wonders-el-sampler-g1.pdf - Amazon S3

SAMPLER

Teacher’s Edition

English Language Development

EMERGING EXPANDING BRIDGING

Grade 1

SAMPLER

FOR ENGLISH LEARNERS

EMERGING EXPANDING BRIDGING

English Language

DevelopmentTeacher’s Edition

Wonders

Wonders Wonders is the tightly integrated literacy solution that prepares all learners to successfully master rigorous new standards with flexible resources and real time support.

WonderWorksWonderWorks is the easy-to-implement intervention program for struggling

readers, providing easy access to Wonders materials with the necessary

additional scaffolding of foundational skills kits and interactive resources for

accessing complex text.

MaravillasThe parallel Spanish reading program, Maravillas, is perfect for bilingual

instruction, providing instructional plans that mirror those of Wonders.

Featuring authentic literature from the Spanish-speaking world, Maravillas

gives students access to these quality Spanish texts in both digital and

print form.

Wonders for English LearnersWonders for English Learners works in tandem with Wonders to teach

English to students of all proficiency levels. The program builds oral language

proficiency, vocabulary, and academic content knowledge while reinforcing

foundational reading skills.

Learn more about the Wonders family of products at:mhreadingwonders.com

Wonders for English Learners Teacher’s Edition Sampler

A comprehensive English Language Development program

Grade 1


mhreadingwonders.com

L1.1009316

English Language Development

Program AuthorsDr. Diane August • Dr. Jana Echevarria • Dr. Josefina V. Tinajero

Grade 1 Sampler

Also Available from McGraw-Hill Education

Copyright © 2016 McGraw-Hill Education

All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill Education, including, but not limited to, network storage or transmission, or broadcast for distance learning.

Send all inquiries to:McGraw-Hill Education2 Penn PlazaNew York, NY 10121

L1.1009316

Printed in the United States of America.

www.mhreadingwonders.comCover and Title Page; Nathan Love

Focused on Building Language Skills Program Components .................................................. 4

Getting Started with Wonders for English Learners ...................................................................6

Instructional Planning .................................................................................................................................8

Flexible, Targeted Instruction ...............................................................................................................10

Student Text for English Language Development ......................................................................12

Resources for Speaking, Listening, Reading and Writing .....................................................14

Visual Vocabulary Cards - English Language Development .................................................16

Retelling Cards - English Language Development .....................................................................17

Assessment ......................................................................................................................................................18

Language Development Kit ..................................................................................................................20

Digital Resources .........................................................................................................................................22

Authors .............................................................................................................................................................24

ELD Teacher’s Edition Unit 4 Week 2 Sampler ..........................................................................25

Strategies for Classroom Discussions ................................................................................................26

Teacher’s Edition Instruction ................................................................................................................28

My Language Book ...................................................................................................................................58

Differentiated Texts ...................................................................................................................................62

Wonders for English LearnersA Connected English Language

Development Program

ELD TEACHER’S EDITION SAMPLER 3ELD TEACHER’S EDITION SAMPLER 3

KIN

DER

GA

RTEN

GRA

DE

1K

IND

ERG

ART

ENG

RAD

E 1

Decodable ReadersLiterature Big Book Visual Vocabulary CardsBig Book and Little Book

Reading/Writing WorkshopBig Book and Little Book

Language Development CardsEnglish Language Development

Grades K–1



Grades K–1


ELD Teacher’s EditionLanguage

Transfers HandbookLanguage

Development PracticeLanguage

Development CardsELD My Language Book

For the Teacher

theTeacher

- Customizable Lesson Plans- Professional Development - Online Assessment and Reporting

ENG

LIS

H L

AN

GU

AG

E D

EVEL

OPM

ENT

WO

ND

ERS

CO

RED

IGIT

AL

ENG

LIS

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OPM

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Focused on Building Language Skills

(Units 1-3)

4 ELD TEACHER’S EDITION SAMPLER4 ELD TEACHER’S EDITION SAMPLER

GRA

DES

K

and

1

Retelling CardsRetelling Cards

Literature Anthology(Units 4-6)

InteractiveRead-Aloud Cards

ELD Retelling Cards(Units 4-6)

Grade 1

Retelling CardsEnglish Language Development

Published by McGraw-Hill Education,Two Penn Plaza, New York, New York 10121

Copyright © McGraw-Hill Education

All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill Education, including, but not limited to, network storage or transmission, or broadcast for distance learning.

Send all inquiries to:McGraw-Hill EducationTwo Penn PlazaNew York, New York 10121

ISBN: 978-0-02-132772-0MHID: 0-02-132772-6

Printed in Mexico

1 2 3 4 5 6 7 8 9 DRY 20 19 18 17 16 15

www.mheonline.com/readingwonders


ELD Visual Vocabulary Cards

(Units 4-6)

ELD Assessment

every

soon High-FrequencyWord Cards

Photo Cards

Sound-Spelling Cards

LAS Links

GRA

DES

K

and

1

LAS Links® Second Edition

Placement Test – Examiner’s Guide

Leading the way in language assessments

GRADES

K-5

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Grade K • Unit 4 • Week 2 21

Program: ELL Component: Unit 4_Week 2PDF Pass

Vendor: MPS Grade: K

Yes, I do like .

Essential QuestionWho are your neighbors?

Yes, I do like .books pizza

Neighb orsRealistic Fiction

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books pizzabooks pizzabooks pizza

pizza or ice cream

books, pizza, ice cream

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Vendor: MPS Grade: K_BEG


Name Respond to the Text

Respond to the Text Ask partners to retell the story, describing the setting and characters on each page. Ask: What jobs do the boy’s neighbors have? How do the neighbors help the boy? Guide children to read and answer the questions above, and share their work.

What does the boy like to eat?

What does a neighbor give the boy?

A neighbor gives him

.

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Vendor: MPS Grade: K

Essential QuestionWho are your neighbors?

Dad and I like . Yes, we do like .books pizza

NeighborsRealistic Fiction

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books pizza

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Yes, we do like .Yes, we do like .books pizzabooks pizza

Yes, we do like .books pizza

Yes, we do like .

the boy and his Dad

books; pizza; ice cream

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Vendor: MPS Grade: K_INT

Grade K • Unit 4 • Week 2

Name _____________________________Respond to the Text

Respond to the Text Ask partners to take turns retelling the story, describing the setting and characters on each page. Ask: What jobs do the boy’s neighbors have? Guide children to read and complete the questions, and share their drawing and writing.

Who are the main characters in the story?

What does the boy get from neighbors? Name two things.

.

He gets

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Online Differentiated Texts

Grade 1 • Unit 4 • Week 2 21


Vendor: MPS Grade: 1

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Wolf Pack!Nonfiction

Essential QuestionHow do animals help each other?

Wolves live in big groups called packs. A wolf pack keeps the wolves safe.

The strongest wolves in a pack are called “alphas.” They keep other animals away.

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An "alpha" wolf keeps other animals away.

Young wolves keep the pups safe.

Accept all reasonable responses.

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Program: ELL Component: Unit 4PDF Pass

Vendor: MPS Grade: 1_BEG

51Grade 1 • Unit 4 • Week 2


Respond to the Text Guide children to retell the story and tell what they learned about wolf packs. Help partners read and answer the questions. Have children write about how wolves in a pack help each other, using details from the text. Have partners share their writing.

Read “Wolf Pack!” with a partner. Discuss the questions below.

1. What does an “alpha” wolf do?

2. How do young wolves help the pack?

Write about it. How do wolves help each other?

Wolves help each other by

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OnlineDifferentiated Texts

For the Students

the Students

- eBooks with Audio Support- Foundational Skills Practice- Oral Language Sentence Frames- Online Assessments - Adaptive Learning

Components Grades K-1

LAS Links


Program: ELL Component: MLBPDF Pass

Vendor: MPS Grade: 1_Unit 4_Week 2

136 Unit 4 • Week 2 • Weekly Concept


Have partners make a list of other types of animals that work together. Then have them describe how those animals help each other. See Teacher’s Edition p. 408 for scaffolded support with this page.

Weekly Concept: Animals Together Guide children to name the animal groups and describe what each is doing. Ask: How do the animals work together to help each other? Have children write labels for each type of animal.

Talk abo ut the pictures. Label the animals.

Weekly Concept: Animals Together

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137Unit 4 • Week 2 • Interactive Read Aloud

Have partners read their answers to each other. Then have them compare and contrast how penguins and dolphins work together. See Teacher’s Edition p. 411 for scaffolded support with this page.

Respond to the Text: “Animals Working Together” Guide children to use the photos to review and retell the selection. Ask: What are the penguins doing? What are the dolphins doing? Have children answer the question using the photos and the text.

A

B

Use the pictures to answer the question.

How do animals work together?

Animals work together by

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Wolves live in big groups called packs. Each wolf has a job to do. Each wolf helps keep the pack safe.

The two strongest wolves are called “alphas.” They are partners. They keep other animals away.

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Wolves live in big groups called packs. The packs are like families. Each wolf has a job to do to keep the pack safe.

The “alphas” are the two strongest wolves in the pack. They are partners. They work together to keep other animals away.

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Getting Started with Wonders for English Learners

Meeting the Needs of All English Learners Through ELD Instruction

• Provides equitable access to the standards• Provides instructional paths for a variety of skills levels• Enables informed instructional decisions

My Language Book


Student Pathway

Teacher Pathway

Beginning

Intermediate

Advanced

ELD Teacher’s Edition


Go Digital!G

Essential QuestionHow do animals help each other?Read about how some fish help each other.

Genre Nonfiction

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Program: CR17 Component: SIPDF Pass


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Reading/Writing Workshop

Teacher’s Edition

Literature Anthology

A Complete Spanish Literacy SystemAlso available:


WEEK 2 SUGGESTED LEARNING PLAN

DAY 1 DAY 2

Language Support, 408–409Set Purpose, 408

Oral Language 408• Language Warm-Up• My Language Book, Weekly

Concept

Listening Comprehension, 410–411Interactive Read Aloud, Animals Work Together • Cards 1–4• My Language Book, Respond to the

Text

Language Support, 412Set Purpose, 412

Oral Language, 412• Language Warm-Up• Oral Vocabulary Words: behavior,

beneficial

Listening Comprehension, 413–414 Interactive Read Aloud, Animals Working Together • Close Reading• Retell the Story

Language Support, 416–417Interactive Writing, 416 • Plan, Introduce the Prompt• My Language Book, WritingHow Language Works: Modifying to Add Details 417

Language Support, 408–409Oral Language 409• Talk About it

Shared Read, 415Word Work• Phonemic Awareness• Phonics: Long e: e, ee, ea, ie• High-Frequency Words: because,

blue, into, or, other, small• Structural Analysis• My Language Book, VocabularyRead “A Team of Fish”, 415• Respond to the Text

Language Support, 408–409Use Language 409• If I were a . . .

Listening Comprehension, 413–414 Guided Retelling, Animals Working Together 414

Language Support, 416–417Grammar, Has and Have 416

15

20

25

30

35

40

45

50

55

60

Day 1 Components

My Language BookInteractive Read Aloud

Day 2 Components

Visual Vocabulary CardsInteractive Read AloudMy Language BookReading/Writing Workshop

Animals TogetherESSENTIAL QUESTION

How do animals help each other?

30minute plan

45minute plan

60minute plan

NAProgram: ELL Component: TE_Wonders

PDF PassVendor: MPS Grade: 1_U4_W2_WO

406 UNIT 4 WEEK 2

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Instructional Planning

Flexible instructional plans are provided for 30-, 45- and 60- minute sessions


CUSTOMIZE YOUR OWN LESSON PLANSwww.connected.mcgraw-hill.com

Go Digital

DAY 3 DAY 4 DAY 5


Oral Language, 418• Language Warm-Up• My Language Book, Animal Groups

Shared Read, 419–420 Word Work, 419• Phonics: Long e: e, ee, ea, ie• Phonemic Awareness• High-Frequency Words: because,

blue, into, or, other, small• Structural AnalysisReread “A Team of Fish”, 419–420• Read the Text • Respond to the Text

Language Support, 422–423Independent Writing, 422• Plan• Practice Writing


Oral Language, 424• Oral Vocabulary Words: dominant,

endangered, instinct

Read the Differentiated Texts, 426 Using the TextsRead “Wolf Pack!” • Prepare to Read• Read the Text• Respond to the Text• Fluency

Language Support, 427Independent Writing• Revise• How Language Works• Present

Progress Monitoring, 428–429 Set Purpose, 428

Fluency, 428• My Language BookOral Production, 428• Talk About the Essential QuestionWritten Production, 428• Write About the Shared Read

Shared Read, “A Team of Fish“ 419–420Collaborative Read• My Language Book, Respond to the

Text

Language Support, 422–423Grammar, 423• Has and Have

Language Support, 424–425 • Expressing an Opinion• Engaging in Dialogue

Progress Monitoring, 428–429 Written Production, 429• Diagnose and Prescribe

Shared Read, 419–420Collaborative Read, “A Team of Fish”• Partner Read• FluencySupport the Anchor Text• Introduce Key Vocabulary

Language Support, 427Grammar, Has and Have • My Language Book

Progress Monitoring, 428–429 Oral Production, 429• Diagnose and Prescribe

UNIT 4 • WEEK 2

Day 3 Components

My Language BookReading/Writing WorkshopRetelling Cards

Day 4 Components

Visual Vocabulary CardsDifferentiated TextsLanguage Development Cards

Day 5 Components

My Language BookReading/Writing Workshop

NA

KEY Beginning Intermediate Advanced

SUGGESTED LEARNING PLAN 407

Program: ELL Component: TE_WondersPDF Pass

Vendor: MPS Grade: 1_U4_W2_WO

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Lessons cover multiple proficiency levels: Beginning, Intermediate and Advanced.

