPNTDJFODFPSTPDJBMTUVEJFTBOEIBWFUIFN
EFTDSJCFUIFFWJEFODFVTFEUPTPMWFUIFTFNZTUFSJFT
Grammar and Writing pages teach
specific skills and then practice those
skills in a structured assignment.
MJLFUIFPOFCFMPX
Step
1: Introduce
Path to the Stars?
What is your opinion about
this mystery?
Step 2: teach Teach & Apply
Describe a place
5PIFMQTUVEFOUTJOUFSOBMJ[FCBTJDMBOHVBHF
Step 1: Introduce
2/2/12
ing
Ongo g
Writin
Skills e
Practic
Describe a Place
the Secret of the
Mysterious Cities
2 DRAFT
• Include details that will help readers picture this place in their
minds.
Draft 3FNJOETUVEFOUTUPVTFUIFJSHSBQIJD
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PSHBOJ[FSTGSFRVFOUMZEVSJOHUIJTTUBHFPGUIF
XSJUJOHQSPDFTT
ORGANIZATION:
I used spatial order
to arrange details.
• Use spatial order to arrange details.
order. For example, details might be arranged from near to far or top to
bottom or front to back. This is called spatial order.
T
Write a paragraph that describes a mysterious place. Use spatial
order to arrange your details.
Include
signal words
phrases
Parts
of Speech
andand
Parts
of the Sentence
IBWFUIFNSFWJFXXBZTUPEFTDSJCFBQMBDF
such as above, below, close up or in the distance to guide your
A complete sentence has a subject and a predicate. The subject is what
5FMMTUVEFOUTUIBUXSJUFSTVTFEJGGFSFOUQBSUTPG
VTJOHBEKFDUJWFTBOEEFTDSJQUJWFQISBTFT
readers through your place. Be sure to use complete sentences and
or whom the sentence is about. The subject can be a noun, pronoun,
TQFFDIUPNBLFJOUFSFTUJOHTFOUFODFT&YQMBJO
5IFOFYQMBJOUPTUVEFOUTUIBUUIFZXJMMCF
use the parts of speech and parts of the sentence correctly.
or noun phrase. The predicate tells something about the subject.
It
11:20:10 AM ELL13_TE06_KS_U1.indd 9
2/18/12 12:49:54
AM
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DSFBUJOHBQBSBHSBQIXJUIBEFTDSJQUJPOPGB
contains either an action verb or a linking verb. Sometimes an action
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QMBDF#ZVTJOHCBTJDMBOHVBHFTLJMMTJOUIFJS
verb
is
followed
by
another
noun.
It is called the object. A linking verb
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XSJUJOHBDUJWJUJFTTUVEFOUTXJMMCVJMEMBOHVBHF
1 PREWRITE Begin isbyfollowed
choosingbya either
mysterious
place. noun or predicate adjective, which
a predicate
UIFEJGGFSFOUQBSUTPGTQFFDI
BUUBJONFOU
describes the subject.
READING
• Ask yourself which details best describe this place.
Prewrite )BWFTUVEFOUTTFMFDUBNZTUFSJPVT
Subject
Action Verb
Object
• Think about the best way to arrange these details.
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Everyone
left
the city.
)FMQTUVEFOUTVOEFSTUBOEUIFJNQPSUBODFPG
Workbook
• List your ideas in a graphic organizer.
Page 8
VTJOHEFUBJMTJOXSJUUFOBOETQPLFOMBOHVBHF
Subject
Linking Verb
Word to Describe Subject
A student named Angelina created this graphic organizer. She plans to
3FWJFXUIFCVMMFUFEJUFNTUPIFMQTUVEFOUT
He
became
a God. (predicate
noun)
COMPREHENSION
describe a pyramid located in Mexico.
Teach & Apply
1
WORD CHOICE:
I included signal
REVISE Read over your draft. Look for places where the writing
words such as
is unclear or needs improvement. Use the Writing Checklist to
inside, outside,
near, or far in my
help you identify problems. Then revise your draft, using the
description.
editing and proofreading marks
listed
on
page
456.
