(800) 547-6747
LANGUAGE! Focus on English Learning Overview
31
Practice Using the Verb Be with Progressive Verbs
Refer to the Contrastive Analysis Chart for:
African American Vernacular English, p. xxx.
When some speakers form sentences using the present
progressive tense, the verb
be may be deleted from the
verb phrase. These speakers need explicit instruction and
practice using the verb
be in the present progressive tense.
Why Do:
Provides focused practice producing the verb
be in the present progressive tense.
How To:
u
Pull the following picture cards from the Teacher
Resource Kit:
driving
singing
eating
sitting
emptying
sleeping
looking
standing
running
talking
u
Create this chart using cards in the pocket chart:
Singular
Plural
I
am
We
are
You
are
You
are
He
is
They
are
She
is
It
is
u
Explain that sometimes the way we say sentences in
informal conversation is different than the way we say
the same sentences in Academic English, the English
spoken in school.
u
Explain that in Academic English, it is important
to say the appropriate
be verb before the main verb
in the sentence.
u
Read the phrases displayed in the pocket chart and
remind students that
am, is, and are are all present
tense forms of the same verb, the verb
be.
u
Follow the procedure below to give students practice
using
be verbs in sentences.
u
Select one of the picture cards depicting and action,
for example:
driving.
u
Place the picture card in the pocket chart next to the
first phrase,
I am.
u
Say the sentence created by the words and the picture:
I am driving. Have students:
·
Listen and repeat.
Example:
I am driving. Response
I am driving.
u
Move the picture card down to the next phrase and
repeat the process.
u
Continue with all forms of
be.
u
Call on a student to:
·
Select an action from the picture cards.
·
Place the card next to a phrase.
·
Say the sentence created by the phrase and the
picture card.
·
Call on another student to continue the process
with a different action verb.
u
Provide additional modeling and support whenever
necessary.
Focus on Academic
Language lessons
provide instruction
and practice in areas
of potential difficulties
identified in the
Contrastive Analyses.
Unit 5 · Homework Options
533
At the end of each lesson, select from the following Homework Options and assign to students as
homework. The student worksheets, including directions, can be found on the Instructional Planning
Tools CD and can be printed out for students.
Lesson 1
Step 3: Multiple Meaning Map
Students think of multiple definitions
for the words glass and rap and write
sentences to show understanding of each
meaning.
Step 6: Masterpiece Sentences:
Stages 1 and 2
Students write sentences to reinforce
Stages 1 and 2 of the Masterpiece
Sentences process.
Lesson 2
Step 4: Write It: Noun or Verb
Students write sentences using the
noun and verb forms of words to show
comprehension of the forms' usage.
Step 6: The E's: Examples,
Explanations, and Evidence
Students write examples for supporting
details to practice providing the E's for
a topic.
Lesson 3
Step 3: More Word Relationships:
Attributes
Students fill in a chart for selected words
to practice identifying attributes.
Step 5: Instructional Text: "Jazz:
The Recipe"
Students write sentences to show recall
of "Jazz: The Recipe."
Lesson 4
Step 3: Identify It: Present or Present
Progressive
Students identify whether words are the
present or present progressive form.
Step 5: Write It: Jazz Ingredient
To practice writing sentences, students
pick a jazz ingredient and write why it
interests them.
Lesson 5
Encourage students to continue reading in their independent reading selections.
Lesson 6
Step 4: Masterpiece Sentences:
Stage 3
Students write sentences to reinforce
Stage 3 of the Masterpiece Sentences
process.
Step 6: Masterpiece Sentences:
Stages 1, 2, and 3
Students write sentences to reinforce
Stages 1, 2, and 3 of the Masterpiece
Sentences process.
Lesson 7
Step 3: Rewrite It: From Present to
Present Progressive
Students rewrite sentences in the
present progressive form to show
understanding of the difference between
present tense and present progressive.
Step 6: More Concluding Sentences
To practice generating concluding
sentences, students write concluding
sentences based upon topic sentences.
Lesson 8
Step 3: Write It: Forms of the Verb Be
Students complete sentence frames with
present progressive verbs to practice
correct usage of forms of be.
Step 6: Making Connections:
Instructional Text: "Looking at Jazz"
To build connections with "Looking
at Jazz," students draw a picture to
represent a favorite song or type of music,
and write a sentence about their picture.
Lesson 9
Step 3: Multiple Meaning Map
Students think of multiple definitions
for the words drop and lot and write
sentences to show understanding of each
meaning.
Step 6: Write It: Jazz Art
To show recall of what they have learned
about jazz art, students write sentences.
Lesson 10
Encourage students to continue reading in their independent reading selections.
Homework Options
532
Unit 5 · Planning and Pacing Guides
Review & Acceleration
activities designated with a
in this Teacher Guide include new concepts,
fluency and assessment tasks, and activities related to the Instructional Text in Steps 5 and 6. These activities form the core
of this program's comprehensive curriculum. In the following two scenarios, use only the starred activities. Data from the
assessment measures will help you determine whether students fit one of these scenarios.
