(800) 547-6747
LANGUAGE! Focus on English Learning Overview
51
How is daily instruction supported?
Significant literacy delays require intensive instruction to accelerate learning. LANGUAGE!
units that include the Speaking and Listening to the English Language lessons are designed for
120-minute instructional blocks each day and 15 days per unit.
Instructional
Days
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Pacing for a typical
LANGUAGE! Focus
on English Learning
unit; 120 minutes
per lesson
Challenge Text
Challenge Writing
"Differentiation"
D
Unit 14 · Lesson 3
203
Students use the
Answer It process to formulate and write answers to
comprehension questions.
Answer It: Using Signal Words
Use this activity in the Interactive Text to guide students to use the
Answer It process
to answer comprehension questions in complete sentences.
Demonstrate Comprehension
u
Have students:
·
Turn to Exercise 7,
Answer It, in the Interactive Text, page 207.
u
Read the instructions at the top of the page with students.
u
Remind them that signal words will help them answer questions because they help
determine what the question is asking.
u
Explain that
infer, define, predict, tell, and show are all signal words.
Note: The signal words infer and show, based on Bloom's Taxonomy, are called the
Apply It signal words because responses to these signal words require the use, or
application, of information or procedures to do a task. The words
define, predict, and
tell are called Understand It words in the curriculum, because responses to these
signal words require constructing meaning from text.
u
Demonstrate how to use the
Answer It process to answer questions with infer,
define, show, predict, and tell:
If the question asks you to...
You must...
infer
make a logical conclusion using
information or evidence
define
tell the meaning of something
show
demonstrate an understanding of
information
predict
foretell new information
explain
express understanding of an idea or
concept
Do It Together
u
Use question 1 to model how to
answer questions that ask students
to
infer something. Then explain
that questions that use
infer require
students to provide a logical conclusion
using information or evidence.
u
Guide students to use the reading
selection (Student Text, page 29) to find
information to answer the question.
Remind students that they may have to
look in more than one place.
1. There are many types of rock art.
What can you infer about the types
of tools used to create engravings,
petroglyphs, and sculptures?
I (You) can infer that the types of tools
used to create engravings, petroglyphs,
and sculptures were hammers, chisels,
and other tools used to cut rock.
Interactive Text
pp. 8485, Exercise 7
Teacher Edition p. 207
Exercise 7
· Answer It
4.
e text describes how rock art has changed throughout history. Predict what
art form will be most popular in 10 years.
5.
A metaphor is a figure of speech that compares people, places, things, or feelings
without using the words
l
ike or as. e phrase "the electricity of his work" is a
metaphor. Explain what this metaphor tells you about Haring's art.
85
Computer art will be a popular form of art.
This phrase tells that Haring's art was vibrant,
exciting, dazzling, and energetic.
Exercise 7 · Answer It
4
Underline the signal word in the question.
4
Write the answer in complete sentences.
4
Check for sentence signals--capital letters, commas, and end punctuation.
1.
ere are many types of rock art. What can you infer about the types of tools
used to create engravings, petroglyphs, and sculptures?
2.
Define
muralist in your own words.
3.
Using a timeline, show the progression of rock art from prehistoric cave
paintings to modern graffiti.
Past
Present
84
Interactive Text
pp. 8485, Exercise 7
Teacher Edition p. 207
Exercise 7
· Answer It
4.
e text describes how rock art has changed throughout history. Predict what
art form will be most popular in 10 years.
5.
A metaphor is a figure of speech that compares people, places, things, or feelings
without using the words
l
ike or as. e phrase "the electricity of his work" is a
metaphor. Explain what this metaphor tells you about Haring's art.
85
Computer art will be a popular form of art.
This phrase tells that Haring's art was vibrant,
exciting, dazzling, and energetic.
Exercise 7 · Answer It
4
Underline the signal word in the question.
4
Write the answer in complete sentences.
4
Check for sentence signals--capital letters, commas, and end punctuation.
1.
ere are many types of rock art. What can you infer about the types of tools
used to create engravings, petroglyphs, and sculptures?
2.
Define
muralist in your own words.
3.
Using a timeline, show the progression of rock art from prehistoric cave
paintings to modern graffiti.
Past
Present
84
Materials
Interactive Text
pp. 8485,
Exercise 7
Student Text
pp. 2832
Materials
Interactive Text
pp. 8485,
Exercise 7
Student Text
pp. 2832
Guide
Guide
Student Text
pp. 2832
Teacher Edition pp. xxxx
boundary
a border or edge
t
hat marks a
specific area
From Rock Art to Graffiti
29
since
prehistoric times, so there are millions of images
recorded on stone.
There are different kinds of rock art. Early styles,
called pictographs, are drawings or rock paintings
that are made by using a brush, or just the fingers.
Engravings are another form of rock art. In this style,
the rock surface is cut, leaving a picture. Petroglyphs are
yet another early type of rock art. Material is removed
from the rock's surface, and the rock is hammered to
produce images. Sculptures are rock carvings. Many are
freestanding. Others are made in the form of reliefs, or
sculptures that only partially stand out from the front
surface of a rock wall.
Ancient rock art had different purposes. Some held
messages. We don't understand the meanings of all these
marks. The people of the time did, though. Maybe the art
recorded events from the past, or served as
boundary
l
ines. Maybe it marked astronomical time. Rock art might
have recorded laws. Some of it probably told stories.
Some may have represented myths or revealed secrets.
Rock art could have been used to play games. Some of it
was intended simply for decoration--or to celebrate life.