Teachers can customize their own lesson plans to suit individual classroom needs

Easy visual shows all materials needed for that day’s instruction

Daily instructional outlines include suggested lessons for each day


UNIT 4 • WEEK 2

Interactive Read Aloud Read the title, Animals Working Together, to children. Explain that this is an informational text that will describe different groups of animals and what they do within the group to help each other.

Close Reading As you read the text, stop frequently to help children access complex text as you gauge and support comprehension. Draw attention to the week’s vocabulary and to the author’s use of rich language. Encourage good reading behaviors that result in text-dependent responses to the story. Examples for each card are given below:

CARD 1

COLLABORATIVE After Paragraph 1 The author writes that animals depend on other animals of their kind to survive. I think I know what “depend on” means. I depend on my fellow teachers to help me, too. I also depend on my family members like my older brother.

COLLABORATIVE Have children turn and talk to a partner and discuss who they might depend on. (Vocabulary)

COLLABORATIVE After Paragraph 2 Have small groups discuss whether it would be better to be in a large troop or a small troop and whether it would be better to be the silverback or a follower. Encourage all group members to express opinions. (Offering Opinions)

After Paragraph 3 Why might a gorilla not be able to remove all the insects off of himself or herself? (Some may be on their back or in an area they can’t reach.) (Reading Actively)

After Paragraph 4 The author tells us that even though gorillas can’t talk, they are able to communicate. Instead of speech, they make sounds. This tells me that their sounds are a kind of language. What do their sounds mean?

COLLABORATIVE Have pairs of children talk about and practice the gorilla sounds that mean “let’s play” and their warning sound. (Listening Actively)

CARD 2After Paragraph 1 This card’s photo shows wild dogs that live in Africa. The author tells us that they live in groups called packs and shared that the number of dogs within each pack can vary. How small and how large might a pack of dogs be? (from 6 to 20 dogs) (Vocabulary/Listening Actively)

THINK ALOUD After Paragraph 2 The author describes these dogs as endangered. This means that their numbers are in danger of shrinking too much and possibly the species could die out. That means there wouldn’t be any more of that kind of animal. Because all living things are connected to each other, if one group dies out, other species are affected. I know, however, that there are good groups working to protect endangered animals. I think I might research this more later. (Vocabulary)

Listening ComprehensionLanguage Objectives• Participate in a close reading of a

text.• Answer questions and have

conversations with peers about a text read aloud.

Content Objective• Learn how animals work together

in a group.

Materials Go Digital• Interactive Read Aloud: Animals

Working Together

UNIT 4 WEEK 2 413


Vendor: MPS Grade: 1_U4W2D2NA

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Flexible, Targeted InstructionLanguage objectives and content objectives outline student knowledge covered in the day’s lesson

Students are provided a consistent close-read routine to help access complex texts

Daily instruction pinpoints ways for students to access complex texts


UNIT 4 • WEEK 2

Word WorkPhonemic AwarenessDisplay and say: peek. Explain that although there are four letters in the word, there are only three sounds. Say the individual sounds, /p/ /e / /k/.

Phonics Display and say the following words: be, see, pea. Notice that these words have the same vowel sound, but they each have different spellings for that sound.

High-Frequency WordsDisplay the High-Frequency Word Cards for because, blue, into, or, other, and small and have children Read/Spell/Write each word.

Structural Analysis Say: When a prefix is added to a word, it completely changes the word’s meaning. Discuss the meanings of these words: reheat, preschool, uncover.

For more Word Work practice, see the online Foundational Skills Practice.

My Language BookVocabulary: “A Team of Fish” Have children turn to page 138. Guide children through the vocabulary words they will encounter.

BEGINNING Have children read the words. Then, have pairs tell each other what the word means.

INTERMEDIATE Have children read the words and sentences to a partner. Support children as needed.

ADVANCED Have children read the words and the sentences to a partner. Then have children share a new sentence for each word. (Answers will vary.)

Read “A Team of Fish”Read the text aloud. Stop to explain vocabulary and check comprehension. Introduce the Visual Vocabulary Cards for “A Team of Fish.”

PAGES 40–41 Name two different words with the long e sound where the sound is spelled the same way. (deep, creeks)

PAGES 42–43 Say: School is a word that describes a group of animals. Name another animal group name you learned this week. (Answers will vary. correct answers include troop, pack, pod)

COLLABORATIVE PAGES 44–45 Turn and tell a partner the opposite of unsafe. (The opposite of unsafe is .)

PAGES 46–47 Ask: How does the school scare the big fish? (The school looks like a big fish.)

COLLABORATIVE Respond to the TextAsk students to draw a picture of a school of fish. Allow time for them to share their drawing with a partner.

Shared ReadLanguage Objectives• Answer questions based on a read

aloud text.• Learn different ways to spell the long

e sound.• Use high-frequency words.

Content Objective• Learn how schools of fish work

together.

Materials Go Digital• My Language Book, page 138• Reading/Writing Workshop: Shared

Read, “A Team of Fish” pp. 38–47• High-Frequency Word Cards (because,

blue, into, or, other, small )• ELD Visual Vocabulary Cards

UNIT 4 WEEK 2 415



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Instructional guidelines allow teachers to differentiate instruction according to students proficiency level: Beginning, Intermediate and Advanced

Instruction includes coverage of communication types: Interpretive, Productive, and Collaborative, as well as Think Aloud opportunities.


Student Text for English Language Development

My Language BookAccelerate English language development for students across all proficiency levels.

The My Language Books provide targeted scaffolding for all levels of students, from Beginning to Intermediate and Advanced. Students are provided opportunities to build key language skills for English Learners with support for oral language, writing, retelling and more.

Core WondersWhile building language skills in Wonders for English Learners, students build their core reading, writing, listening, and speaking skills with Wonders.

My Language Book

Wonders Reading/Writing Workshop


Go Digital!G

Essential QuestionHow do animals help each other?Read about how some fish help each other.

Genre Nonfiction

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Grade 1 • Unit 4 • Week 2



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Beginning

Intermediate/Advanced












Have partners make a list of other types of animals that work together. Then have them describe how those animals help each other. See Teacher’s Edition p. 408 for scaffolded support with this



140 Unit 4 • Week 2 • Oral Vocabulary

Have partners share their drawings and name the animal group they drew. Have them explain how the animals work together, using this sentence frame: work together by . See Teacher’s Edition p. 418 for scaffolded support with this page.

Oral Vocabulary: Animal Groups Guide children to name each type of animal and read the labels. Ask children how they think the animals work together as a group. Guide children to draw and label another animal group, such as a school of fish, or a pack of wolves.

Talk about the pictures. Draw one more animal group.

1.

3.

2.

4.

pride flock

herd

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uckley/M

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.S. Fish & W

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138 Unit 4 • Week 2 • Vocabulary: Shared Read

Have children circle the vocabulary word in each sentence. Then have partners write a new sentence for each vocabulary word, and draw pictures to illustrate their ideas. See Teacher’s Edition p. 415 for scaffolded support with this page.

Vocabulary: A Team of Fish Read each word and sentence, and have children repeat. Talk about the photos, and explain how the words relate to each image. Provide other contexts for each word. Ask: What other animals can dive? What other things are huge?

A whale is a huge animal.The rabbit can hide to be safe.

The girls play on a team. The penguins dive into the sea.

team

hide

dive

huge

Look at the picture. Read the word. Then read the sentence.

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Resources for Speaking, Listening, Reading and Writing

Wonders for English Learners provides daily opportunities for practice in reading, writing, speaking, and listening, with scaffolded instructional pathways to help students advance proficiency levels and build their skills.

Oral Language • Frequent opportunities for

collaborative conversations

• Build oral vocabulary

• Engage in meaningful classroom discussions using text evidence

Vocabulary • Build vocabulary before

accessing the Shared Read

• Visuals provide English learners vocabulary context

• Sentence frames allows students to practice vocabulary

• Students collaborate with partners to build their vocabulary knowledge




139Unit 4 • Week 2 • Writing

Have partners share their ideas and sentences with each other. Then have them work together to make lists of good and bad things about being a little fish, using examples from the text. See Teacher’s Edition p. 416 for scaffolded support with this page.

Writing Review A Team of Fish with children. Then, introduce the writing prompt: In your opinion, what are some good and bad things about being a little fish? Use text evidence in your answer. Have children draw or write their ideas, and complete the sentence.

Draw or write your ideas. Then, complete the sentence.

One good thing about being a little fish is

Being alittle fish

.




. .



141Unit 4 • Week 2 • Respond to the Text: Shared Read

Have partners read their answers to each other. Then have them take turns asking and answering questions about how fish work together as teams. See Teacher’s Edition p. 421 for scaffolded support with this page.

Respond to the Text: A Team of Fish Review and retell the selection with children. Read the questions and guide children to write their answers. For the last question, have them locate the passage in the text that supports their answer.

1. Why is it not safe for fish to swim alone?

2. How do fish form a school?

A ns wer the questions.A

B How does forming a school help fish? Write about it.

Fred B

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143Unit 4 • Week 2 • Fluency

Have partners take turns reading the story to each other until they can read it fluently. Remind them to pause after a period, and to read with expression. See Teacher’s Edition p. 428 for scaffolded support with this page.

Fluency Read the story to children, and discuss its meaning. Then ask volunteers to read after you, copying your phrasing. Have children circle words with long e spelled e, ee, and ea, and underline the high-frequency words into, blue, other and small.

A Meal in the Sea Each animal in the sea must eat.Some dive deep into the blue sea to find a meal. Other animals like to be at the top.They see plants and small fish. Then, they feast!

Read the story. Circle words with long e.


Reading • Accessing Complex Text

scaffolds support students in making meaning

• Additional vocabulary support provided related to the reading passage

• Opportunities to annotate text

• Scaffolds for text features

Writing • Support for identifying text

evidence and writing to sources

• Leveled frames support leveled writing requirements and student output

• Collaborative discussions to verbalize ideas prior to writing

• Graphic organizers to synthesize thoughts

• Student exemplars for modeling


These photo-word cards visually introduce specific vocabulary. Collaborative conversations and activities with the words provide additional practice for English learners.

Visual Vocabulary Cards - English Language Development

COLLABORATIVE COLLABORATIVE

COLLABORATIVE COLLABORATIVE

PARTNER TALKTEACHER TALK

hideEL VocabularyUnit 4 Week 2

PARTNER TALKTEACHER TALK

diveEL VocabularyUnit 4 Week 2

One word in the selection is hide. Say it with me: hide. Follow the routine.

1. Define: To hide is to put something or someone where you can’t see it.

En español, hide quiere decir “esconder o ocultar algo o a alguien.”

2. Example: The rabbit can hide to be safe.

En español: El conejo se puede ocultar para protegerse.

3. Ask: What kinds of things would a person need to hide? Why?

4. Now let’s look at a picture that demonstrates the word hide. The rabbit hides in the grass. It doesn’t want anyone to see it.

• Play a hiding game with your partner. Take turns hiding a pencil in the classroom. Give your partner clues to find it: I hid the pencil __________. (Examples include: under the rug, near the window, etc.)

• I will name some things. Tell your partner which things someone might want to hide:a gift for a sister or brothera pair of socksa treasure chesta trophya napkin

• Draw a picture of some animals you know that like to hide.

• Now let’s say hide together three more times: hide, hide, hide.

One word in the selection is dive. Say it with me: dive. Follow the vocabulary routine.

1. Define: When you dive, you jump head first.

En español, dive quiere decir “saltar o tirarse rápidamente al agua.”

2. Example: The penguins dive into the sea.

En español: Los pingüinos saltan al mar.

3. Ask: What is something people dive into?

4. The penguins in this picture are diving off a large piece of ice into the water below.

• Tell your partner about how you get into the water when you swim. Do you dive in? Why or why not?

• With your partner, make a list of animals that dive. (Examples include: penguins, polar bears, dolphins.)

• Pretend that your partner doesn’t know what dive means. Tell your partner the steps to follow to dive into a swimming pool. Show what to do with your body.

• Now let’s say dive together three more times: dive, dive, dive.

Program: ELL Component: Visual Vocab_LSPDF-Pass


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COLLABORATIVE

PARTNER TALK

hide

Play a hiding game with your partner. Take turns hiding a pencil in the classroom. Give your partner clues to find it: I hid the pencil __________. (Examples include: under the rug, near the window, etc.)

I will name some things. Tell your partner which things someone might want to hide:a gift for a sister or brothera pair of socksa treasure chesta trophya napkin

Draw a picture of some animals you know that like to hide.

Now let’s say hide together three more times: hide together three more times: hidehide, hide, hide.

Tell your partner about how you get into the water when you swim. Do you dive in? Why or why not?

With your partner, make a list of animals that dive. (Examples include: penguins, polar bears, dolphins.)

Pretend that your partner doesn’t know what dive means. Tell your partner the steps to dive means. Tell your partner the steps to divefollow to dive into a swimming pool. Show what to do with your body.

Now let’s say dive together three more times: dive together three more times: divedive, dive, dive.

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Program: ELL Component: Visual Vocab_LSPDF-Pass


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Retelling Cards - English Language Development

A Team of Fish

Modeled Retelling

Fish can swim in lakes, creeks, or in the ocean. Some fish swim with partners. These fish are swimming in a group. There are a few different groups of fish swimming together here. A group of fish is called a school.

Guided Retelling

What animal is this text about? Where can they swim? What is a group of them called?

