14
LANGUAGE! Focus on English Learning Overview
www.sopriswest.com/language
Word Recognition
and Spelling
Phonemic
Awareness
and Phonics
Speaking and
Listening to the
English Language
Everyday English
for Non-English
Speakers
A comprehensive, sequential approach
to English-language development
Helps students learn
the building blocks of
the English language
Teaches students
how to use the
sound-spelling
correspondences
to fluently read
and spell words
2
Focus on English Learning
Lesson 8
Unit 1 · Lesson 8
103A
Academic Vocabulary Focus: balance
Concept Introduction
u
Draw a picture of a balance scale on the board. Hold a book in each of your hands
and move your hands up and down in opposition finally stopping both hands at
equal height. Say: These two books are equal. They
balance.
u
Ask: Which objects in the classroom are equal? Which objects will
balance? Write
the names of objects on the board, one object on each side of the scale that you
drew. Then write the following sentence:
The books are in balance.
u
Annunciate
balance clearly, and have the students repeat it.
Then have the students read the sentence aloud with you.
u
Choose objects around the classroom. Hold one object in one hand, and another
object in another hand. For example, hold a paper clip in one hand, and a notebook
in another hand. Ask "Do these objects balance?" Repeat with other objects.
u
Say: The word
balance can also be used for things that you cannot touch or hold.
u
Draw a picture of a house on the board. Say: At my house, we work a lot. Act out
cooking. Say: Cooking. Write cooking on the board. Repeat with cleaning, Say: I cook.
My family cleans. Both are a lot of work. We have a balance because cooking and
cleaning are equal. They are both a lot of work. Move your hands like balance and
scale and say: cooking, cleaning. The work is equal. There is a balance.
u
Say: I can use balance as a noun, or as a verb. The noun means being equal.
The verb means to make things equal.
Active Engagement
u
Give each student blank index cards. Have them write "noun" on one card and
"verb" on the other. Say:
Listen to the following sentences. Hold up the "noun" card
when I use the meaning of
balance as a noun. Hold up the "verb" card when I use
balance as a verb. Hold up the "verb card." Hold up the "noun" card.
u
Ask: Is
balance a noun or verb in this sentence? Act out skateboarding: I balance
on my skateboard. Lead students in holding up the "verb" card.
u
Prompt students with appropriate feedback as they identify how the word
balance
is used in the following sentences:
We balance the work at home.
The books have a balance.
I balance on my bike.
We have balance in our diet.
China
in
Bats
Student Text
p. 23
Teacher Edition p. T50
China
in
Bats
Student Text
p. 23
Teacher Edition p. T50
Materials
Student Text,
p. 23
Classroom
objects
Blocks
Rulers
Scissors
Index cards
Materials
Student Text,
p. 23
Classroom
objects
Blocks
Rulers
Scissors
Index cards
Model
Model
noun
verb
noun
verb
Students understand the concept of the academic vocabulary word
create.
Students also identify subjects and predicates.
ST_ELL_BkA_U1-3_2p.indb 103
3/17/08 3:06:40 PM
622 Unit 5 · Lesson 8
Lesson 8
Review &
Special Instructional
English
Technology
Challenge
Acceleration
Support
Learners
Text
Students review the sound-spelling correspondences in initial and final
blends. They also identify the vowel sounds in multisyllable words to
determine the number of syllables.
Phonemic Awareness Drills
u
Review the
Anchor the Word arm motion before beginning the drills.
Isolation
Use this drill to develop students' awareness of individual sounds in words.
u
Using the items below, say and anchor the prompt word (in bold type) two times.
u
Have students:
·
Repeat and anchor the prompt word each time.
·
Isolate the designated sound.
Example:
Say
lost. Response
lost.
Say
lost. Response
lost.
What's the last sound in
lost? Response
/ t /.
u
Follow this procedure with these words and sounds:
(sr)
= student response
Say
spot.
(sr)
Say
spot.
(sr)
What's the first sound in
spot?
/ s /
Say
flock.
(sr)
Say
flock.
(sr)
What's the first sound in
flock?
/ f /
Say
stiff.
(sr)
Say
stiff.
(sr)
What's the last sound in
stiff?
/ f /
u
Continue with the following words:
dog (middle,
/ aw /
);
crop (first,
/ k /
);
miss (last,
/ s /
);
smog (first,
/ s /
);
blond (first,
/ b /
);
drill (last,
/ l /
)
Segmentation
Use this drill to provide practice in segmenting words into their constituent sounds.
u
Using the items on the following page, say and anchor the prompt word (in bold
type) two times.
u
Have students:
·
Repeat and anchor the prompt word each time.
·
Say the sounds in the word.
·
Repeat the word.
Example:
Say
miss. Response
miss.
Say
miss. Response
miss.
Say the sounds in
miss. Response
/ m / / / / s /.
End by repeating the word.
Lesson 8 Materials
See the Book A Instructional
Planning Tools CD for a
complete list of materials
for this lesson.
624 Unit 5 · Lesson 8
Review &
Special Instructional
English
Technology
Challenge
Acceleration
Support
Learners
Text
Students categorize words based on the short vowel sounds / /, / /, and / /,
and the sound / aw / for
o. They also practice fluent single-word reading.
Review: Syllables
Use this explanation to review the concept of syllables with students.
A
syllable is a word or word part that has one vowel sound. The number of vowel
sounds in a word equals the number of syllables.
Examples:
On has one vowel sound (/ /). It is a one-syllable word.
Combat has two vowel sounds (/ / and / /). It is a two-syllable word.
Inhibit has three vowel sounds (/ /, / /, / /). It is a three-syllable word.
Sort It: Vowel Sounds
Use this activity in the Interactive Text to provide practice in sorting words
with short vowels.
u
Have students:
·
Turn to Exercise 2,
Sort It: Vowel Sounds, in the Interactive Text, page 208.
u
Read the syllables in the
Syllable Bank.
u
Model sorting the first two syllables by vowel sound.
u
Have students:
·
Sort the remaining syllables by vowel sound.
·
Write each syllable in the correct column on the chart.
·
Use the syllables to build as many words as they can and record them on the lines.
·
Share the words they build with the class.
Word
Fluency
4
Use this activity in the Interactive Text to develop automatic word recognition.
u
Using
Word Fluency 4 in the Interactive Text, page R45, have students work with
peer partners to:
·
Time each other and keep track of errors.
·
Do two timings for each student.
·
Record their better timing on the
Word Fluency Chart in the Interactive Text,
page R60.
Note: Encourage students to review other Word Fluency sheets if they reach
their goals.
Interactive Text
p. 208, Exercise 2
Teacher Edition p. 633
Interactive Text
p. 208, Exercise 2
Teacher Edition p. 633
Materials
Interactive Text
p. 208,
Exercise 2
Materials
Interactive Text
p. 208,
Exercise 2
Interactive Text
p. R45
Interactive Text
p. R45
Materials
Interactive Text
p. R45, Word
Fluency 4
Interactive Text
p. R60, Word
Fluency Chart
Timer
2
2
Materials
Interactive Text
p. R45, Word
Fluency 4
Interactive Text
p. R60, Word
Fluency Chart
Timer
2
2
Builds English language
background through
intensive instruction
and practice with key
lesson concepts
Introduces newcomers to
the English language by
focusing on oral fluency
and everyday vocabulary