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
EDIT Check your work foragree
errorsininnumber
grammar,
usage,
mechanics,
with
the subject.
If the subject is singular, the verb
and spelling. Trade papers with
a partner
to obtain
Use the verb must be plural. A
must
be singular.
If the feedback.
subject is plural,
the Peer Review Checklist onsimple
Workbook
pagemay
8. Edit
final an object, predicate adjective or
sentence
alsoyour
contain
draft in response to feedbackpredicate
from your
partner
and your teacher.
noun,
prepositional
phrases, or adjectives.
Revise 5FMMTUVEFOUTUIBUSFWJTJOHJTBO
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4
Step 3: practice
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Before students complete this exercise,
DMFBS 5IJOLPGPUIFSXBZTUPNBLFZPVSXSJUJOH
model how to label the parts of speech in
CFUUFS
each sentence. On the board write: The hikers
predicate noun
"GUFSTUVEFOUTSFWJTFUIFJSXSJUJOHIBWFUIFN
climbed slowly down the big mountain. SAY:
5 PUBLISH Prepare a clean copy of your final draft. Share your
prepositional
phrase
FYDIBOHFUIFJSQBSBHSBQITXJUIBQBSUOFS"TL
Read the sentence. There are two nouns in this
descriptive paragraph with the class. Save your work. You’ll
need
linking
subject at the
verbend of the unit.
adjective
prepositional phrase
UIFQBSUOFSUPJEFOUJGZUIFNZTUFSJPVTQMBDFCZ
to refer to it in the Writing Workshop
sentence, hikers and mountain. Write the word
SFBEJOHUIFEFTDSJQUJPO*GUIFFMFNFOUTBSFOPU
noun above the words hikers and mountain.
Tutankhamen was a pharaoh in ancient Egypt from 1333 to 1324 B.C.E.
Here is Angelina’s paragraph about a place that seems mysterious to
DMFBSIBWFUIFQBSUOFSTVHHFTUSFWJTJPOT
Ask students to identify the verb in the
her. Notice how she arranges details to show clearly what is outside the
sentence and label
it. Repeat this procedure for
IN YOUR OWN WORDS
SKILL
Workbook
pyramid and what is inside it.
the preposition.
Speaking
Pages 6–7
Grammar Check
Practice
Write your important
3
Grammar
Writing Prompt
Step 2: teach
Step 1: practice
parts of Speech and parts of
the Sentence
Reading Skill
HBUIFSJOGPSNBUJPO)BWFTUVEFOUTGJMMJOUIFJS
Use your organizer to help you write a first draft.
• Keep in mind your purpose—to describe a place.
3FNJOETUVEFOUTUIBUBEFTDSJQUJWFQBSBHSBQIgreat Sphinx 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.
EFTDSJCJOHBQMBDFTIPVMEJODMVEFEFUBJMTBCPVU
What is the mystery?
When writers describe a place, they choose specific details to help
UIBUQMBDF&YQMBJOUIBUUIFEFUBJMTTIPVMECF
What do scientists believe
readers picture it in their minds. Writers also arrange details in a logical
XSJUUFOVTJOHTJHOBMXPSETGPSTQBUJBMPSEFS
about this mystery?
Review and Practice
Work with a partner. Imagine that you are telling a younger student
Skill
Grammar
Step
3: Assess
ideas on note cards.
Work with a partner. Copy the sentencesabout
below“Fact
into or
your
notebook.
8IFOZPVUFMMZPVSQBSUOFSZPVSJNQPSUBOU
must
simple
Fiction?”
First make What
a list of
theakey
topics and main
Angelina Xing sentence.