Adapted with permission from "The Start of Art" by Paul Bahn
15
20
25
30
prehistoric
belonging to a
t
ime period before
written history
28 Unit 14 · Make Art
to
Art has form and beauty. One unusual art form is
rock art. Thousands of years of art exist on rocks and
cave walls. This art can be found around the world.
People still make rock art. Murals and urban graffiti are
two examples of this style. All rock art reflects the times
when it was made.
From the beginning, humans have created rock
art. What is this artistic style? Primarily, it is the art
of making marks on rock. The marks may be cut,
carved, etched, or drawn. People have made this art
5
10
Cave painting from
Altamira Cave in Spain.
Student Text
pp. 2832
Teacher Edition pp. xxxx
boundary
a border or edge
t
hat marks a
specific area
From Rock Art to Graffiti
29
since
prehistoric times, so there are millions of images
recorded on stone.
There are different kinds of rock art. Early styles,
called pictographs, are drawings or rock paintings
that are made by using a brush, or just the fingers.
Engravings are another form of rock art. In this style,
the rock surface is cut, leaving a picture. Petroglyphs are
yet another early type of rock art. Material is removed
from the rock's surface, and the rock is hammered to
produce images. Sculptures are rock carvings. Many are
freestanding. Others are made in the form of reliefs, or
sculptures that only partially stand out from the front
surface of a rock wall.
Ancient rock art had different purposes. Some held
messages. We don't understand the meanings of all these
marks. The people of the time did, though. Maybe the art
recorded events from the past, or served as
boundary
l
ines. Maybe it marked astronomical time. Rock art might
have recorded laws. Some of it probably told stories.
Some may have represented myths or revealed secrets.
Rock art could have been used to play games. Some of it
was intended simply for decoration--or to celebrate life.
Adapted with permission from "The Start of Art" by Paul Bahn
15
20
25
30
prehistoric
belonging to a
t
ime period before
written history
28 Unit 14 · Make Art
to
Art has form and beauty. One unusual art form is
rock art. Thousands of years of art exist on rocks and
cave walls. This art can be found around the world.
People still make rock art. Murals and urban graffiti are
two examples of this style. All rock art reflects the times
when it was made.
From the beginning, humans have created rock
art. What is this artistic style? Primarily, it is the art
of making marks on rock. The marks may be cut,
carved, etched, or drawn. People have made this art
5
10
Cave painting from
Altamira Cave in Spain.
Unit 1 · Lesson 3
47
Answer It: Using Signal Words
Why Do:
Students become more successful at answering questions after they
have received direct instruction in how to formulate a response that specifically
addresses a particular question.
How To:
This activity uses the following process to help students formulate
appropriate oral and written responses to questions:
Explain the meaning of each of the signal words in the unit.
Using the board or overhead transparency, model the process of using a signal
word to formulate a response to an
Answer It question.
1.
Determine what the question is asking: Read the question. Identify and
underline the signal word. Review the type of information required to
respond to the question. [
Note: A complete listing of signal words and the
information required for each is provided in the Teacher Resource Guide
and in the Student Text, page H48.]
2.
Find information to answer the question: Demonstrate using text
headings or other text features to locate the content needed to answer the
question. Reread the section to retrieve exact information, if needed.
3.
Formulate the answer: Use the signal word and the question to formulate
a response. Have students answer the question orally or in writing.
4.
Check the answer: Identify the part of the response that replaces the
question word.
Use the Handbook section of the Student Text to introduce students to a process to
answer comprehension questions in complete sentences.
Demonstrate Comprehension
u
Have students turn to Exercise 5,
Answer It, in the Interactive Text, page 14, and
demonstrate the process to answer the
Answer It questions using question 1 from
"Batty About Bats."
Model It
u
Show students how to determine
what the question is asking. Identify
and underline the signal words.
Then, review the type of information
required to respond to the question.
1. Is a bat a mammal?
If the question asks....
The answer must include...
is/are
A "yes" or "no"
Students learn the
Answer It process to formulate answers to
comprehension questions.
Students learn the
Answer It process to formulate answers to
comprehension questions.
Materials
Student Text
p. H48,
pp. 2426
Interactive Text
p. 14, Exercise 5
Materials
Student Text
p. H48,
pp. 2426
Interactive Text
p. 14, Exercise 5
14
Unit 1 · Lesson 3
Exercise 5 · Answer It
4
Underline the signal word and answer each question.
4
en underline the part of the answer that replaces the signal word.
1.
Is a bat a mammal?
2.
Are all bats bug-eaters?
3.
Are bats blind?
4.
Are bats able to "see" with sound?
Interactive Text
p. 14, Exercise 5
Teacher Edition p. XX
14
Unit 1 · Lesson 3
Exercise 5 · Answer It
4
Underline the signal word and answer each question.
4
en underline the part of the answer that replaces the signal word.
1.
Is a bat a mammal?
2.
Are all bats bug-eaters?
3.
Are bats blind?
4.
Are bats able to "see" with sound?
Interactive Text
p. 14, Exercise 5
Teacher Edition p. XX
Model
Model
When a new activity
appears, a Why Do/
How To introductory
explanation is provided.
The Transition
Statement identifies the
focus for the step and
provides links from step
to step and from lesson
to lesson within a unit.
Materials for each
activity are listed at
point of use.
The level of
scaffolding is
signaled by icons.
Explicit
guidance
is provided
to deliver
content.
The icon indicates
that this activity is
part of the Review
& Acceleration path
through the lesson.
Thumbnails of
Interactive Text and
Student Text pages
guide teachers to the
correct materials.
Key content is
provided at point of
use in the lesson.
The Activity
purpose is
stated in a "use"
statement at the
beginning of the
activity.
Answers are provided
for all activities.