1. To address weaknesses in student performance. Students whose performance falls below the cutoff test
scores can repeat these activities to practice basic skills that need strengthening.
2. To accelerate instruction for students who are demonstrating strong growth. Students demonstrating
strong performance can accelerate progress by focusing on the designated activities.
Focus on Academic Language
activities expand on and enhance unit-specific content. These
activities appear at the point of use throughout the unit.
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Step 4: Using
a and an
with Nouns
Step 6: Listening for
-ing in Rapid Connected
Speech
Step 1: Phonemic
Production of / r /
and / l /
Step 4: Using
there
is and there are in
Sentences
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Step 1: Pronouncing
Words Ending in a
Consonant Sound
Step 1: Phonemic
Production of / z /
Step 3: Practice Using
the Verb Be with
Progressive Verbs
Special Instructional Support
activities customize teaching materials and provide
opportunities for individualized instruction.
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Step 1:
Sortegories CD:
Sound Count
Step 2:
Words for
Teachers CD: Word
Card Generator
Words for Teachers CD:
Word Study Guide
Step 1: Folder
Activity: Phoneme
Discrimination--Short
/ a / vs. / o /
Step 2:
Sortegories CD:
Sort It
Words for Teachers CD:
Fluency Builder Grid
Step 2: Folder Activity:
Alphabetize Essential
Words Units 35
Sortegories CD: Build It
Step 5:
LANGUAGE!
eReader CD: "Jazz:
The Recipe"
Step 2: Folder Activity:
Tic-Tac-Toe with
Essential Words
Step 3:
Sortegories CD:
Morph It
Step 2:
Words for
Teachers CD: Word
Card Generator--Sort
Present and Present
Progressive Verb Forms
Step 3:
Sortegories CD:
Categorize It
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Step 2:
Words for
Teachers CD: Word
Unscramble
Step 3:
Sortegories CD:
Relate It
Step 4:
Sortegories CD:
Phrase Building
Step 2:
Words for
Teachers CD: Word
Search
Step 4:
Sortegories CD:
Grammar Sort
Step 4:
Words for
Teachers CD: Word
Card Generator--Build
Sentences, Move
Adverbial Information
Step 5:
LANGUAGE!
eReader CD: "Looking
at Jazz"
Step 3:
Sortegories CD:
Analogy Building
Step 4: Folder Activity:
Sentence Unscramble
with Adverbs
Planning and Pacing Guides
Di
fferentia
ted Instruction
Focus on Academic Language lessons are identified on the Planning and
Pacing Guide at the beginning of each unit.
Unit 5 · Homework Options
533
At the end of each lesson, select from the following Homework Options and assign to students as
homework. The student worksheets, including directions, can be found on the Instructional Planning
Tools CD and can be printed out for students.
Lesson 1
Step 3: Multiple Meaning Map
Students think of multiple definitions
for the words glass and rap and write
sentences to show understanding of each
meaning.
Step 6: Masterpiece Sentences:
Stages 1 and 2
Students write sentences to reinforce
Stages 1 and 2 of the Masterpiece
Sentences process.
Lesson 2
Step 4: Write It: Noun or Verb
Students write sentences using the
noun and verb forms of words to show
comprehension of the forms' usage.
Step 6: The E's: Examples,
Explanations, and Evidence
Students write examples for supporting
details to practice providing the E's for
a topic.
Lesson 3
Step 3: More Word Relationships:
Attributes
Students fill in a chart for selected words
to practice identifying attributes.
Step 5: Instructional Text: "Jazz:
The Recipe"
Students write sentences to show recall
of "Jazz: The Recipe."
Lesson 4
Step 3: Identify It: Present or Present
Progressive
Students identify whether words are the
present or present progressive form.
Step 5: Write It: Jazz Ingredient
To practice writing sentences, students
pick a jazz ingredient and write why it
interests them.
Lesson 5
Encourage students to continue reading in their independent reading selections.
Lesson 6
Step 4: Masterpiece Sentences:
Stage 3
Students write sentences to reinforce
Stage 3 of the Masterpiece Sentences
process.
Step 6: Masterpiece Sentences:
Stages 1, 2, and 3
Students write sentences to reinforce
Stages 1, 2, and 3 of the Masterpiece
Sentences process.
Lesson 7
Step 3: Rewrite It: From Present to
Present Progressive
Students rewrite sentences in the
present progressive form to show
understanding of the difference between
present tense and present progressive.
Step 6: More Concluding Sentences
To practice generating concluding
sentences, students write concluding
sentences based upon topic sentences.
Lesson 8
Step 3: Write It: Forms of the Verb Be
Students complete sentence frames with
present progressive verbs to practice
correct usage of forms of be.
Step 6: Making Connections:
Instructional Text: "Looking at Jazz"
To build connections with "Looking
at Jazz," students draw a picture to
represent a favorite song or type of music,
and write a sentence about their picture.