Emerging/Beginning

What is this text about? What is a group of fish called?

Expanding/Intermediate

What is this text about? Where can fish swim? What is a group of fish called?

Bridging/Advanced

Explain where and how fish swim.

ENGLISH LEARNERS

Program: CR17 Component: RC PDF-PassVendor: MPS Grade: 1

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A Team of Fish

Modeled Retelling

A school of fish helps each other. Fish in a school look for food together and eat together. Some fish eat small animals and other fish.

Guided Retelling

What does a school of fish do together? What do fish eat?

Emerging/Beginning

Point to the schools of fish. What do fish in a school eat together?

Expanding/Intermediate

What does a school of fish do together? What do fish eat?

Bridging/Advanced

Explain what fish do in a school.

ENGLISH LEARNERS


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These cards include illustrations and images from

the Shared Read with instruction to model and guide

children to retell the selection using images.


DAY 5

Set PurposeToday you check in with children using appropriate proficiency level expectations to accurately gauge independent progress in relationship to this week’s content and Essential Question, How do animals help each other?

FluencyMy Language BookPlace children in small groups and ask them to read the fluency page for the week and complete the suggested activities (My Language Book, page 143) as you interact with individual children to complete your evaluations.

Oral ProductionProvide children at each proficiency level with the following oral prompts as a way to gauge their progress in speaking about this week’s Essential Question.

Talk About the Essential Question BEGINNING Say: Name some examples of animals who help in groups. How do these animals protect their young?

INTERMEDIATE Ask: How do animals take care of their young? How do animals keep each other safe? Give specific examples from readings and discussions.

ADVANCED Say: Explain how animals depend on each other in the wild. Name examples from the animals you learned about. Why do you think these animals do what they do?

Written ProductionProvide children at each proficiency level with the following written tasks as a way to gauge their progress in writing about this week’s Literature Big Book.

Write About the Shared Read BEGINNING Have children draw and label pictures to show how small fish swim together in the ocean.

INTERMEDIATE Have children draw and caption pictures to show how small fish stay safe from larger fish.

ADVANCED Have children draw and write about the way small fish stay safe and how bigger fish might swim by without eating the smaller fish.

Language Objective• Use oral vocabulary acquired during

the week, including academic language, to discuss the Essential Question.

Content Objective• Demonstrate comprehension of text

through written response to a prompt.


Read, “A Team of Fish” pp. 38–47

Progress Monitoring

428 UNIT 4 WEEK 2


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Formative

Assessment

UNIT 4 • WEEK 2

Diagnose and Prescribe ChartUse the following chart to guide you in assessing children’s responses and work. You might also want to use the Weekly Assessment Checklist in the Assessment book.

PROFICIENCY LEVEL EXPECTATIONS

BEGINNINGExpect frequent errors in pronunciation in oral responses, and grammar errors in written responses that sometimes impede meaning.

INTERMEDIATEIn oral responses, expect some examples of extended discourse, especially in response to follow-up questions, with fairly frequent pronunciation errors. In written responses, expect frequent errors in grammar that are not significant enough to impede meaning.

ADVANCEDIn oral responses, expect complete sentences, with only minor pronunciation errors. Also expect children to come up with follow-up questions as part of their dialogue with you. In written responses, expect some minor grammar errors that do not impede meaning.

ORAL PRODUCTION:Talk About the Essential Question

IF...children are unable to respond with phrases or short sentences,

THEN...provide frames to help them respond:Animals take care of their young by giving them . Animals keep each other safe by traveling in .

IF...children are uncomfortable initially responding without frames,

THEN...provide these frames to get them started.Animals take care of their young by . Animals keep each other safe by .

IF...children do not ask follow-up questions on their own,

THEN...model keeping the dialogue going by asking appropriate questions.

WRITTEN PRODUCTION:Write About the Shared Read

IF...children struggle to write a sentence,

THEN...review with them the list of theme words from Day 4 and offer simple sentence frames.

IF...children fail to write complete sentences,

THEN...model how to correct one of their sentences and guide them to write more.

IF...children fail to include details in their writing,

THEN...guide them to return to the text for ideas.

LEVEL UP

If children are able to use learned vocabulary that they have acquired during the week, they might be ready to move to the INTERMEDIATE level for some tasks.

If children are able to express ideas through re-combinations of learned vocabulary, with support, they might be ready to move to the ADVANCED level for some tasks.

If children are able to sustain an extended conversation to answer questions about the week’s topic, they might be ready to move to on-level for some tasks.

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Assessment

Progress Monitoring In the Teacher’s Editions, each week’s instructional plan includes progress monitoring instruction for teachers to:

• assess students’ written and oral production

• inform instruction

Level Up charts help teachers determine when students are ready to move to the next proficiency level.

Additional Assessment Options• LAS Links Benchmark Assessments

º Use the LAS Links Benchmark Assessments to measure students’ language proficiency and progress throughout the year.

Reteaching Options• Use the online Reteaching lessons for phonemic awareness, phonics,

high-frequency words, structural analysis, and vocabulary.

• Use the Language Development Cards for grammar and vocabulary.

Create a Student ProfileRecord data from the following resources in the Student Profile charts on pages 356–357 of the Assessment book.

COLLABORATIVE INTERPRETIVE PRODUCTIVE

• Collaborative Conversations Rubrics• Listening• Speaking

• Leveled Unit Assessment• Listening Comprehension• Reading Comprehension• Vocabulary• Grammar

• Presentation Rubric• Listening

• Wonders Unit Assessment

• Weekly Progress Monitoring• Leveled Unit Assessment• Speaking• Writing

• Presentation Rubric• Speaking


The Foundational Skills Practice pages, Language Development Kit, Adaptive Learning, and LAS Links Benchmark Assessments provide additional student data for progress monitoring.

UNIT 4 PROGRESS MONITORING

TESTED SKILLS

Q LISTENING AND READING COMPREHENSION:

• Listening Actively • Key Details

Q VOCABULARY:• Words and Categories

Q GRAMMAR:• Verbs • Adverbs

Q SPEAKING AND WRITING:

• Offering Opinions

• Presenting

• Composing/Writing

• Retelling/Recounting

502 UNIT 4

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Vendor: MPS Grade: 1_Unit 4 NA

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Level UpUse the following chart, along with your Student Profiles, to guide your Level Up decisions.

Unit Wrap Up• Publishing Party You may choose to have students present their best writing

from the unit.

• Retelling Cards Students can retell their favorite selection using the retelling prompts.

• Additional Selections Students can talk about any additional selections they read or heard during this unit.

If BEGINNING level students are able to do the following, they may be ready to move to the INTERMEDIATE level:

If INTERMEDIATE level students are able to do the following, they may be ready to move to the ADVANCED level:

If ADVANCED level students are able to do the following, they may be ready to move to on-level:

COLLABORATIVE

• participate in collaborative conversations using basic vocabulary and grammar and simple phrases or sentences

• discuss simple pictorial or text prompts

• participate in collaborative conversations using appropriate words and phrases and complete sentences

• use limited academic vocabulary across and within disciplines

• participate in collaborative conversations using more sophisticated vocabulary and correct grammar

• communicate effectively across a wide range of language demands in social and academic contexts

INTERPRETIVE

• identify details in simple read-alouds

• understand common vocabulary and idioms and interpret language related to familiar social, school, and academic topics

• make simple inferences and make simple comparisons

• exhibit an emerging receptive control of lexical, syntactic, phonological, and discourse features

• identify main ideas and/or make some inferences from simple read-alouds

• use context clues to identify word meanings and interpret basic vocabulary and idioms

• compare, contrast, summarize, and relate text to graphic organizers

• exhibit a limited range of receptive control of lexical, syntactic, phonological, and discourse features when addressing new or familiar topics

• determine main ideas in read-alouds that have advanced vocabulary

• use context clues to determine meaning, understand multiple-meaning words, and recognize synonyms of social and academic vocabulary

• analyze information, make sophisticated inferences, and explain their reasoning

• command a high degree of receptive control of lexical, syntactic, phonological, and discourse features

PRODUCTIVE

• express ideas and opinions with basic vocabulary and grammar and simple phrases or sentences

• restate information or retell a story using basic vocabulary

• exhibit an emerging productive control of lexical, syntactic, phonological, and discourse features

• produce coherent language with limited elaboration or detail

• restate information or retell a story using mostly accurate, although limited, vocabulary

• exhibit a limited range of productive control of lexical, syntactic, phonological, and discourse features when addressing new or familiar topics

• produce sentences with more sophisticated vocabulary and correct grammar

• restate information or retell a story using extensive and accurate vocabulary and grammar

• tailor language to a particular purpose and audience

• command a high degree of productive control of lexical, syntactic, phonological, and discourse features

LEVEL UP

UNIT 4 503


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Unit Progress Monitoring At the end of each unit in the Teacher’s Edition, teachers can use data from the following sources to inform instruction and make Level Up decisions:

• Unit Assessment • Foundational Skills Kit

• Observational Rubrics • Adaptive Learning

• Language Development Kit


Grade 11

www.mheonline.com/readingwonders

AssessmentGrade 1

AssessmentEnglish Language Development

• Unit Assessment• Rubrics

Assessm

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FOR ENGLISH LEARNERSFOR ENGLISH LEARNERS

FOR EN

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Unit Assessments and Rubrics Unit Assessments enable teachers to assess students’ language proficiency development in the reading, writing, speaking, and listening skills taught in each respective unit. Unit Assessments are leveled for Beginning, Intermediate, and Advanced students and include:

• Listening Comprehension • Grammar

• Reading Comprehension • Speaking

• Vocabulary • Writing

Answer keys, rubrics, and writing anchor papers make it quick and easy to score the assessments. The Assessment resources also include a student self-assessment, peer assessment, and observational rubrics.

Online Unit Assessments can be accessed

through ConnectED

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Grade 1 • Unit 4

This Unit Assessment is designed to measure your children’s mastery of the skills taught in the unit. The test assesses all of the following areas:

Listening Comprehension

Reading Comprehension

Vocabulary

Grammar

Speaking

Writing

Listening Comprehension, page 164Say: Listen while I read this text to you. You will answer two questions based on this text. Listen carefully. We will begin now.

Changing Fish

A flounder is a fish. It can change color to match the ocean floor. There, it hides from its enemies.

A flounder is born with one eye on each side of its flat body. As it grows up, one eye slowly moves to the other side. Having both eyes on one flat side helps it see better from the ocean floor.

Now have children turn to page 1. Read the directions at the top of the page. Then say: Listen carefully while I read each question. Listen to both answer choices for each question. Then fill in the space next to the answer you have chosen. Mark only one space for each question. Mark your answers very carefully, and make your marks dark and neat. Demonstrate how to mark the answers. When you finish, put down your pencil and look at me.

Reading Comprehension, pages 165–172Have children turn to page 2. Read the directions at the top of the page. Say: Read the story carefully. When you get to the questions page, stop and look at me.

When all children have reached page 168, read the directions at the top of the page. Say: For each question, read both answer choices. Then fill in the space next to the answer you choose. Mark only one space for each question. Make your marks dark and neat.

Stop when you reach the stop sign. Wait for me to tell you to go on. When you finish, put down your pencil and look at me. You may begin now.

Have children answer questions 3 through 5 and stop on page 5.

When all children have completed the story passage and its questions, continue. Say: Now you will read a text and answer some questions about it. Remember to read carefully. Mark only one space for each question.

Stop when you reach the stop sign. Wait for me to tell you to go on. When you finish, put down your pencil and look at me. You may begin now.

Have children read the text, answer questions 6 through 8, and stop on page 9.

Introduction to Unit Assessment

Unit Assessment158 Grade 1 • Unit 4

Listening Comprehension,

Listen while I read this text to you. You will answer two questions based on this text. Listen

Changing Fish

A flounder is a fish. It can change color to match the ocean floor. There, it hides

A flounder is born with one eye on each side of its flat body. As it grows up, one eye slowly moves to the other side. Having both eyes on one flat side helps it see better from

Now have children turn to page 1. Read the directions at the top of the page. Then say:carefully while I read each question. Listen to both answer choices for each question. Then fill in the space next to the answer you have chosen. Mark only one space for each question. Mark your answers very carefully, and make your marks dark

Demonstrate how to mark the answers.When you finish, put down your pencil and look

stop and look at me.

Unit Assessment 165Grade 1 • Unit 4

GO ON 2

Read the story “Sam and Dan.” Then answer Numbers 3 to 5.

Sam and Dan

Dan has a cat that makes him happy. But today Dan is very sad. His cat Sam will not eat.

Dan wants to play with Sam, but Sam will not play.

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165Grade 1 • Unit 4

GO ON GO ON 2

Dan has a cat that makes him happy. But today Dan is very sad. His cat Sam will not eat.

Dan wants to play with Sam, but Sam will

Unit Assessment168 Grade 1 • Unit 4 5

Name: Date:

Now answer Numbers 3 to 5. Base your answers on the story “Sam and Dan.”

3 What will Sam not do? He will not .

A sleep or eat

B eat or play

4 What can Dan do? He knows how to .

A feed Sam

B give Sam a bath

5 Dan could help, so now Sam is .

A happy

B sad

STOP

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Leading the way in language assessments

GRADES

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LAS Links Assessments LAS Links provides reliable K–12 English language proficiency assessments, including both a Placement Test and Summative Forms C and D, that inform placement decisions and measure growth across the school year. These assessments can be used in conjunction with Wonders for English Learners.