Workbook
Grammar
Check
Write just a few words
Label the parts of speech and parts of the
If the subject
of5a
sentence
JEFBTGJSTUMPPLBUUIFOPUFDBSEUSZUP
Page
ideas in the article. You may want to
use thecontain?
headings in the article as a
Chichén Itzá
in big letters on each
Writing
Checklist
Notes
sentence is singular,
1PJOUPVUUIF(SBNNBS$IFDLCPYBOE
NFNPSJ[FJUBOEUIFOMPPLVQUPFYQMBJOZPVS
guide. Then take turns explaining the information
you remember
from
Read aloud and discuss the information
5FMMTUVEFOUTUIBUCFJOHBCMFUPJEFOUJGZEJGGFSFOU
The monster
looked
big. (predicate adjective)
card. Use the cards
Theathepartner.
ruins of Then
Chichén Itzá are located on the prepositional
Yucatanphrase the article. Try to use some of these words:
PXOHSBQIJDPSHBOJ[FS8PSLXJUITUVEFOUTUP
noun following
Did you understand the article? If not,the
reread
it with
SFBEUIFRVFTUJPOBMPVE4":8IBUNVTUB
JEFBT
)BWFTUVEFOUTVTFUIF8SJUJOH$IFDLMJTUUP
pharaoh, engineer, centuries,
Reading Skill verb
adjective
about different parts of a sentence.UZQFTPGTFOUFODFTDBOIFMQUIFNDPNNVOJDBUF
SAY:
to help you remember
Top
linking verb Peninsula
will also be of Mexico. As you approach subject
the site, the tallest
DPNQMFUFUIFPSHBOJ[FS5FMMTUVEFOUTUPXSJUF
answer the questions below.
TJNQMFTFOUFODFDPOUBJO
"OTXFS"TJNQMF
eroded, survive, disappeared, sacred, temple,
clues, statues, archaeologists,
FWBMVBUFUIFJSGJOBMESBGU
your main ideas.
An adjectiveview
describes a noun. It often follows a linking verb, as above,
Read the first sentence. What is theNPSFFGGFDUJWFMZBOECFUUFSVOEFSTUBOEUIFJS
sentence
Example:
The rocks
in a big field.
singular: Thepyramid,
creature Kukulkan, looksMake
sure you
spectacular
intimidating.
It islay
seventy-nine
feet message, unique, accurate, evidence, humps, creature, and fantasy.
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In Your Own Words
but an adjective can also come before the
noun it describes. An
looked like a giant ape.
about? (Everyone). Everyone is the TDIPPMXPSL&NQIBTJ[FUIBURVFTUJPOTPGUFO
subject
Recall
understand
high. When you get closer,
youThey
candifferent
see the
ninety-one
original
1.
found
beautiful
treasures.
0SHBOJ[BUJPO$IFDLUIBUTUVEFOUTVTFE
QSFEJDBUF
If the subject is plural,
types of sentences.
adjective
can describe any noun in a sentence.
of the sentence. What action takes JODMVEFXIPXIBUXIFSFXIZXIFOPS
place in
)FMQQBJSTPGTUVEFOUTGJOEUIFIFBEJOHTJOUIF
Middle
1. Who built the three Pyramids of Giza?
that you must climbQuestions
to At
getthat
to
top.a man
Beforesaw
climbing,
you
2.
time,
footprints.
BQQSPQSJBUFTQBUJBMPSEFSXPSETUPBSSBOHFUIF
the noun willsteps
also be
arethe
used
DISCUSSION
the sentence? (left) Left is the action.
It is the
BSUJDMFBOEMJTUUIFNPOUIFCPBSE5IFOMJTU
IPX5IFOFODPVSBHFTUVEFOUTUPBDUJWFMZ
ninety-one
SKILL
2. What
did the
ancient people of Easter
Island
create?
can
enter an inner templeroutinely
through
a narrow
passageway
on
The famoussteps
Loch Ness Monster is a living dinosaur.
[describes
subject]
inopened
speaking
plural:
The creatures
EFUBJMTPGUIFJSXSJUJOH
3.
He
the
tomb
in
1922.
verb. The object of the action is city.