Lesson 9
Step 3: Multiple Meaning Map
Students think of multiple definitions
for the words drop and lot and write
sentences to show understanding of each
meaning.
Step 6: Write It: Jazz Art
To show recall of what they have learned
about jazz art, students write sentences.
Lesson 10
Encourage students to continue reading in their independent reading selections.
Homework Options
532
Unit 5 · Planning and Pacing Guides
Review & Acceleration
activities designated with a
in this Teacher Guide include new concepts,
fluency and assessment tasks, and activities related to the Instructional Text in Steps 5 and 6. These activities form the core
of this program's comprehensive curriculum. In the following two scenarios, use only the starred activities. Data from the
assessment measures will help you determine whether students fit one of these scenarios.
1. To address weaknesses in student performance. Students whose performance falls below the cutoff test
scores can repeat these activities to practice basic skills that need strengthening.
2. To accelerate instruction for students who are demonstrating strong growth. Students demonstrating
strong performance can accelerate progress by focusing on the designated activities.
Focus on Academic Language
activities expand on and enhance unit-specific content. These
activities appear at the point of use throughout the unit.
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Step 4: Using
a and an
with Nouns
Step 6: Listening for
-ing in Rapid Connected
Speech
Step 1: Phonemic
Production of / r /
and / l /
Step 4: Using
there
is and there are in
Sentences
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Step 1: Pronouncing
Words Ending in a
Consonant Sound
Step 1: Phonemic
Production of / z /
Step 3: Practice Using
the Verb Be with
Progressive Verbs
Special Instructional Support
activities customize teaching materials and provide
opportunities for individualized instruction.
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Step 1:
Sortegories CD:
Sound Count
Step 2:
Words for
Teachers CD: Word
Card Generator
Words for Teachers CD:
Word Study Guide
Step 1: Folder
Activity: Phoneme
Discrimination--Short
/ a / vs. / o /
Step 2:
Sortegories CD:
Sort It
Words for Teachers CD:
Fluency Builder Grid
Step 2: Folder Activity:
Alphabetize Essential
Words Units 35
Sortegories CD: Build It
Step 5:
LANGUAGE!
eReader CD: "Jazz:
The Recipe"
Step 2: Folder Activity:
Tic-Tac-Toe with
Essential Words
Step 3:
Sortegories CD:
Morph It
Step 2:
Words for
Teachers CD: Word
Card Generator--Sort
Present and Present
Progressive Verb Forms
Step 3:
Sortegories CD:
Categorize It
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Step 2:
Words for
Teachers CD: Word
Unscramble
Step 3:
Sortegories CD:
Relate It
Step 4:
Sortegories CD:
Phrase Building
Step 2:
Words for
Teachers CD: Word
Search
Step 4:
Sortegories CD:
Grammar Sort
Step 4:
Words for
Teachers CD: Word
Card Generator--Build
Sentences, Move
Adverbial Information
Step 5:
LANGUAGE!
eReader CD: "Looking
at Jazz"
Step 3:
Sortegories CD:
Analogy Building
Step 4: Folder Activity:
Sentence Unscramble
with Adverbs
Planning and Pacing Guides
Di
fferentia
ted Instruction
Unit 5 · Lesson 8
627
Practice Using the Verb Be with Progressive Verbs
Refer to the Contrastive Analysis Charts for:
African American Vernacular English, p. A45; Haitian Creole,
p. A30; Portuguese, p. A37.
When some speakers form sentences using the present
progressive tense, the verb
be may be deleted from the
verb phrase. These speakers need explicit instruction and
practice using the verb
be in the present progressive tense.
Why Do:
Provides focused practice producing the verb
be in the present progressive tense.
How To:
u
Use the following picture cards:
driving
singing
eating
sitting
emptying
sleeping
looking
standing
running
talking
u
Create this chart using cards in the pocket chart:
Singular
Plural
I
am
We
are
You
are
You
are
He
is
They
are
She
is
It
is
u
Explain that sometimes the way we say sentences in
informal conversation is different than the way we say
the same sentences in Academic English, the English
spoken in school.
u
Explain that in Academic English, it is important
to say the appropriate
be verb before the main verb
in the sentence.
u
Read the phrases displayed in the pocket chart and
remind students that
am, is, and are are all present
tense forms of the same verb, the verb
be.
u
Follow the procedure below to give students practice
using
be verbs in sentences.
u
Select one of the picture cards depicting and action,
for example:
driving.
u
Place the picture card in the pocket chart next to the
first phrase,
I am.
u
Say the sentence created by the words and the picture:
I am driving. Have students:
·
Listen and repeat.
Example:
I am driving. Response
I am driving.
u
Move the picture card down to the next phrase and
repeat the process.
u
Continue with all forms of
be.
u
Call on a student to:
·
Select an action from the picture cards.
·
Place the card next to a phrase.
·
Say the sentence created by the phrase and the
picture card.
·
Call on another student to continue the process
with a different action verb.
u
Provide additional modeling and support whenever
necessary.
Picture cards provide visual support for word meaning.