Phon

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Sound-Symbol Match Spanish Cantonese Vietnamese

Consonants/b/ as in bat q q/k/ as in cat q q/k/ as in kitten q q/k/ as in peck

/d/ as in dog q q/f/ as in farm q/g/ as in girl q q/h/ as in ham q/j/ as in jet, page, ledge

/I/ as in lion q q/m/ as in mat q q/n/ as in night q q/p/ as in pen q q/kw/ as in queen q/r/ as in rope

/s/ as in sink, city q q/t/ as in ton q q/v/ as in vine q q/w/ as in wind q/ks/ as in six q/y/ as in yak q/z/ as in zebra

Digraphs/ch/ as in cheek, patch q/sh/ as in shadow

/hw/ as in whistle

/th/ as in path q/TH/ as in that

/ng/ as in sting q qShort Vowels/a/ as in cat q/e/ as in net q q/i/ as in kid

/o/ as in spot q/u/ as in cup10

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Grammatical Form

Transfer Mistakes in English Native Language Cause of Difficulty

Nouns

Plural Marker -s

Forgets plural marker -sI have 3 sister.

Cantonese, Hmong, Korean, Vietnamese, Arabic, Spanish

Native language does not use a plural marker or students do not transfer.

Countable andUncountableNouns

Confuses countable and uncountable nounsthe homeworks or the informations

Tagalog, Spanish Countable and uncountable nouns are different in English and native language.

Possessives Uses prepositions to describe possessivesthe book of my brother as opposed to my brother’s book

Hmong, Spanish, Vietnamese, Arabic

Possession is often described using a prepositional phrase.

Avoids using ’sdog of my father as opposed to my father’s dog

Vietnamese A noun follows the object in the native language.

Articles

Consistently omits articlesHe has book. They want dog not cat.

Cantonese, Hmong, Korean, Vietnamese, Arabic, Tagalog

There is no article in the native language or no difference between the and a.

Overuses articlesThe English is difficult. The soccer is popular in the Europe.

Hmong, Spanish, Arabic, Tagalog, Cantonese, Korean

Some languages use articles that are omitted in English.

a/an Mistakes one for a/anShe is one nurse.

Hmong, Vietnamese, Korean, Arabic, Tagalog, Cantonese

The native language either does not use articles or uses articles differently; or one and a/an are the same words.

5. Increase Writing and Speaking Opportunities Increase the amount of structured writing and speaking opportunities for students needing work on specific grammatical forms. Sentence starters and paragraph frames such as those found in the lessons, are ideal for both written and oral exercises. Plays, memorizing short poems, focused conversations, and song lyrics are other ways of doing this.

6. Focus on Meaning Always focus on the meaning of sentences in all exercises. As students improve and fine-tune their English speaking and writing skills, work with students on basic comprehension of spoken and written English.

Grammar Transfers:Grammatical FormThis chart can be used to address common mistakes that some English learners make when they transfer grammatical forms from their native languages into English.

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Cog

nates

COLLABORATE

Sample Student Practice Student Practice: Cognates are words in two different languages that look similar, sound similar, and mean approximately, or almost the same thing. Work with a partner. Fill in the chart below:

• Give a number from 1-3 to each pair of words based on sound and appearance (how they look). The number 1 means they are not at all alike, or similar. The number 3 means that they are almost the same.

• Look up the words in a dictionary or try using the Spanish word in the English example sentence to see whether it makes sense. If the words mean the same or almost the same, write “yes” in the Same Meaning column. Write “no” if they do not.

• In the last column, write “yes” if you think the words are cognates and write “no” if you think they are not.

English Spanish Sound (1-3) Appearance (1-3)

Same meaning? (yes/no)

Are they cognates? (yes/no)

1. body boda 2 1 No No

The elephant has a very large body.

2. color color 2 3 Yes Yes

My favorite color is green.

3. appeared parecía

Laura appeared tired and ready to go to sleep.

4. ill enfermo

Lucia is ill with a fever and a cough.

5. expression expresión

He had a happy expression on his face.

6. morning mañana

The sun rises in the morning.

7. native nativo

Raul is a native of Argentina.

8. government gobierno

The city government built a public park.

9. real real

My sandals are made of real leather.

10. actual actual

The actual cost of the movie tickets was more than I thought.

Diane August and Erin Haynes, Center for English Language Learners, American Institutes for Research.

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Language Development Kit

The Language Development Kit provides systematic, research-based resources to help students build key language skills.

Language Development CardsProvide targeted instruction in language and grammar skills

Language Transfers HandbookProvides support for sound, phonics, and grammar transfers in eight languages, as well as sample cognate lessons


LESSON

B

Introduce the Concept Model the Skill

I Do

Explain that a noun phrase is a group of words that act like a noun in a sentence. Explain that adding details to a noun creates a noun phrase. Write and Read:

• Dogs are barking.• I can add details to the noun Dogs to

make the sentence more specific. I will change it to: The big dogs are barking.

• The big dogs is a noun phrase. It tells specifically who is barking.

Write and Read:• He rode the horse.• I can add details to tell more about

what happened by adding adjectives to the noun horse. If I add the adjective brown to horse, it makes the sentence clearer: He rode the brown horse.

Repeat the exercise with:• Sara looked for the cat. (orange)• The bird was noisy. (old)

Interactive Examples Corrective Feedback

WeDo

Write and Read:• I picked up the box of fruit.

Ask a volunteer to circle the noun phrase (box of fruit). Then ask the children why this is a better sentence than I picked up the box. (It has more detail.)Write and Read:

• We watched the birds.

Ask a volunteer to circle the noun in the sentence. (birds)Tell children you can create a clearer sentence by adding adjectives to the noun to create a noun phrase. Have volunteers suggest adjectives to use.Write the new sentences and circle each noun phrase.

Remind children that an adjective is a word that describes a noun. Review the different types of adjectives: size words, shape words, color words, sensory words, and numbers words. Review the rules of forming singular and plural nouns. Point out that a noun phrase can include a singular or plural noun.Provide additional modeling as needed:

• The girl fed the tiny pig.• The black bears slept.• The cold animals went into the barn.

Oral Practice Written Practice

You Do

Collaborate: Have partners work together to add adjectives to the sentence frames to create noun phrases.

• The ______ pigs were in the pen.• My ______ pet did tricks.

Provide each child with a copy of Practice pages 51–52 that corresponds to his or her proficiency level. Go over the examples and have partners work together to complete the exercises.

Go Digital

MATERIALS: Language Development Practice, pp. 51–52OBJECTIVE:

• Expand nouns or noun phrases by adding adjectives to add detail.

NOUN PHRASESAdd an Adjective to Modify a Noun or Noun Phrase13

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Language Development PracticeProvides opportunities for students to practice language and grammar skills at their proficiency levels

Photo Cards Sound-Spelling Cards

High-Frequency Word Cards


26

boy

© Macmillan/McGraw-Hill photo © Comstock/SuperStock

A noun phrase is a group of words that act like a noun in a sentence.

The boy in blue walked home.

Pam is my best friend.

A. Circle the noun phrase in each sentence.

1. A school of fish swam by.

2. The flying birds formed a line.

B. Add an adjective to make a noun phrase.

1. The children played a game.

2. She patted the cat.

TEACHER: Read Part A to children. Guide children to complete the exercise. Children at higher proficiency levels can complete Part B with support.

Name

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13B: Noun Phrases

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A noun phrase is a group of words that act like a noun in a sentence.

A. Circle the noun phrase in each sentence.

1. A school of fish swam by.

2. The flying birds formed a line.

3. The smiling children played a game.

B. Add an adjective to make a noun phrase. Write the new sentence.

1. She patted the cat.

2. The boy will win the race.

TEACHER: Read Part A to children. Guide children to complete the exercise. Children at higher proficiency levels can complete Part B with support.

Name

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13B: Noun PhrasesC

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Digital Resources

Wonders for English Learners can be taught in print, digital, or blended format to meet all classroom needs. All print resources are available on a dynamic, adaptive, customizable platform.

Lesson Planner • Customizable lesson planner

• Combines English Language Arts and English Language Development instruction

• Includes designated ELD lessons for Beginning, Intermediate, and Advanced students

• Gear icon allows teachers to open the lesson, move, or add to the “Holding Bin” for later use


eBooks with Audio Support• Companion Worktext eBooks provide

audio support with tracking and interactive tools

• Summaries of the Shared Read and Literature Anthology selections are available in eight languages

Adaptive Learning• Allows students to practice skills at their

own pace and instructional levels

• Provides dynamic and interactive content for an intuitive user experience

• Finds the students’ gaps and determines activities, interactions and sequences to promote students’ success


National Advisory BoardSharon Aguina Waukegan SD 60 Waukegan, IL

Mayda Bahamonde-Gunnell Grand Rapids Public Schools Grand Rapids, MI

Maria Companario-Araica Boston Public SchoolsBoston, MA

Carolyn Gore Caddo Parish SD Shreveport, LA

Marilyn HowellMobile County Public Schools Mobile, AL

Kellie JonesDept. of Bilingual/ESL Services Brockton, MA

Lore Levene CCSD 59Arlington Heights, IL

Michelle Martinez Albuquerque Public Schools Albuquerque, NM

Dr. Jadi Miller Lincoln Public Schools Lincoln, NE

Dr. Diane AugustAmerican Institutes for ResearchWashington, D.C.Managing Researcher EducationProgram

Dr. Jana EchevarriaProfessor Emerita, California State University, Long BeachAuthor of Making Content Comprehensible for English Learners: The SIOP Model

Dr. Josefina V. TinajeroUniversity of Texas at El Paso Professor of Bilingual Education & Special Assistant to the Vice President for Research

ConsultantsElizabeth Jimenez Salinas, CEOGEMAS Consulting

Christina McColley English Learner Instructional CoachElk Grove Unified School District

Authors


Teacher’s EditionUnit 4, Week2



Vendor: MPS Grade: 1_FM

vi vi

Strategies for Classroom DiscussionsProviding multiple opportunities to speak in the classroom and welcoming all levels of participation will motivate English learners to take part in class discussions and build oral proficiency. These basic teaching strategies will encourage whole class and small group discussions for all language proficiency levels of English learners.

Beginning

Intermediate

Advanced

KEY

Be sure to give students enough time to answer the question. They may need more time to process their ideas.

Let students know that they can respond in different ways depending on their levels of proficiency. Students can:

• answer in their native language; then you can rephrase in English

• ask a more proficient EL speaker to repeat the answer in English

• answer with nonverbal cues.

Teacher: How would you describe Charlotte?

EL Response: Very nice. She is nice. She is very nice to Wilbur.

Teacher: Yes. Charlotte is very nice and caring.

WAIT/DIFFERENT RESPONSES

vi

REPEAT

Give positive confirmation to the answers that each English learner offers. If the response is correct, repeat what the student has said in a clear voice and at a slower pace. This validation will motivate other English learners to participate.

Teacher: How would you describe the faces of the bobcats?

EL Response: They look scared. They look scared of the lions. They look scared of the lions waiting behind the bush.

Teacher: That’s right, Silvia. They are scared. Everyone show me your scared face.

REVISE FOR FORM

Repeating an answer allows you to model the proper form for a response. You can model how to answer in full sentences and use academic language.

When you repeat the answer, correct any grammatical or pronunciation errors.

Teacher: Who are the main characters in the story Zathura?

EL Response: Danny and Walter is. Danny and Walter is the characters. Danny are main characters and Walter.

Teacher: Yes. Danny and Walter are the main characters. Remember to use the verb are when you are telling about more than one person. Let’s repeat the sentence.

All: Danny and Walter are the main characters.

REVISE FOR MEANING

Repeating an answer offers an opportunity to clarify the meaning of a response.

Teacher: Where did the golden feather come from?

EL Response: The bird. It came from the bird. The golden feather came from the bird in the sky.

Teacher: That’s right. The golden feather came from the Firebird.

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26 ELD TEACHER’S EDITION SAMPLER


Vendor: MPS Grade: 1_FM

vii

ELABORATE

If students give a one-word answer or a nonverbal cue, elaborate on the answer to model fluent speaking and grammatical patterns.

Provide more examples or repeat the answer using proper academic language.

Teacher: Why is the girls’ mother standing with her hands on her hips?

EL Response: She is mad. She is mad at the girls. She is mad at her two daughters.

Teacher: Can you tell me more? Why is she mad?

EL Response: Because the girls are late. She’s mad because the girls are late. She’s mad because her daughters are late coming home.

ELICIT

Prompt students to give a more comprehensive response by asking additional questions or guiding them to get to an answer.

Teacher: Listen as I read the caption under the photograph. What information does the caption tell us?

EL Response: Butterfly It tells about the butterfly. It tells about the butterfly in the meadow.

Teacher: What did you find out about the butterfly?

EL Response: It has nectar. It drinks a lot of nectar. It drinks nectar from every flower.

Teacher: Yes. The butterfly drinks nectar from the flower.

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TEAC

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’S EDITIO

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ELD TEACHER’S EDITION SAMPLER 27

UNIT 4 UNIT OVERVIEWWEEK 1 WEEK 2 WEEK 3

Teacher’s Edition pp. 382–405 Teacher’s Edition pp. 406–429 Teacher’s Edition pp. 430–453

ESSENTIAL QUESTION: How do animals’ bodies help them?

ESSENTIAL QUESTION: How do animals help each other?

ESSENTIAL QUESTION: How do animals survive in nature?