City is
Teaching Resources
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MPPLGPSUIFTFXPSETBTUIFZBOTXFSUIF
and in written
A man and a woman saw a huge creature. [describes object]
looked like giant
apes. side of the pyramid.
the north
Inside
is a statue of a scarlet Discuss in pairs or small groups.
Be quiet and pay
ANSWERS
Comprehend
8PSE$IPJDF$IFDLUIBUTUVEFOUTJODMVEFE
4. Theymaterials
built the Pyramids in Egypt.
the direct object. Write the words in$PNQSFIFOTJPORVFTUJPOT
a threeBottom
IFBEJOHBTLWPMVOUFFSTUPDJSDMFUIFXPSETUIBU
classroom
jaguar with eyes made of jade that glow green. Then you can 1. What might have caused the peopleTJHOBMXPSETXIFOEFTDSJCJOHUIFNZTUFSJPVT
attention
while others
•Workbook,p.8
of Machu Picchu to disappear?
1. They
[subject]
found [verb] beautiful
3. In what
ways
are the
pyramids and the
to 5.
askDutch
for information.
column chart. Repeat the procedure with the
inner temple,
statue
jaguar the action of a sentence.
explorers named Easter Island.
SFMBUFUPUIFJOGPSNBUJPO4UVEFOUTDBODPQZ
An adverb
canofdescribe
It can
appear
in various
are speaking.treasures
Open
go outside and climb up to
theoften
topinclude
for
a spectacular view of the 2. Which place described in “Fact or Fiction?”
[direct object].
•Transparencies,WritingModel21
They
QMBDF would you most like to [adjective]
Sphinx
second sentence. Find additional sentences,
IFBEJOHTBOEXPSETPOUPOPUFDBSET
manydifferent?
do not.
Comprehensionplaces in a sentence. Some adverbs end in -ly;
6. Six
at the tomb
your eyes and ears.
surrounding ruins. Whenwords
there
ispeople
an
equinox,
crowdsdied.
of people
such
as who,
visit? Explain.
2. At that time [prepositional phrase], a man
•Transparencies,Resources,Graphic
and with students, decide which word is the
4. How are the mysteries of Machu Picchu and
7. crawling
A
hugewhy,
statue
in Giza. an
what,
where,
.PEFMUIFGJSTURVFTUJPOXJUIUIFDMBTTTPUIFZ
gather below to see a serpent
downstands
the pyramid,
[subject] saw [verb] footprints [direct
His younger brother died suddenly. [describes howEaster
he died]Island similar?
Can all mysteries be solved? Which of the mysteries in the
subject, action verb or linking verb, object,
Organizer10
when,
orof
how.
DBOTFFIPXUPBOTXFSJOBDPNQMFUFTFOUFODF
8. In
the
illusion created by the shadow
the1500s,
sun. everyone quickly left the city.
object].
selection do you predict will be solved
first? Explain.
and predicate noun or predicate adjective.
Step
4: teach
Step 2: extend
•Assessment,Reading1Test
Analyze
Many sentences also contain prepositional
phrases. These can show
3. He [subject] opened [verb] the tomb [direct
9. The research was accurate.
Place each word in the correct column
in
the
18 Unit 1
Reading 1 19
•CD-ROM/e-book,Writing
time or location. A preposition, such as in,
from,
and
for,the
is author believes in the
5.at,
Doon,
you
think
that
object] in 1922 [prepositional phrase].
10. Tourists from all over the world visit Machu
Picchu. FOR FLUENCYEdit 5FMMTUVEFOUTUIBUHPPEFEJUPSTPGUFO
READ
ANSWERS
chart. Explain to students that an adjective
can
Listening Skill
followed by a noun or noun phrase, which isLoch
called
themonster
object oforthe
Ness
Bigfoot? Explain.
4. They [subject] built [verb] the Pyramids
QVUUIFJSXSJUJOHBXBZGPSBXIJMF5IFZDBO
1. TheEgyptianpharaoh,Cheops,hisson,
describe any noun used in a sentence.
Give an
preposition.
