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LANGUAGE! Focus on English Learning Overview
15
A comprehensive, sequential approach
to English-language development
Increases understanding
of sentence parts and
patterns
Teaches comprehension
using three different
levels of text, each with an
increasing level of difficulty
Develops communication
skills through speaking
and writing
Develops the meanings
of words students can
read and spell
Speaking
and Writing
Listening
and Reading
Comprehension
Grammar
and Usage
Vocabulary and
Morphology
Unit 5 · Lesson 8
625
Students use correct present tense forms of the verb
be with pronoun
subjects. They also demonstrate knowledge of instructed vocabulary on the
Content Mastery tasks.
Rewrite It: Forms of the Verb Be
Use this activity to provide practice in writing the correct present tense form of the
verb
be.
u
Review the present tense forms of
be, which are am, is, and are.
u
Remind students that different forms of
be are used with different personal
pronouns to create subject-verb agreement in sentences.
u
Have students:
·
Turn to Exercise 3,
Rewrite It: Forms of the Verb Be, in the Interactive Text,
page 209.
u
Read aloud the directions and do the examples as guided practice.
u
Have students:
·
Read the sentence in the first column.
·
Circle the pronoun that is the subject and underline the form of
be that follows
the subject.
·
Read the sentence in the second column.
·
Circle the pronoun that is its subject.
·
Write the correct present tense form of
be in each blank.
u
Check students' work after each sentence.
Content Mastery: Word Meanings;
Present Tense Verbs
Use the tasks on Assessment: Content Mastery, Book A, to check students'
understanding of word meanings and adverbial elements.
u
Distribute the Assessment: Content Mastery booklets to students.
u
Read the directions for
Content Mastery: Word Meanings, page 22, to students.
u
Have students:
·
Look at the bold words and the choice of meanings in the example.
·
Listen to the choices.
·
Select the correct answer and mark the bubble for that answer.
Interactive Text
p. 209, Exercise 3
Teacher Edition p. 633
Interactive Text
p. 209, Exercise 3
Teacher Edition p. 633
Materials
Interactive Text
p. 209,
Exercise 3
Materials
Interactive Text
p. 209,
Exercise 3
Assessment: Content
Mastery, pp. 2223
Teacher Edition pp. 633634
Assessment: Content
Mastery, pp. 2223
Teacher Edition pp. 633634
Materials
Assessment:
Content Mastery
pp. 2223
Materials
Assessment:
Content Mastery
pp. 2223
626 Unit 5 · Lesson 8
Review &
Special Instructional
English
Technology
Challenge
Acceleration
Support
Learners
Text
Students write from dictation and expand sentences containing the present
progressive verb form.
Sentence Dictation
Use this activity in the Interactive Text to provide practice in expanding dictated
sentences by adding a direct object, an adverb, or a prepositional phrase that acts
as an adverb.
u
Have students:
·
Turn to Exercise 4,
Sentence Dictation, in the Interactive Text, page 210.
u
Dictate these simple sentences, reminding students to use sentence signals at the
beginnings and ends of sentences they write.
1. The jazz is drifting.
2. Sal and Lin are golfing.
3. A brass band is rocking.
4. They are grilling.
5. The fans are standing.
u
Have students:
·
Repeat each sentence.
·
Write the sentences on the lines.
u
Review
Masterpiece Sentences: Stage 2: Paint the Predicate. In this stage, students:
Answer the question "What did they do it to?" to expand the sentence with a
direct object.
Answer the questions When did they do it?, Where did they do it? and How
did they (he, she, it) do it? to expand the sentence with adverbials (adverbs or
prepositional phrases that act as adverbs).
u
Have students:
·
Use
Stage 2: Paint the Predicate questions to expand the predicate in the five
sentences in Exercise 4,
Sentence Dictation:
What did they (he, she, it) do it to? (direct object)
When, where, or how did they (he, she, it) do it? (adverbial modifier)
·
Write the expanded sentence on the line below the original sentence.
·
Underline the present progressive verb form in each expanded sentence
they write.
·
Share their expanded sentences.
Note: Encourage written use of words from students' speaking vocabularies. In
spelling, however, students are responsible for only those words that have been
directly taught.
Interactive Text
p. 210, Exercise 4
Teacher Edition p. 634
Interactive Text
p. 210, Exercise 4
Teacher Edition p. 634
Materials
Interactive Text
p. 210,
Exercise 4
Materials
Interactive Text
p. 210,
Exercise 4
Special
Instructional
Support
Additional support for
Grammar and Usage
can be found in the
following:
· LANGUAGE! Words
for Teachers CD:
Word Card
Generator--Build
Sentences, Move
Adverbial Information
Special
Instructional
Support
Additional support for
Grammar and Usage
can be found in the
following:
· LANGUAGE! Words
for Teachers CD:
Word Card
Generator--Build
Sentences, Move
Adverbial Information
626 Unit 5 · Lesson 8
Review &
Special Instructional
English
Technology
Challenge
Acceleration
Support
Learners
Text
Students write from dictation and expand sentences containing the present
progressive verb form.
Sentence Dictation
Use this activity in the Interactive Text to provide practice in expanding dictated
sentences by adding a direct object, an adverb, or a prepositional phrase that acts
as an adverb.
u
Have students:
·
Turn to Exercise 4,
Sentence Dictation, in the Interactive Text, page 210.
u
Dictate these simple sentences, reminding students to use sentence signals at the
beginnings and ends of sentences they write.
1. The jazz is drifting.
2. Sal and Lin are golfing.
3. A brass band is rocking.
4. They are grilling.
5. The fans are standing.
u
Have students:
·
Repeat each sentence.