Language Support• Oral Language• Weekly Concept• Vocabulary: “A Tale of a Tail”• Oral Vocabulary: Animal Features• Oral Vocabulary Words: feature, appearance, determined, predicament, relief

• Grammar: Was and Were• How Language Works: Modifying to Add Details

Listening Comprehension/Close Reading• Interactive Read Aloud, The Elephant’s Child

Shared Read• “A Tale of a Tail”

Differentiated Text• “Giraffe’s Neck”

Word Work• Phonemic Awareness• Phonics: Long a, a, ai, ay• High-Frequency Words: about, animal, carry, eight, give, our

• Structural Analysis: Alphabetical Order

Writing• Interactive Writing• Independent Writing

Progress Monitoring

Language Support• Oral Language• Weekly Concept• Vocabulary: “A Team of Fish”• Oral Vocabulary: Animal Groups• Oral Vocabulary Words: behavior, beneficial, dominant, endangered, instinct

• Grammar: Has and Have• How Language Works: Modifying to Add Details

Listening Comprehension/Close Reading• Interactive Read Aloud, Animals Working Together

Shared Read• “A Team of Fish”

Differentiated Text• “Wolf Pack!”

Word Work• Phonemic Awareness• Phonics: Long e, e, ee, ea, ie• High-Frequency Words: because, blue, into, or, other, small

• Structural Analysis: Prefixes re-, un-, pre-


Progress Monitoring

Language Support• Oral Language• Weekly Concept• Vocabulary: “Go Wild!”• Oral Vocabulary: Pets and Wild Animals

• Oral Vocabulary Words: survive, provide, communicate, superior, wilderness

• Grammar: Go and Do• How Language Works: Understanding Cohesion

Listening Comprehension/Close Reading• Interactive Read Aloud, Animals in Winter

Shared Read• “Go Wild!”

Differentiated Text• “Crocodiles!”

Word Work• Phonemic Awareness• Phonics: Long o, o, oa, ow, oe• High-Frequency Words: find, food, more, over, start, warm

• Structural Analysis: Open Syllables


Progress Monitoring

Program: CR17 Component: UOVPDF Pass


378 UNIT 4

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>> Go Digital CUSTOMIZE YOUR OWN LESSON PLANwww.connected.mcgraw-hill.com

>> Go Digital

WEEK 4 WEEK 5 PROGRESS MONITORINGTeacher’s Edition pp. 502–503Teacher’s Edition pp. 454–477 Teacher’s Edition pp. 478–501

ESSENTIAL QUESTION: What insects do you know about? How are they alike and different?

ESSENTIAL QUESTION: How do people work with animals?

Unit Assessment• Listening Comprehension• Reading Comprehension• Vocabulary• Grammar• Speaking• Writing


Reteaching Options• Online Reteaching Lessons• Language Development Lesson Cards

Unit Wrap Up

Level Up

Language Support• Oral Language• Weekly Concept• Vocabulary: “Creep Low, Fly High”• Oral Vocabulary: Insect Body Parts• Oral Vocabulary Words: flutter, different, imitate, protect, resemble

• Grammar: See and Saw• How Language Works: Using Verbs and Verb Phrases

Listening Comprehension/Close Reading• Interactive Read Aloud, Insect Hide and Seek

Shared Read• “Creep Low, Fly High”

Differentiated Text• “Bee Yourself”

Word Work• Phonemic Awareness• Phonics: Long i, i, y, igh, ie• High-Frequency Words: caught, flew, know, laugh, listen, were

• Structural Analysis: Inflectional Endings


Progress Monitoring

Language Support• Oral Language• Weekly Concept• Vocabulary: “From Puppy to Guide Dog”

• Oral Vocabulary: Dog Helpers• Oral Vocabulary Words: career, soothe, advice, remarkable, trust

• Grammar: Adverbs That Tell When• How Language Works: Understanding Cohesion

Listening Comprehension/Close Reading• Interactive Read Aloud, Ming’s Teacher

Shared Read• “From Puppy to Guide Dog”

Differentiated Text• “Helping Horses”

Word Work• Phonemic Awareness• Phonics: Long e, y, ey• High-Frequency Words: found, hard, near, woman, would, write

• Structural Analysis: Compound Words


Progress Monitoring

Program: CR17 Component: UOVPDF Pass


UNIT 4 UNIT OVERVIEW 379

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INTERMEDIATEAsk: What is special about the rabbit? What is one of your favorite animals? What do you know about it?

Guide children to respond using the frames:

The rabbit is special because . I like . I know that they and .

ADVANCEDSay: Describe the rabbit and explain why it is special. Then, describe an animal you like and tell what you know about it. Provide support as needed.

MUSIC LINKSIntroduce the unit song. Go to www.connected.mcgrawhill.com Resources: Multimedia: Music to find audio recordings, song lyrics, and activities.

Talk About ItRead the Big Idea aloud to children. Ask children to think about all the animals they know about. Have children talk about the ways those animals look and act. Then, point out that the rabbit in the picture has some special features that make it unique. Ask children to talk about how the rabbit looks and moves in addition to describing another one of their favorite animals.

Have children discuss in partners or groups and then share their ideas with the class.

BEGINNING Ask: What does the rabbit look like? How does it move? What is one of your favorite animals? What do you know about it?

Guide children to respond using the frames:

The rabbit is . It moves by . I like . I know that they .

The Big Idea What animals do you know about? What are they like?

MY LANGUAGE BOOK, pp. 126–127

UNIT 4 UNIT OPENER

COLLABORATIVE

Program: ELL Component: TE FM_UOPDF Pass


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Un it 4 Animals

Everywhere

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The Big IdeaWhat animals do you know about? What are they like?

127



PROMPT FRAMES RESPONSE FRAMES

Elaborate and Ask Questions to Request Clarification

Can you tell me more about it?What do you mean by…?Why is that important?

Yes, it …I mean that…It is important because…

Support Ideas with Text Evidence

What does the text say?Where do you see this?How do you know?

The text says…I see this when the author writes…I know because…

Build On and/or Challenge Partner’s Idea

Do you agree with…?What do you think about that?Why do you agree/disagree?

I agree with… because…I think that…I agree/disagree because…

Paraphrase What have we talked about so far?What do we know about this topic?How can you say that in a different way?

We have talked about…We know that…In other words, you could say….

Determine the Main Idea and Supporting Details

What is the topic?What is the main idea?What supporting details do you see?How can you tell it’s the main idea?

The topic is…The main idea is…The supporting details are…I know it’s the main idea because…

Collaborative ConversationsThroughout this unit, children engage in class, small group, and partner discussions. The chart below provides prompt frames and response frames that will help children at different language proficiency levels interact with each other in meaningful ways.

You may want to post these frames in the class for children’s reference. Also remind children to follow turn-taking rules during all discussions.

COLLABORATIVE

Program: ELL Component: TE FM_UOPDF Pass


UNIT 4 381

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WEEK 2 SUGGESTED LEARNING PLAN

DAY 1 DAY 2


Oral Language 408• Language Warm-Up• My Language Book, Weekly

Concept

Listening Comprehension, 410–411Interactive Read Aloud, Animals Work Together • Cards 1–4• My Language Book, Respond to the

Text


Oral Language, 412• Language Warm-Up• Oral Vocabulary Words: behavior,

beneficial

Listening Comprehension, 413–414 Interactive Read Aloud, Animals Working Together • Close Reading• Retell the Story

Language Support, 416–417Interactive Writing, 416 • Plan, Introduce the Prompt• My Language Book, WritingHow Language Works: Modifying to Add Details 417

Language Support, 408–409Oral Language 409• Talk About it

Shared Read, 415Word Work• Phonemic Awareness• Phonics: Long e: e, ee, ea, ie• High-Frequency Words: because,

blue, into, or, other, small• Structural Analysis• My Language Book, VocabularyRead “A Team of Fish”, 415• Respond to the Text

Language Support, 408–409Use Language 409• If I were a . . .

Listening Comprehension, 413–414 Guided Retelling, Animals Working Together 414

Language Support, 416–417Grammar, Has and Have 416

15

20

25

30

35

40

45

50

55

60

Day 1 Components

My Language BookInteractive Read Aloud

Day 2 Components

Visual Vocabulary CardsInteractive Read AloudMy Language BookReading/Writing Workshop

Animals TogetherESSENTIAL QUESTION


30minute plan

45minute plan

60minute plan

NAProgram: ELL Component: TE_Wonders

PDF PassVendor: MPS Grade: 1_U4_W2_WO

406 UNIT 4 WEEK 2

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Go Digital

DAY 3 DAY 4 DAY 5


Oral Language, 418• Language Warm-Up• My Language Book, Animal Groups

Shared Read, 419–420 Word Work, 419• Phonics: Long e: e, ee, ea, ie• Phonemic Awareness• High-Frequency Words: because,

blue, into, or, other, small• Structural AnalysisReread “A Team of Fish”, 419–420• Read the Text • Respond to the Text

Language Support, 422–423Independent Writing, 422• Plan• Practice Writing


Oral Language, 424• Oral Vocabulary Words: dominant,

endangered, instinct

Read the Differentiated Texts, 426 Using the TextsRead “Wolf Pack!” • Prepare to Read• Read the Text• Respond to the Text• Fluency

Language Support, 427Independent Writing• Revise• How Language Works• Present

Progress Monitoring, 428–429 Set Purpose, 428

Fluency, 428• My Language BookOral Production, 428• Talk About the Essential QuestionWritten Production, 428• Write About the Shared Read

Shared Read, “A Team of Fish“ 419–420Collaborative Read• My Language Book, Respond to the

Text

Language Support, 422–423Grammar, 423• Has and Have

Language Support, 424–425 • Expressing an Opinion• Engaging in Dialogue

Progress Monitoring, 428–429 Written Production, 429• Diagnose and Prescribe

Shared Read, 419–420Collaborative Read, “A Team of Fish”• Partner Read• FluencySupport the Anchor Text• Introduce Key Vocabulary

Language Support, 427Grammar, Has and Have • My Language Book

Progress Monitoring, 428–429 Oral Production, 429• Diagnose and Prescribe

UNIT 4 • WEEK 2

Day 3 Components

My Language BookReading/Writing WorkshopRetelling Cards

Day 4 Components

Visual Vocabulary CardsDifferentiated TextsLanguage Development Cards

Day 5 Components

My Language BookReading/Writing Workshop

NA

KEY Beginning Intermediate Advanced

SUGGESTED LEARNING PLAN 407


Vendor: MPS Grade: 1_U4_W2_WO

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DAY 1

Language SupportLanguage Objectives• Participate in a discussion with

classmates. • Develop language appropriate for

talking about animals helping other animals.

Content Objectives• Explain how animals can help other

animals.• Draw and write about animals in

the wild.

Materials Go Digital• My Language Book, page 136

Set PurposeSay: Today we will be talking about how animals in the wild work together to help each other. We will learn language that will help us talk about the animals and their behaviors. We will read a text related to the topic and also complete two My Language Book pages.

Oral LanguageESSENTIAL QUESTIONHow do animals help each other?

Read aloud the Essential Question. (Spanish cognate: animales)

Language Warm-UpR ead the following poem to the class.

Penguin parents work togetherIn the cold Antarctic weatherShiver, shiver, brrr, brrr, brrr.She helps him and he helps herDad warms the egg ‘til it’s time to hatch.Letting Mom find fish to catch.Shiver, shiver, brrr, brr, brrr.She helps him and he helps her.

Repeat the poem, encouraging them to shiver during the appropriate lines. Tell them that animal parents sometimes help each other a lot when the new ones are born. Also share that animals help each other when they are grown and need to find food or stay safe.

My Language BookWeekly Concept Have children turn to page 136 and look at the pictures. Tell them that animals help each other and that people can help animals too.

Model Language Point to different elements in each picture on the page as you name them. Then tell children that animals help each other in many ways. Discuss the following: Animals bring each other food, protect others from danger, and build homes for their children. They may help others of their kind groom themselves or stay warm. They may protect a sick or hurt animal from becoming prey. Some types of animals travel together in groups for safety.

Say: On the left are two bears. The big one helps the cub by giving him a fish to eat.

Talk About ItAsk: What animals are shown on the left side of the page? Why is it necessary for animals to help in the wild?

Guide children to talk about the pictured bears helping each other using the following sentence frames.

BEGINNING That side shows two . (bears) One gives a .

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UNIT 4 • WEEK 2

INTERMEDIATE That side shows two . The bigger one gives the one a .

ADVANCED One side of the picture shows . They need to help each other because .

Next, talk about the right side of the page. Inform children that penguins live where it is very cold and that they help each other stay warm by using body heat. Tell them that it’s warmer for the penguins on the inside of the group and that after being on the inside for a while the penguin moves to the outside to allow another penguin a chance to warm up. Adult penguins also huddle around penguin chicks for both safety and warmth.

Say: The right side shows a group of penguins. The outside penguins help the inside penguins by warming them up.

BEGINNING Have children name the adult and penguin chicks as they point to the picture. Guide them to describe the reason for huddling together.

INTERMEDIATE Have partners take turns describing the penguin group. Children can help their partners by adding to the descriptions they share.

ADVANCED Have children tell a partner why they think penguins form a huddle. Children should share what they find interesting about this animal behavior.

(Children will write wolves, bears, penguins on the lines.)

COLLABORATIVE Penguin Huddle Point to the right side of the My Language Book picture and explain that standing close together is one way to keep warm and to protect young penguin chicks. Divide the class into groups that could form a huddle of several children around a stuffed toy, chair, or child who volunteers to be a young penguin. Encourage children to move like penguins move. Communicate different contexts to them, such as danger approaching or wild winds. Have children take that as their cue to huddle more closely together.

Use LanguageIf I Was a . . . Have children think about what they would like to do if they were a bear and lived among other animals in the wild. Tell children that the activity they choose should be one that helps another bear. Children can draw their ideas.