Reading with feeling helps make what UIFOSFUVSOUPJUXJUIiGSFTIFZFTu&ODPVSBHF
you read more interesting.
3FNJOETUVEFOUTUPTIPXUIFTBNFLJOEPG
[direct object] in Egypt [prepositional
6. How do you think the author feels about the mysteries described
andhisgrandsonbuiltthethreepyramidsof
example of an adjective describing a subject
or
Apply
Work with a partner. Choose a paragraph
from the reading. Read the phrase].
SFTQFDUUPTQFBLFSTBTUIFZXPVMEMJLFXIFO
in “Fact or Fiction?” Give examples that reveal the author’s feelings
TUVEFOUTUPVTFUIFEJDUJPOBSZBOEUIFTBVSVT
Giza.
Work with a partner. Find five sentences from the reading. Copy them
a direct object in a sentence.
Prepositions Showing Time
paragraph
to
yourselves.
Ask
each
other
how
you
felt
after
reading
UIFZTQFBL5IFZTIPVMEMJTUFORVJFUMZBOE
about four of the subjects.
5. Dutch [adjective] explorers [subject] named
BOEUPDIFDLTQFMMJOHBOEVTBHF5IFOIBWF
into your notebook. Then label the parts of speech and the parts of
heancientpeopleofEasterIslandcreated
Explain adverbs and give examples2.
toTstudents.
In 1911, Hiram Bingham rediscovered it.
the paragraph. Did you feel happy or sad?
DBSFGVMMZ
[verb] Easter Island [direct object].
UIFNUSBEFQBQFSTXJUIBQBSUOFSBOEVTFUIF
the sentence.
largestatuescalled“moai.”
Connect
English
Learning
Dutch explorers arrived there on Easter Sunday,
1722.
Provide practice sentences for the students
to
Take turns reading the paragraph aloud to each other with a tone6. Six [adjective] people [subject] at the tomb
1FFS3FWJFX$IFDLMJTUPO8PSLCPPLQBHFUP
Accelerate
Language Development
3. T
hepyramidsarehugetombsthatwere
identify the adverbs.
7. Would you like to be
of voice that represents how you felt when you read it the first time.
Discussion
Prepositions Showing Location
FWBMVBUFFBDIPUIFSTXPSL [prepositional phrase] died [verb].
builtforpharaohs.Theyaregeometricin
part of the Loch Ness
Give each other feedback.
7. A huge [adjective] statue [subject]
stands
$POHSBUVMBUFTUVEFOUTPOTVDDFTTGVMMZ
Descriptions
Narrations
shape.TheSphinxisahugepieceofstone
Easter Island is aand
tiny island
in the Pacific Ocean. Investigation Bureau?
LANGUAGE
Grammar Skill
PROFICIENCY TEST
SELP2 • Stanford English Language Proficiency Test ENGLISH
Publish 4UVEFOUTDBOQSFTFOUUIFJSEFTDSJQUJWF
[verb] in Giza [prepositional phrase].
DPNQMFUJOHUIFSFBEJOH4":-FUTEJTDVTTB
Carnarvon’s dog died at the same time at his home.
sculpturethatwasprobablybuilttoprotect
Workbook
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Why?
Page
5
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3FBEBMPVEUIFHSBNNBSTLJMMXJUIUIFDMBTT*G
8. In the 1500s [prepositional phrase],
EXTENSION
GFXRVFTUJPOTBCPVUUIFSFBEJOH'PSUIFGJSTU
thepyramids.