·
Write the sentences on the lines.
u
Review
Masterpiece Sentences: Stage 2: Paint the Predicate. In this stage, students:
Answer the question "What did they do it to?" to expand the sentence with a
direct object.
Answer the questions When did they do it?, Where did they do it? and How
did they (he, she, it) do it? to expand the sentence with adverbials (adverbs or
prepositional phrases that act as adverbs).
u
Have students:
·
Use
Stage 2: Paint the Predicate questions to expand the predicate in the five
sentences in Exercise 4,
Sentence Dictation:
What did they (he, she, it) do it to? (direct object)
When, where, or how did they (he, she, it) do it? (adverbial modifier)
·
Write the expanded sentence on the line below the original sentence.
·
Underline the present progressive verb form in each expanded sentence
they write.
·
Share their expanded sentences.
Note: Encourage written use of words from students' speaking vocabularies. In
spelling, however, students are responsible for only those words that have been
directly taught.
Interactive Text
p. 210, Exercise 4
Teacher Edition p. 634
Interactive Text
p. 210, Exercise 4
Teacher Edition p. 634
Materials
Interactive Text
p. 210,
Exercise 4
Materials
Interactive Text
p. 210,
Exercise 4
Special
Instructional
Support
Additional support for
Grammar and Usage
can be found in the
following:
· LANGUAGE! Words
for Teachers CD:
Word Card
Generator--Build
Sentences, Move
Adverbial Information
Special
Instructional
Support
Additional support for
Grammar and Usage
can be found in the
following:
· LANGUAGE! Words
for Teachers CD:
Word Card
Generator--Build
Sentences, Move
Adverbial Information
628 Unit 5 · Lesson 8
Review &
Special Instructional
English
Technology
Challenge
Acceleration
Support
Learners
Text
Students listen
to or read
"Looking at Jazz" to identify factual information
and develop strategies to understand vocabulary in context.
Instructional Text: "Looking at Jazz"
Use these activities with the Student Text to increase students' comprehension of the
selection by using text features, building background information about the topic, and
expanding vocabulary knowledge.
Preview Text
u
Have students:
·
Turn to
"Looking at Jazz" in the Student Text, pages 121123.
u
Read the title and direct students to the illustration. Remind students that they can
use the text features to preview the text.
u
Ask:
Do people usually look at jazz, or listen to jazz?
listen to jazz
So, what do you think the title means?
possible answer: we can look at jazz through photographs, paintings, and drawings
u
Ask students to predict what they think they will learn in this selection.
possible answer: ways that artists, photographers, and others try to create pictures
of jazz
Activate and Build Knowledge
u
Discuss with students what they have already learned about creating paintings and
pictures of jazz from
"What Is Jazz?"
possible answers: artists use bold, colorful
lines; it is abstract; it is vivid
u
Ask:
Who creates pictures of jazz?
possible answers: painters, photographers, muralists, sketch artists, and listeners
Why do people want to "draw" or "paint" jazz?
possible answers: to express themselves; to show jazz in a unique way
u
If possible, play a short piece of jazz. Discuss some of the characteristics of the
music, for example, strong, shifting rhythms and solos that express feelings. Then
have students look again at the illustration on page 122 and the photograph on
page 123; have them describe each visual and tell how each makes them feel.
Answers will vary.
u
Ask:
If you were going to draw, paint, or photograph jazz, what would you show?
Answers will vary.
Student Text
pp. 121123
Teacher Edition pp. T166T167
Student Text
pp. 121123
Teacher Edition pp. T166T167
Materials
Student Text
pp. 121123, 169
Self-stick notes
Materials
Student Text
pp. 121123, 169
Self-stick notes
Use Text
Features
Use Text
Features
Predict
Predict
Build
Knowledge
Build
Knowledge
630 Unit 5 · Lesson 8
Review &
Special Instructional
English
Technology
Challenge
Acceleration
Support
Learners
Text
Students use the
Answer It process to formulate answers to comprehension
questions.
Answer It: Using Signal Words
Use the Interactive Text and the Student Text to guide students to answer
comprehension questions in complete sentences.
Demonstrate Comprehension
u
Have students:
·
Turn to Exercise 5,
Answer It: Using Signal Words, in the Interactive Text,
page 211.
u
Review the process to answer the
Answer It questions from "Looking at Jazz." The
signal words used in the questions are listed in the following chart.
If the question asks...
The answer must include...
why
a reason or explanation
what
an action or a name of a thing
when
a specific time, date, or event
Model It
u
Use question 1 beginning with
what
to review the
Answer It process with
students. Identify and underline the
signal word. Remind students that
questions beginning with
what
require an action or a name of a thing
in their answers.
1. What do pictures of jazz show?
u
Guide students to use the reading
selection (Student Text, pages 121
123) to find information to answer the
question.
u
Guide students to formulate the
answer.
u
Underline the part of the answer that
specifically addresses the question to
check the answer.
1. What do pictures of jazz show?
Pictures of jazz show musicians
performing, people dancing, mood,
and feeling.
u
Have students:
·
Copy the answer to question 1 into the Interactive Text.
Interactive Text
p. 211, Exercise 5
Teacher Edition p. 634
Interactive Text
p. 211, Exercise 5
Teacher Edition p. 634
Student Text
pp. 121123
Teacher Edition pp. T166T167
Student Text
pp. 121123
Teacher Edition pp. T166T167
Materials
Interactive Text
p. 211,
Exercise 5
Student Text
pp. 121123
Materials
Interactive Text
p. 211,
Exercise 5
Student Text
pp. 121123
Model
Model
Guide
Guide
Click here for Six Step Video