BEGINNING Have children label their drawings and tell a partner about what they drew.

INTERMEDIATE Have children add a complete sentence to their drawings to share what they would do if they were a bear.

ADVANCED Have children label and write complete sentences that tell about what they’ve drawn. Make sure children include their reasons for the activity they’ve chosen.

PRODUCTIVE COLLABORATIVE Assist the class with combining the ideas into a short paragraph or poem that they can recite.

Write About It

PRODUCTIVE Have children work in small groups. Choose an animal group from the My Language Book page. Have groups collaborate to write a short story about how the group of animals work together to help each other. Encourage them to use the words and frames they have been learning. Next, have children type the story on the computer and add a photo to it before printing it out. Have groups share their published work with the class. Be sure each child participates in the making of the story. Guide children at the Beginning Level to create their story if necessary.

UNIT 4 WEEK 2 409



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DAY 1

Listening ComprehensionLanguage Objectives• Listen to a text read aloud and

participate in discussions.

Content Objectives• Learn names of animal groups and

facts about their behaviors.

Materials Go Digital• My Language Book, page 137• Interactive Read Aloud: Animals

Working Together

Interactive Read AloudDisplay the Read Aloud Cards and model using the newly acquired language and the question and sentence frames the children have been working with to talk about them. As you display each card, do a simple retelling of the information on the back of the card, provided below. Then discuss the picture using the suggested prompts and frames. Notice that opportunities are presented to use any of the week’s Oral Vocabulary Words that have not been included in discussions so far.

CARD 1Retell Animals live in groups to help each other survive. Gorillas live together in groups called troops. The head of the troop is an older dominant male called a silverback. Gorillas help each other find food, clean insect’s out of each other’s fur and warn others in the troop of danger. They make a variety of sounds that mean different things.

Discuss Ask children to express how gorillas in troops help each other. Give them the following sentence frames to help them.

BEGINNING Gorillas help each other find .

INTERMEDIATE Gorillas help each other. They find food , pick off each other, and warn each other of .

ADVANCED Gorillas help each other in many ways. They .

Oral Voca bulary dominant

Something that is dominant is the most important or the most powerful. What is the name of the dominant member of a gorilla troop? (A silverback)

CARD 2Retell African wild dogs live in groups called packs. They are a great example of an endangered animal that works together. They hunt and take care of the young pups together. Adult dogs protect the pups from predators and let the young dogs eat first.

Discuss Say: The adults all watch over the pups in the pack. Ask: What behaviors do the adults do for the pups?

BEGINNING The adults let the pups first. They protect them from .

INTERMEDIATE The adults let the eat first. They them from danger.

ADVANCED The let the eat . They them from .

endangered

An endangered animal or plant is in danger of dying out as a group. The Western Lowland gorilla, the panda, and the tiger are also endangered animals.

CARD 3Retell Emperor penguins live in big groups in Antarctica where it is very cold. They huddle together to stay warm. This is beneficial to all the penguins. They take turns moving from the outside where it is

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UNIT 4 • WEEK 2

colder to the middle of the group where it is warmer. Mother and father penguins help each other out also. After the mother lays the egg, the father keeps it warm until it hatches while the mother travels far away for food.

Discuss How do penguins all stay warm?

COLLABORATIVE Have children turn to a partner and discuss how the penguins on the inside of the group warm up and then give the penguins on the outside of the group a chance to come inside the group and warm up. Provide sentence frames to help start their conversations.

BEGINNING The penguins get cold. They come inside the group.

INTERMEDIATE When the penguins get cold, they come inside the group.

ADVANCED When the penguins get cold, they come inside the group to up.

beneficial

Penguins work together to perform behaviors that are beneficial to all. Their method to stay warm is good for everyone, since no one is cold for long. What does the mother penguin do that is beneficial to her egg?

COLLABORATIVE Ask children to discuss their ideas with a partner. They should discuss the mother’s hunt for food, using the following sentence frames to get them started.

BEGINNING The mother penguin looks for .

INTERMEDIATE The mother penguin looks for and brings back fish.

ADVANCED The mother penguin looks for and brings back .

CARD 4Retell Dolphins live in groups called pods. Dolphins help each other in many ways. They help each other catch fish. They swim around a group of fish quickly and take turns swimming through the group eating as they go. Dolphins also warn each other when danger is near by making a high-pitched squeaking

sound. Dolphins are also very protective of members of their pod. When one gets hurt or sick, the others stay nearby.

Discuss If you were a dolphin, do you think you could catch more food alone or in a group? What is a pod?

BEGINNING I could catch more . A pod is a group of . They swim together.

INTERMEDIATE I could catch more . A pod is a that swim together.

ADVANCED If I were a dolphin, I could catch . A pod is a .

instinct

When people or animals can do something without thinking about it or learning how to do it, that is instinct. Dolphins work together to eat by instinct. They weren’t taught to swim around a group of fish like that—they just know how to do it.

My Language BookRespond to the Text: Animals Working Together Have students turn to page 137 in My Language Book and have them look closely at the pictures. Tell them to recall details from the read aloud as they complete the page. Ask: What are the penguins doing? What are the dolphins doing? Work on Part A as a class, then modify Part B instructions as needed to accommodate group abilities.

BEGINNING Have children give a one-word or two-word answer.

INTERMEDIATE Allow children to work in pairs to complete the sentence with at least three words.

ADVANCED Have children complete the sentence and challenge them to write another.

Give them time to write their responses, providing individual support as needed. (Possible answer: Animals work together by hunting for food; keeping each other warm; protecting others in their group.)

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DAY 2

L anguage SupportLanguage Objective• Acquire and use new language related

to animal groups.

Content Objective• Explain animal behaviors that are

beneficial to the animal and its group.

Materials Go Digital• Visual Vocabulary Cards

(behavior, beneficial )• Photo Card (gorilla)

Set PurposeSay: Today, we’ll do a close reading of the read aloud text, Animals Working Together, we heard yesterday, and then learn how fish help each other from the text “A Team of Fish”. We will also begin to plan a writing piece using words and ideas from “A Team of Fish.”

Oral LanguageESSENTIAL QUESTIONHow do animals help each other?

Remind children that yesterday we talked about how animals work together to help each other. The read-aloud specifically talked about gorillas, wild dogs, penguins, and dolphins.

Language Warm-UpRemind children that yesterday they learned a poem about how penguins help each other. Tell them that today they will learn a song about how gorillas help each other. Display the Photo Card for gorilla. Teach children the following song to the tune of “Here We Go ‘Round the Mulberry Bush.”

Gorillas pick insects out of the fur, out of the fur, out of the fur

Gorillas pick insects out of the fur of their furry friends.

Gorillas beat and pound their chest, pound their chest, pound their chest

Gorillas beat and pound their chest to give a warning to friends.

Explain that today children will learn about other animals and how they help each other.

Oral Vocabulary WordsUse the Visual Vocabulary Cards to review the two theme-related Oral Vocabulary words for the week to continue focusing on the Essential Question.

behavior

Define: A behavior is a way of acting.

Example: We read about the behavior of animals and how they communicate with one another.

Ask: What is your behavior like when you see someone you know?

PRODUCTIVE Have children work with a partner and act out their behavior when they see someone they know and someone they don’t know. Compare behaviors.

beneficial (Spanish cognate: beneficioso)

Define: When something is beneficial, it is helpful or useful.

Example: Exercise is beneficial to your health.

Ask: What habits do some animals have that are beneficial to their survival? Use what you learned about gorillas, wild dogs, dolphins, and penguins to respond.

BEGINNING Huddling close together is beneficial to because it .

INTERMEDIATE is beneficial to dolph ins because it .

ADVANCED is beneficial to because .

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UNIT 4 • WEEK 2

Interactive Read Aloud Read the title, Animals Working Together, to children. Explain that this is an informational text that will describe different groups of animals and what they do within the group to help each other.

Close Reading As you read the text, stop frequently to help children access complex text as you gauge and support comprehension. Draw attention to the week’s vocabulary and to the author’s use of rich language. Encourage good reading behaviors that result in text-dependent responses to the story. Examples for each card are given below:

CARD 1

COLLABORATIVE After Paragraph 1 The author writes that animals depend on other animals of their kind to survive. I think I know what “depend on” means. I depend on my fellow teachers to help me, too. I also depend on my family members like my older brother.

COLLABORATIVE Have children turn and talk to a partner and discuss who they might depend on. (Vocabulary)

COLLABORATIVE After Paragraph 2 Have small groups discuss whether it would be better to be in a large troop or a small troop and whether it would be better to be the silverback or a follower. Encourage all group members to express opinions. (Offering Opinions)

After Paragraph 3 Why might a gorilla not be able to remove all the insects off of himself or herself? (Some may be on their back or in an area they can’t reach.) (Reading Actively)

After Paragraph 4 The author tells us that even though gorillas can’t talk, they are able to communicate. Instead of speech, they make sounds. This tells me that their sounds are a kind of language. What do their sounds mean?

COLLABORATIVE Have pairs of children talk about and practice the gorilla sounds that mean “let’s play” and their warning sound. (Listening Actively)

CARD 2After Paragraph 1 This card’s photo shows wild dogs that live in Africa. The author tells us that they live in groups called packs and shared that the number of dogs within each pack can vary. How small and how large might a pack of dogs be? (from 6 to 20 dogs) (Vocabulary/Listening Actively)

THINK ALOUD After Paragraph 2 The author describes these dogs as endangered. This means that their numbers are in danger of shrinking too much and possibly the species could die out. That means there wouldn’t be any more of that kind of animal. Because all living things are connected to each other, if one group dies out, other species are affected. I know, however, that there are good groups working to protect endangered animals. I think I might research this more later. (Vocabulary)

Listening ComprehensionLanguage Objectives• Participate in a close reading of a

text.• Answer questions and have

conversations with peers about a text read aloud.

Content Objective• Learn how animals work together

in a group.

Materials Go Digital• Interactive Read Aloud: Animals

Working Together

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DAY 2

COLLABORATIVE The author used language to describe the hunting behavior of the wild dogs. Guide pairs of students to look for specific language that paints a vivid picture. Ask: Which words help you visualize the wild dogs hunting? (hunt at dawn or dusk; make high, excited squeaks; move their big ears) (Analyzing Language Choices)

COLLABORATIVE After Paragraph 3 Have children turn to a partner and discuss which dogs—adult or pups—they think eat last at a kill. (Reading Actively)

After Paragraph 4 In the first sentence, the author writes that the adult dogs watch over “each other’s” young. This shows that the dogs take care of not just their own pups but the pups in their pack. Which adult dogs “babysit” the young dogs, or pups? (the male) (Vocabulary)

CARD 3After Paragraph 1 The author has done an excellent job of choosing words in this paragraph. I have a clear picture in my mind of what the penguins do to keep themselves and each other warm. The word huddle is a great choice because it rhymes with cuddle and they are similar in meaning. I remember that we talked about the word beneficial yesterday, so it felt good to recognize it. (Analyzing Word Choices/Vocabulary)

After Paragraph 2 Ask: Which parent gets food for the egg? (mother)Which parent keeps the egg warm? (father) How long does the egg stay in its shell? (two months) (Reading Actively)

CARD 4After Paragraph 1 A dolphin also lives among other dolphins just like the other animals we learned about. Dolphin groups are called pods. How does the

size of a pod vary? Is this size range similar or different from dog packs? (Pods can be from 6 to 100 dolphins. Dog packs may only get to be 20 dogs in size.) A larger dolphin pod is much larger than the largest dog pack. (Vocabulary/Listening Actively)

After Paragraph 3 Do you think the dolphins are taught how to communicate or do they know how by instinct? Have children name two things dolphins communicate to each other. (Offering Opinions/Vocabulary)

COLLABORATIVE After Paragraph 4 Have children turn to a partner and name an animal that sometimes attacks dolphins. (Reading Actively)

PRODUCTIVE Retell the Story Place children in groups of four that include children of mixed proficiency levels. Display the four Interactive Read Aloud Cards. Have each child in the group pick one of the cards. Explain that they will retell the main ideas of the card they choose. Have children talk with group members and retell the information from one of the Interactive Read Aloud Cards. Guide group members to listen and ask questions of each student presenter.

Guided Retelling BEGINNING Guide children to use key words in their retelling, such as cooperate, support, help.

INTERMEDIATE Guide children to use key words and simple, complete sentences in their retelling of the story.

ADVANCED Guide children to use key words and more detailed sentences in their retelling of the story.

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UNIT 4 • WEEK 2

Word WorkPhonemic AwarenessDisplay and say: peek. Explain that although there are four letters in the word, there are only three sounds. Say the individual sounds, /p/ /e / /k/.

Phonics Display and say the following words: be, see, pea. Notice that these words have the same vowel sound, but they each have different spellings for that sound.

High-Frequency WordsDisplay the High-Frequency Word Cards for because, blue, into, or, other, and small and have children Read/Spell/Write each word.

Structural Analysis Say: When a prefix is added to a word, it completely changes the word’s meaning. Discuss the meanings of these words: reheat, preschool, uncover.


My Language BookVocabulary: “A Team of Fish” Have children turn to page 138. Guide children through the vocabulary words they will encounter.

BEGINNING Have children read the words. Then, have pairs tell each other what the word means.

INTERMEDIATE Have children read the words and sentences to a partner. Support children as needed.

ADVANCED Have children read the words and the sentences to a partner. Then have children share a new sentence for each word. (Answers will vary.)

Read “A Team of Fish”Read the text aloud. Stop to explain vocabulary and check comprehension. Introduce the Visual Vocabulary Cards for “A Team of Fish.”