FYQSFTTUIFJSJEFBTJOXSJUJOH5IFJSTFOUFODFTUFOEUPCFTIPSUBOETJNQMF5IFJS
8. Do you believe that there
16 Unit 1
Reading 1 17
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TUVEFOUTOFFEIFMQXIFOXSJUJOHPSTQFBLJOH
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everyone [subject] quickly [adverb]
left
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4. ThemysteriesofEasterIslandandMachu
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are still many creatures
Utilize Archaeologists and scientists examine
information, data, and
CFGPSFUIFZQSFTFOU3FNJOETUVEFOUTUPTBWF
SFNJOEUIFNBCPVUUIFJNQPSUBODFPGTVCKFDU
DPSSFMBUJPOGPSDMVTUFSTUIBUTVQQPSUUIFTFTLJMMTJO"QQFOEJY#JOUIJT5FBDIFST
[verb] the city [direct object]. PG.BDIV1JDDIVUPEJTBQQFBS 1FPQMFNBZ
Picchuaresimilarinthatcivilizationswith
BOEQSPNPUFNPSFEFUBJMJOTUVEFOUTXSJUJOHIBWFUIFNQMBZUIFHBNF*4QZ)BWF
unknown to science? Why
other evidence to learn more about mysteries. Imagine that you are
UIFJSXPSL
WFSCBHSFFNFOU
&EJUJPOBOEJOUIF1FBSTPO&OHMJTI-FBSOJOH5FBDIFST(VJEF
9. The research [subject] was [verb]
accurate
IBWFEJFEPSMFGUEVFUPTNBMMQPY
'PSUIF
largenumbersofpeopleseemtohave
BTUVEFOUEFTDSJCFBOJUFNJOUIFDMBTTSPPN)BWFUIFTUVEFOUTQFDJGZUIFDPMPS
or why not?
an archaeologist. Go to the library or do research on the Internet
[predicate adjective].
TFDPOERVFTUJPO8IJDIQMBDFGSPNi'BDUPS
vanishedwithoutatrace.
TJ[FTIBQFBOEBOZPUIFSEJTUJOHVJTIJOHGFBUVSFTXIJMFUIFPUIFSTUVEFOUTUSZUP
to find more information about one of the mysteries from “Fact or
10. Tourists [subject] from all over the
world
'JDUJPOuXPVMEZPVNPTUMJLFUPWJTJU
"OTXFST
5. Possibleresponse:No,Idon’tthinkthe
JEFOUJGZUIFPCKFDU
Fiction?” Then present the new information to the class.
®
[prepositional phrase] visit [verb]
Machu
XJMMWBSZ
authorbelievesinBigfootortheLoch
Teaching Resources
English Learning
Picchu [direct object].
NessMonsterbecausehealwaysgivesan
Accelerate Language
TheDevelopment
dragon shown in
$BOBMMNZTUFSJFTCFTPMWFE "OTXFSTXJMM
Writing Card W11 (p. 19) Step 3: Assess
•Workbook,pp.6–7
explanationofwhatitprobablyis.
this tile is a creature of
WBSZ.BLFTVSFTUVEFOUTTVQQPSUUIFJSBOTXFST
6. Possibleresponses:Theauthorprobably Subject-Verb Agreement
•CR-ROM/e-book,Grammar
®
fantasy. Or is it?
®
XJUISFBTPOT
O
P
I
S
Step
4:
Apply
SIOP in Practice
believestherearelogicalanswerstothe
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Reading 1 15
14 Unit 1
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T18
T19
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LANGUAGE
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PROFICIENCY TEST
SELP2 • Stanford English Language Proficiency Test ENGLISH
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®
2/2/12 11:21:30 AM ELL13_TE06_KS_U1.indd 19
7. Answerswillvary.
2/2/12 11:21:37 AM
OVNCFSTQSFTFOUNPSFPGBSFBEJOHDIBMMFOHF
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,
8. Answerswillvary.
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Teaching Resources
T16
T17
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Leveled Support
•Workbook,p.5
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Beginning
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•CD-ROM/e-book,Comprehension,
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Reading 1 9
Review and Practice pages let
you monitor student progress in
comprehension and fluency.
•Resources,Summaries,pp.123–124
•AudioCD1,track6
•Reader’s Companion Workbook,pp.1–9
Challenge Words and terms
On Your Own
Why do you think
people might leave a
city forever?
Scaffolding:
Listen and Read
2/15/12 1:10:14 AM
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2 What has happened
to the Sphinx
over time?
T This diagram shows the shaft in the pyramid.
2/15/12 1:09:58 AM ELL13_TE06_KS_U1.indd 5
1. Scientists think that the Egyptians made a
shaft in the Great Pyramid so the pharaoh,
Cheops, could fly to the stars and become a
god.
2. Over time, wind and sand have eroded the
Sphinx’s features.
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
The abandoned city of Machu Picchu—
centuries, periods of 100 years
clues of an ancient civilization
abandoned, left completely behind
BEFORE YOU GO ON
and not used anymore
colonists, people who settle
1 Why do scientists
in a new country or area
think that the
Egyptians made
a shaft in the
Great Pyramid?
T The three Pyramids of Giza from high above
efore You Go On questions check
B
comprehension.
ANSWERS
4
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T
A
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T
Technology
•Student CD-ROM/e-book makes selections come
alive with audio support and interactivity.
Early
Intermediate/
Intermediate
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2/2/12 11:21:17 AM ELL13_TE06_KS_U1.indd 17
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•Audio CD models oral
reading fluency.
T14
•iPad Apps reinforce vocabulary and
comprehension skills.
2/2/12 7:19:10 PM ELL13_TE06_KS_U1.indd 15
2/2/12 7:20:37 PM
T15
2/2/12 11:21:08 AM
19
2/22/12 1:21:26 AM
How to Use Keystone
Resources for Planning
Start your planning with the Teacher’s Edition, which provides easy-to-use, step-by-step lesson planning tools.
A Unit Planner outlines the
unit at a glance, showing all
the skills, resources, and
assessment opportunities
for each reading.
Unit
Overview
1
The Big Question
Can all mysteries be
solved?
Reading 2
Re
“The Case of the Defaced
Sidewalk” by Carol Farley,
“The Case of the Disappearing
Signs” by Hy Conrad
Fro
by
Connection to the Big Question
This social studies article explores some real-life
mysteries from the past.
Nina and Max solve two detective cases in these short
stories.
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.d
Practicing 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
Teac
L.6.4
RI.6.
SL.6
W.6.
WHS
Prac
RI.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.
• Th
pa
• Bu
Ita
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
•• Le
in
•• Le
se
•• W
•• Re
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.
Set a
out w
abou
reView and Practice
• Comprehension
• Discussion
• Extension
• Reader’s Theater
• Discussion
Grammar and writinG
• Grammar Parts of Speech, Parts of Sentences
• Writing Describe a Place
• Grammar Nouns, Adjective, Pronouns
• Writing Describe an Event
• Gr
• W
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
Stud
iPad
ommonCore
C
StateStandards
technoloGy
Every component of the English
Learning System is
•
•
In Your Own Words
Read for Fluency
•
•
Comprehension
Response to Literature
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Reading 1
Reading 2
Rea
SIOP® in Practice
Lesson Preparation T5, Building Background T7,
Strategies T9, Lesson Delivery T13, Review and
Assessment T17
Lesson Delivery T27, Comprehensible Input T29,
Review and Assessment T31
Less
Prac
and A
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
Newc
Writi
AIMSweb®
Progress monitoring
Oral Reading Checklist T11, Reading CurriculumBased Measurement T13
Reading Curriculum-Based Measurement T25,
Oral Reading Checklist T27
Read
Oral
SELP2
Reading T7, Writing Conventions T17, Writing T19
Reading T28, Writing Conventions T33,
Writing T35
Read
Professional DeveloPment
assessment
T2A
19/02/12 12:57 AM
Evaluating Student Achievement
• U
nit 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.
20
S
A
N FO
R
D
• Reading Test assesses skills for each selection.
T
Pearson Longman Keystone makes it easy to monitor your students’ progress with frequent opportunities to assess mastery and re-teach aterial.
• Diagnostic Pretest helps determine student
readiness at the beginning of the year.
• Co
• Di
• Ex
English Learning
ELL13_TE06_KS_U1_OV.indd 1
Assessment Book
Conn
Thes
to Fib
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.6.10
Practicing 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
Common Core State
Standards correlations are
included for every reading. incorporated throughout
the Teacher’s Edition.