PAGES 40–41 Name two different words with the long e sound where the sound is spelled the same way. (deep, creeks)

PAGES 42–43 Say: School is a word that describes a group of animals. Name another animal group name you learned this week. (Answers will vary. correct answers include troop, pack, pod)

COLLABORATIVE PAGES 44–45 Turn and tell a partner the opposite of unsafe. (The opposite of unsafe is .)

PAGES 46–47 Ask: How does the school scare the big fish? (The school looks like a big fish.)

COLLABORATIVE Respond to the TextAsk students to draw a picture of a school of fish. Allow time for them to share their drawing with a partner.

Shared ReadLanguage Objectives• Answer questions based on a read

aloud text.• Learn different ways to spell the long

e sound.• Use high-frequency words.

Content Objective• Learn how schools of fish work

together.


Read, “A Team of Fish” pp. 38–47• High-Frequency Word Cards (because,

blue, into, or, other, small )• ELD Visual Vocabulary Cards

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DAY 2

Language SupportLanguage Objectives• Share writing with others.• Write sentences with details.• Learn correct usage of “has” and

“have.”

Content Objectives• Determine good and bad things about

being a little fish.


Read, “A Team of Fish” pages 38–47 • Language Development Cards: 6A, 13B

Interactive WritingPlanIntroduce the Prompt Prepare students to think and write about the Your Turn Interactive Writing Prompt, In your opinion, what are some good and bad things about being a little fish? Allow pairs of children a few minutes for discussion. Share ideas with the class. Tell children that they may use one of these opinions in their writing. Explain that children will include evidence from the text in their answer.

My Language BookWriting Have children turn to page 139. Work with children to complete the planning and writing activities on the page. Guide them to use the text and photographs from “A Team of Fish” in their responses.

Support Opinions Help children use language to support their opinions by pointing to parts of the text or a photograph from the story. Guide children to complete frames, such as I think this because the author writes that . and The photo on page X shows . This tells me that .

BEGINNING Have pairs find one place in the text that can support their opinion. Guide children to complete the sentence frames above.

INTERMEDIATE Have children identify a photograph from the text, describe it, and include their description as part of their response.

ADVANCED Encourage students to expand on their ideas using multiple photographs and pieces of

text evidence to support their opinions. Then, have children present to a partner.

Share Writing Ask volunteers to share their opinions with the class. Guide them to use their drawings or photographs from the text to support their writing.

GrammarPractice Has and Have Say: The verb has is used when you are talking about one person or thing. (Spanish cognate: verbo) When you want to talk about yourself or more than one person or thing, you will need to use the verb have. These two verbs are useful when you are writing descriptions. You can write or say sentences such as I have brown hair, Alice has blonde hair, The cat has orange fur, Chihuahuas have no fur. These sentences paint a picture of what the person or animal looks like. These verbs can also be used to tell what a person owns. Share examples: I have a rock collection. Bob has a bicycle.

COLLABORATIVE Have children work with a partner to find a sentence with the word has on page 47 of “A Team of Fish” (A school has lots of fish.) Then have them work together to rephrase the sentence changing the verb to have. have lots of fish. (Schools)

BEGINNING Model using the words has and have in the following sentences. Read each sentence and have the children repeat the sentences after you. Have children circle the word has or have and tell if

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UNIT 4 • WEEK 2

the correct verb was used. If the correct verb was not used, have children correct the sentence.

The mothers have eggs.That girl has a blue coat.We have a new teacher. A dog have four legs. (A dog has four legs.)

INTERMEDIATE Provide sentence frames. Have children determine the noun in the sentence and then have children determine whether the word have or has should be used.

The mothers eggs.That girl a blue coat.We a new teacher. A dog four legs.

ADVANCED Provide sentence frames and have children determine whether the word have or has should be used and complete each sentence.

The mothers .That girl .We . A dog .

For more work with has and have, see Language Development Card: 6A.

How Language WorksModifying to Add Details Share that a sentence can be expanded by adding new prepositional phrases to add more detail to the original idea. Say: Good writers use details in their sentences. They use extra words to describe things. Model with the sentence Small fish swim. Say: When we read to learn new information, we want to know where or how. We can add phrases to tell where and how the fish swim. Adding details will help your reader answer these questions. Oftentimes phrases that add detail will begin with these common words: by, around, down, above, in, on, before. Create a list of common prepositions for children to use when adding details to their writing.

Small fish swim in . Small fish swim in a .Small fish do not swim away .

BEGINNING Help children complete the sentence frames by referring to the photographs in the story.

INTERMEDIATE Have pairs collaboratively complete sentence frames in order to write two descriptive sentences that feature prepositional phrases.

ADVANCED Encourage students to expand the sentence frames above using their own words, as they reference the text and photographs.

For additional work with modifying noun phrases, see Language Development Card: 13B.

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DAY 3

La nguage SupportLanguage Objective• Apply appropriate language for

communicating about animal groups, either orally or in writing.

Content Objective• Develop appropriate language for

talking about animal groups.

Materials Go Digital• My Language Book, page 140

Set PurposeSay: Today we will continue to talk about animal groups and how animals work together to help each other. We will do a close reading of “A Team of Fish.”

Oral LanguageESSENTIAL QUESTIONRemind children of the Essential Question:


Language Warm-UpSay: You have learned several animal group names this week. You learned that a group of gorillas is called a troop and so is a group of wild dogs. You learned that a group of dolphins is a pod, a group of penguins is called a colony, and a group of fish is a school. These groups help one another find food, stay safe, care for hurt members, care for young, hatch eggs, and keep each other clean.

PRODUCTIVE Animal group names help us describe many animals in just a couple words. Teach children sentence frames they can use when discussing animal groups. Pair the children and have them practice using the frames to discuss animal groups and whether they would like to encounter a group of that type of animal.

Of the group names we’ve learned so far, my favorite is a of because . Yes/no, I would/wouldn’t like to encounter a group of that animal because they would be .

My Language BookOral Vocabulary: Animal Groups Have children turn to page 140.

Say: Here are some other animals that have a group name. A group of lions is called a pride. A group of seagulls is called a flock and a group of cows is a herd. Say these three words with me: pride, flock, herd. Then guide children through the page using the suggestions at the bottom. Adapt to your populations using the modifications given below. (Children will draw an animal group.)

BEGINNING Encourage them to use one of the animal groups discussed on Day 1 with the Read-Aloud cards. Have them draw the group and then help children write the name of their animal group.

INTERMEDIATE Allow children to work in pairs. If they cannot decide on a group to draw, encourage them to use one of the animal groups discussed on Day 1. Have children independently label their drawing.

ADVANCED Challenge children to draw their animal group engaged in a common activity, such as flying or swimming. Write labels to describe the group and its activity.

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UNIT 4 • WEEK 2

Word WorkPhonicsReview that the long e sound can be spelled three ways. Display the words bee, sea, and me. Say and underline the letters that make the long e sound in each word.

Phonemic Awareness I Do Say: When I say meat, there are three sounds, even though there are four letters. For the word meat, I hear /m/, then the long e sound, then /t/. I’ll make each sound: /m/, long e, /t/.

We Do Say: We’ll do the same segmenting with the word tea. Say the individual sounds and blend them together.

You Do Have children work with a partner to say each sound in one of the long e words from the list on pages 36 and 37 of the Reading/Writing Workshop.

High-Frequency Words: because, blue, into, or, other, smallDisplay the High-Frequency Word Cards, pronouncing each word and having children echo it. Then contextualize the words in sentences.

Animals stay in groups because it’s beneficial. Sharks swim in the blue ocean. My dog jumped into the leaf pile.

Would you rather be a silverback or a follower? The flock flies to some other place in the winter. A small bear is a cub.

Structural AnalysisTell children that adding a prefix also adds a syllable to a word. Have them identify the prefix and determine the number of syllables for the following words:

rerun (re-, 2)preview (pre-, 2)untie (un-, 2)


Reread “A Team of Fish” As you read the text, stop frequently to help children access complex text as you gauge and support comprehension, draw attention to the week’s vocabulary, and encourage good reading behaviors that result in text-dependent responses to the story. Examples are given below.

Read the TextPAGES 38–39 Say: Here is a photo of fish swimming together. Why do you think they do this? (Offering Opinions)

I think they swim together because .

Shared ReadLanguage Objectives• Collaborate with others in discussions

about texts.• Use phonetics, high-frequency words

and learned vocabulary when reading.

Content Objective• Respond to the text by answering

questions about how fish work together.

Materials Go Digital• My Language Book, p.141• Reading/Writing Workshop: Shared

Read, “A Team of Fish” pp. 38–47• Retelling Cards: “A Team of Fish”• High-Frequency Word Cards (because,

blue, into, or, other, small)• Literature Anthology: “Animal Teams”

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DAY 3

COLLABORATIVE PAGE 40Say: The author began the first two sentences on the page with the words Fish swim; She probably did this to keep the text easy to understand. How could she have combined those first two sentences? (Fish swim in lakes, creeks, deep blue seas, and oceans.) (Analyzing Language Choices/Text Structure, Condense Ideas)

Fish swim in , creeks, , and oceans.

Have children turn to a partner and discuss whether they like getting the information in one sentence or two.

PAGE 41Say: These fish are lucky to have buddies to swim with. What is another word for someone to do things with? (partner) (Vocabulary)

PAGE 42The author describes the school of fish as a team. Why is this a good term for the school, and what other word might have been used instead of team?

The word team is a good word for a school of fish because like a team, the fish .

Another good word to describe a school of fish might be (family, class) (Evaluating Language Choices)

PAGE 43Name two things that fish eat, according to the author. (small animals, other fish) Look closely at the inset photo and the larger photo on these pages. Which place within the school do you think is the best for a fish to have, and why?

COLLABORATIVE Have children form small groups of three or pairs. Guide children to have a discussion where they offer their opinion on the position of a fish within a school of fish.

I think that . (Reading/Viewing Closely/ Offering Opinions)

PAGE 44Why do you think the author used two exclamation points on this page? (to reinforce the danger to the fish; other answers may be acceptable) (Offering Opinions)

PAGE 45How is swimming in a school a survival trait of smaller fish? (They have figured out a way to protect themselves from bigger fish.) (Offering Opinions/Reading closely)

PAGE 46When the big fish sees the school, how does he probably feel? (Reading Closely)

PAGE 47Why do you think schools are good for fish? (Answers will vary.) (Offering Opinions)

Respond to the TextAsk these questions to check children’s comprehension of the story. Revisit parts of the story as needed to increase comprehension, and provide sentence frames as needed to help children respond.

• Why are the fish on the cover swimming so close together?They want to look like a fish.

• Where do fish live?Fish live in .

• How do fish help each other?They food together.

• Why shouldn’t a fish swim alone?A fish alone might face .

• What might happen if a big fish thinks a school of smaller fish is one large fish?The fish might keep swimming and wait for .

For more practice retelling, see Retelling Cards for “A Team of Fish”.

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COLLABORATIVE Collaborative ReadPartner ReadPlace students in pairs made up of children with mixed levels of proficiency. Have them read “A Team of Fish” aloud, quietly working in pairs. Allow pairs to read in unison if that makes them more comfortable.

FluencyTell students that the punctuation the author uses will help them with their phrasing. Instruct children to make a complete stop at periods and question marks. Tell them to make a slight pause at commas. Display text from page 41 of “A Team of Fish.” Mark the two sentences shown below in a manner that reflects natural phrasing based on sentence parts, as well as punctuation.

Fish can swim /in a bunch, /too.A bunch of fish /is called /a school.

Let them know that some words will just naturally flow together into phrases and that their phrasing will get better with practice.

Bring the class back together to talk about the experience of reading the story.

For more fluency practice, see Wonders weekly Decodable Readers.

My Language BookRespond to the Text Have children turn to page 141. Guide them through the questions using the suggestions at the bottom of the page and, as needed, the differentiations suggested here.

BEGINNING With children, read each question in part A. Then, model writing a response that children collaboratively compose.

INTERMEDIATE Have partners take turns reading questions in part A. Then, have children collaboratively compose their responses, guiding each other with word choices and spelling.

ADVANCED Have children respond independently, then, work with a partner to read ideas aloud and correct any confusing or unclear parts.

(Possible answers: Part A: 1. It is unsafe for small fish to swim alone because they may get eaten; it is dangerous. 2. Fish form a school by swimming together. Part B: Schools of fish help each other look for food; protect themselves from bigger fish; fool/trick big fish; stay safe, etc.)

Support the Anchor TextIntroduce Key Vocabulary: chase, hide, safe, spot, stingDisplay pages 46–47 of the Literature Anthology selection, Animal Teams. Explain that Animal Teams talks about how animals keep each other from getting into danger, or trouble. Say: These pages show an animal team that consists of a clown fish and a sea anemone. Big fish swim behind, or chase, the clown fish because they want to eat him. As long as the clown fish swims faster than the big fish, he is fine because the bigger fish won’t catch him. A shark might chase the bigger fish and a whale might chase the shark. The clown fish can’t swim all the time though, so sometimes he needs to hide. We say someone is hiding when they try to make sure you can’t see them. (demonstrate by briefly hiding your face) The clown fish hides in the sea anemone. The clown fish keeps his partner the sea anemone safe by chasing away fish that might hurt it. The clown fish looks for these fish and when it spots one, chases it away. If the big fish come too close to the clown fish, the sea anemone stings.

PRODUCTIVE Ask children to draw a picture of themselves rescuing an animal from danger. Then instruct them to add a label describing the action that uses one of the vocabulary words they just learned.