This includes SIOP® and
A+RISE® for professional
development, AIMSweb®
for progress monitoring, and
SELP 2 for assessment. Reading 1
ENGLISH LANGUAGE
PROFICIENCY TEST
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.
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.
2/29/12 11:18:13 PM
ELL13_TE06_KS_U
Read more about pacing online at
www.LongmanKeystone.com
g
Reading 3
Reading 4
From G is for Googol
by David M. Schwartz
“The Haunted Yacht Club”
by Ellen Fusz
These science and math selections introduce students
to Fibonacci’s sequences.
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.6-8.9
Practicing 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.6.10
Practicing 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.
hort
.c,
b,
The Teacher’s Resource Book includes
lesson plans, graphic organizers, selection
summaries in multiple languages, and more to
help with your planning.
READING
2
•• Learn Key Words architecture,•gradual,• Set a purpose
•• Learn
Literary
Words
character,•character•
for reading How
do living
things
INFORMATIONAL
infinity,•numerals,•spirals,•steep
depend on theirtraits,•plot
natural environment to survive?
TEXT
•• Learn Academic Words constant,•illustrate,•
•• Learn Academic Words identify,•individual,•
sequence,•unique
occur,•physical,•theory
SCIENCE
•• Word Study Spelling•words•with•ai, ay, ee, oa
•• Word Study Prefixes•un-, dis•• Reading Strategy Use•Visuals
•• Reading Strategy Predict
•
ntroduce
Summary
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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
• Discussion
• Extension
• Reader’s Theater
• Discussion
In Your Own Words
Read for Fluency
•
•
• Grammar Comparison Structures
• Writing
Describe
an Species
Object
Organisms
and
An organism
is a living
thing. A huge redwood
Students use
the website,
CD-ROM/e-book,
and tree
is antoorganism.
small mouse
an organism. A tiny
iPad apps
reinforceAskills
in this isreading.
•
•
Teacher’s
GUIDE
Comprehension
Response to Literature
Pearson English Learning System
• Grammar Prepositions
• Writing Describe a Character
Students use the website, CD-ROM/e-book,
and
SKILL
Follow along in your
book as you listen to
the Audio CD. Notice
the words in bold. To
understand them, read
the definitions at the
bottom of the page.
Knowing the meanings
of these words will
4
enhance and confirm
Lesson Preparation T51,
Building Background
your understanding
of
article.
T53, Strategies T55,the
Interaction
T57, Review and
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,
Reading
3 cannot have offspring together because they
Reading
for example,
are different species.
Practice/Application T41, Strategies T43, Review
and Assessment T45
Assessment • Instruction • Professional Development • Progress Monitoring
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 T43,
Oral Reading Checklist T47
Reading Curriculum-Based Measurement T56, T61
Reading T39, Writing Conventions T47, Writing T49
Reading T59, Writing Conventions T61,
Writing T63
T2B
▲ A cat and its offspring
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.
22 Unit 1
folding:
en and Read
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19/02/12 12:57 AM
ELL13_TE06_KS_U1_OV.indd 2
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Common
19/02/12 12:59 AM
Built-In Differentiated Instruction
Skill
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Core State Standards
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.6-8.10
Practicing the standards: RI.7.7, RI.7.10
Pearson Longman Keystone gives unprecedented opportunities for reaching all students.
Teacher’s Edition
Leveled Support
Resources
ummaries, pp. 125–126
rack 10
mpanion Workbook, pp. 1–7
ice, use the DVD, CD-ROM, and
n the Companion Website.
Beginning
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Early
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Intermediate
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Early Advanced/
Advanced
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UIJOHTUPQMBOUT$MBSJGZUIFTFDPODFQUTUPTUSFOHUIFODPOUFOU
BSFBDPNQSFIFOTJPO
1/18/12 10:49:52 PM
The 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.
21
2/28/12 7:15:13 PM