UNIT 4 • WEEK 2

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DAY 3

Language SupportLanguage Objectives• Revise writing with a peer.• Use has and have correctly.

Content Objective• Express opinions about the abilities of

large and small fish.

Materials Go Digital• Language Development Cards: 6A-6B

Independent WritingPlanReview the Prompt Display and review the Your Turn Prompt, In your opinion, what are some good and bad things about being a little fish? Use text evidence in your answer. Have children recall the writing they did from Day 2.

COLLABORATIVE Have children turn and tell a partner one good thing and one bad thing about being a little fish they wrote about yesterday.

Introduce the New Prompt Tell children that today, they will consider the abilities of a larger fish that swims alone. Write your opinion about being a large fish in the ocean: Is it better to be a big fish or a small fish, and why?

Making Comparisons Share that writers can use conjunctions, such as but, or, neither, either to make a comparison between two things or ideas. (Spanish cognate: conjunción) Model with an example:

A large fish swims alone, but a small fish swims in a school.

BEGINNING Help children choose two details to compare between large and small fish. Review the conjunctions they can choose from to create comparison statements.

INTERMEDIATE Have pairs collaboratively write comparisons using one or more conjunctions by finding support in the text or photographs.

ADVANCED Have children generate two or more comparison statements that feature conjunctions. Guide them to consider a pro and a con for each type of fish (large and small).

Use a Graphic Organizer Use a similar organizer to the one featured on the My Language Book page. Guide children to draw and write their ideas to respond to today’s prompt.

Practice WritingDisplay the following model to help children see how comparisons can make writing smoother.

Large fish look for food alone.

When small fish look for food, they stay in a group.

Large fish look for food alone, but when small fish look for food, they stay in a group.

Have children work independently to complete their graphic organizer and begin their drafts. Offer ways for children to use technology to draft their ideas in a written and visual format.

BEGINNING Help children use technology to write key words and phrases that they can develop into a first draft.

INTERMEDIATE Have children use technology for drafting their ideas. Encourage complete sentences and a format that clearly communicates their opinions.

ADVANCED Have children use technology to independently write, revise, and present their opinions. Guide children to expand their drafts in order to produce longer pieces of writing.

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COLLABORATIVE Share Writing Have children share their work in small groups. Children can present their writing and any visuals by using technology accessible to group members. Children may also wish to prepare copies of their writing for members of their group.

GrammarPractice Has and Have Display a three-column chart like the one shown below.

Pair children and have them create sentences that communicate an idea in the present and the past. Children can copy the chart onto butcher paper, or they can simply use it as a visual guide where they will compose sentences that have a subject, verb, and object.

Subject Verb Object

The fish A fish A school of fish The fishermen Sharks A small sunfish

has have

BEGINNING Have children work in pairs to complete the sentences. Have them select ideas from the box for their responses. Listen for correct use of has and have.

INTERMEDIATE Working with a partner, have children take turns telling sentences about fish. They can use the ideas in the box to help support their responses. Then, have each pair write one sentence using the word has and another sentence using have.

ADVANCED Have children practice building sentences orally with a partner. Then have them follow the model frame to write at least four sentences independently.

Connect Grammar and Writing Share that writing about one thing, such as an ocean animal, or two things requires writers to use the correct form of verbs. If a sentence tells about just one animal, the singular verb should be used. (Spanish cognate: singular) If the sentence tells about more than one animal, the plural verb should be used.

For additional work with has and have, see Language Development Cards: 6A–6B.

UNIT 4 • WEEK 2

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DAY 4

La nguage SupportLanguage Objectives• Use acquired vocabulary about

animals in a variety of conversational formats.

• Offer opinions, support opinions, and respond to opinions in conversation.

Content Objective• Share opinions about the ways animals

behave.

Materials Go Digital• blank sentence strips• Visual Vocabulary Cards (dominant,

endangered, instinct)

Set PurposeSay: Today, we will use language we have been learning to share our opinions and talk more about the Essential Question this week. Then, we will read a new text titled “Wolf Pack!” Last, you will revise the writing assignment you have been working on.

Oral LanguageESSENTIAL QUESTIONRemind children of the Essential Question:


Ask children to volunteer answers to this question using the language and frames they’ve been learning this week.

Oral Vocabulary WordsUse the Visual Vocabulary Cards to review the final three Oral Vocabulary words for the week.

dominant

Define: When an animal is dominant, it has power over the other animals it lives with.

Example: The dominant wolf decided it was time for the wolf pack to go hunting.

Ask: Does a dominant animal give commands or follow commands?

BEGINNING A dominant animal commands.

INTERMEDIATE A dominant animal commands. A is an example of a dominant animal.

ADVANCED A dominant animal .

endangered

Define: An endangered group of animals is at risk of disappearing forever.

Example: There are so few blue whales left that they are endangered.

Ask: How do you think we could help endangered animals?

COLLABORATIVE Have children form small groups to talk about ways people can help endangered animals.

instinct

Define: An instinct is a natural behavior that animals are born with.

Example: Birds have an instinct to build nests.

Ask: What might an animal’s instinct tell it to do when it is hungry?

BEGINNING An animal‘s instinct will tell it to when it is hungry.

INTERMEDIATE A ‘s instinct will tell it to when it is hungry.

ADVANCED When a is hungry, it’s instinct will tell it to .

COLLABORATIVE Have children talk to a partner in order to recount experiences they’ve had with animals and observations of animal instincts.

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UNIT 4 • WEEK 2

Expressing an OpinionDisplay and read the words related to this week’s theme and Essential Question that children have been focusing on this week: How do animals help each other?

attackbeneficialcolonycommunicatedangerdolphinsfatherfishfoodgorillasgrouphuddle

huntmotherpackpenguinspodprotectsafeschoolsilverbacktroopwild dogsyoung

Explain that you would like children to use some of these words to answer a question that calls for their opinions: Which animal group do you think has the best methods for helping one another?

According to children’s abilities, provide them with the format in which you would like their response to be given. Allow children time to create a response and practice it in small groups before having each child present his or her opinion to the class. Remind children that the frame I agree with because

. is one good way to respond to others’ opinions.

BEGINNING Have children name the animal group and provide details about one of the helping behaviors that group practices.

INTERMEDIATE Have children support their example with reasons why the animal group they selected is the best example of helping, such as how it takes care of its young or finds food together.

ADVANCED Have children share their opinions with logical reasons as support. Invite children to describe what they think life in the wild for that animal group might be like.

PRODUCTIVE After children have discussed their opinions, have them draw a picture of the animal group they discussed and add labels.

Engaging in DialogueCreate sentence strips to match the levels of your children, as suggested below. Display the oral vocabulary that children have been focusing on this week. Read the list for children.

Animal Groupsflock herd pack pod pride school troop

Oral Vocabulary Words

behavior beneficial dominant endangered instinct

High-Frequency Words

because blue into or other small

Explain that children will use these words to have conversations. Model a conversation by asking the questions below and having volunteers respond.

• Animal behavior fascinates me. • Groups of animals interest me too. I saw a flock

of flamingos that was a beautiful pink. In some groups you can tell who is dominant by how each animal acts. / What group of animals interests you most and why?

• We have talked a lot about the jobs animals have of keeping others safe and fed, but I think that, like us, sometimes animals are playful. I think swimming otters look like they are having fun. / What behavior have you seen that looks like an animal having fun?

Then have children ask you some questions.

Assign children to partners and provide them with the appropriate sentence strips, to be used as prompts for their conversations. Read each sentence strip and provide support as necessary.

BEGINNING What animals would you like to watch in the wild? Why? What animal parents do you think are the most watchful to their young?

INTERMEDIATE What animals would you like to watch in the wild? Why? What animal parents do you think are the most watchful to their young? What questions do you still have about wild animal groups?

ADVANCED Have children ask peers questions about watching and appreciating animals in the wild. Children can ask follow-up questions so that their partners can elaborate on their answers.

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DAY 4

Read the Differentiated Texts Language Objectives• Read with sufficient accuracy and

fluency to support comprehension.• Read and respond to appropriately

leveled texts.

Content Objective• Explain how a wolf pack keeps wolves

safe.

Materials Go Digital• “Wolf Pack!” Beginning, pp. 49–51• “Wolf Pack!” Intermediate, pp. 49–51• “Wolf Pack!” Advanced, pp. 4–6

Using the TextsReading Routine• Place the children in their leveled groups. Make sure

each child has a story and a Respond to the Text blackline master.

• After using the Read the Story suggestions, have children read the Differentiated Texts chorally in their groups. Monitor groups, especially children at the Beginning level. Guide them through an echo reading experience, as needed.

• Guide children through the Respond to the Text blackline master.

Read “Wolf Pack!”Read the TextWork with groups, as needed, using the following suggestions. Read the title. Guide children through the text in each story.

Say: You have learned about several animal groups this week and these stories talk about another group that stays together for safety: the wolf pack. The pack has a leader who helps all the wolves. As you read, pay attention to the pictures. They can provide clues. Provide each group with sentence frames they can use to talk about the story.

BEGINNING A wolf is a safe place to be. keep dangerous animals away. Young wolves protect the .

INTERMEDIATE A wolf is a safe place to be because everyone has a . Strong wolves, called keep dangerous animals away. Young wolves protect the .

ADVANCED A wolf is a safe place to be because .

Respond to the TextSay: Within the pack, wolves have different roles. Have children talk to a partner about the alpha wolf, and the role of the young wolves who watch the pups. Ask: How can a wolf pack and the roles of the wolves change over time? (Pups can grow up. They will watch other pups. One pup may become an alpha wolf.)

FluencyBring the class back together. Say: When we read aloud, we want to pay attention to the rate of our reading, how fast or slow we read. If the text tells about something exciting, we speed up our reading. If the text has a more serious tone, then we read more slowly. Let’s look at the text on page 2:

Wolves live in packs because it is safer.They help each other in many ways!

When I read the first sentence, I’ll read it slowly to communicate the two ideas. I want to make sure the reason they live in packs (because it is safer) is clearly understood. The second line can be read faster because the information is not as challenging and there is an exclamation point at the end. Have pairs take turns reading the two lines to one another practicing the rate at which they read.

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UNIT 4 • WEEK 2

Independent WritingReviseReview Writing Review the writing prompt from Day 3. Have children tell a partner their opinion about being a big fish in the ocean using both their artwork and writing to share their ideas. Provide sentence frames to guide children to review each other’s work. I like how you wrote . What does ?

How Language WorksModifying to Add Details Remind children that a sentence can be expanded by adding a prepositional phrase. Model with the sentence The insects were in the garden near the plants. Have children examine their writing to identify places where they could add a prepositional phrase to add more detail. Provide options that might be relevant for their ideas, such as in a school of fish, near a shark, away from other big fish, when writing about ocean fish.

For additional work with adding details, see Language Development Cards: 19B, 20B.

PresentShare Writing Provide time for children to share their finished work. Help children present the writing they composed for both prompts. Allow children time to practice for an oral presentation. Model how to hold a drawing so that the audience can view it clearly. Model ways to begin their presentation by reciting the prompt or offering a title for the oral presentation. Then, help children practice making eye contact naturally.

BEGINNING Have children read their work to you using eye contact and clearly sharing their artwork that connects to their writing.

INTERMEDIATE Have children introduce the focus of their presentation by reciting the writing prompts. Guide them to pause and make eye contact.

ADVANCED Have children present their visuals during an oral presentation where they speak loudly and clearly while making eye contact. Encourage children to take questions from their peers or to add more details extemporaneously.

GrammarMy Language Book Have children turn to p. 142. Tell them they will practice using the verbs has and have. Read the poem, then repeat with the class. To help them identify the verbs, clap each time you say one. (Children will circle has and have and underline penguin, fathers, mother, penguin; Part B: has, have)

BEGINNING Allow oral answers.

INTERMEDIATE After completing the sentences about penguins, ask children to compose two additional sentences about animal groups using has and have.

ADVANCED After completing the sentences about penguins, ask children to compose three additional sentences about animal groups using has and have.

Language SupportLanguage Objectives• Revise writing to incorporate details.• Share thoughtful analytical opinion

orally.• Demonstrate correct usage of has and

have.

Content Objective• Revise sentences that offer opinions

about what it would be like to be a big fish in the ocean.

Materials Go Digital• My Language Book, page 142• Language Development Cards: 19B,

20B

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DAY 5

Set PurposeToday you check in with children using appropriate proficiency level expectations to accurately gauge independent progress in relationship to this week’s content and Essential Question, How do animals help each other?

FluencyMy Language BookPlace children in small groups and ask them to read the fluency page for the week and complete the suggested activities (My Language Book, page 143) as you interact with individual children to complete your evaluations.

Oral ProductionProvide children at each proficiency level with the following oral prompts as a way to gauge their progress in speaking about this week’s Essential Question.

Talk About the Essential Question BEGINNING Say: Name some examples of animals who help in groups. How do these animals protect their young?

INTERMEDIATE Ask: How do animals take care of their young? How do animals keep each other safe? Give specific examples from readings and discussions.

ADVANCED Say: Explain how animals depend on each other in the wild. Name examples from the animals you learned about. Why do you think these animals do what they do?

Written ProductionProvide children at each proficiency level with the following written tasks as a way to gauge their progress in writing about this week’s Literature Big Book.

Write About the Shared Read BEGINNING Have children draw and label pictures to show how small fish swim together in the ocean.

INTERMEDIATE Have children draw and caption pictures to show how small fish stay safe from larger fish.

ADVANCED Have children draw and write about the way small fish stay safe and how bigger fish might swim by without eating the smaller fish.

Language Objective• Use oral vocabulary acquired during

the week, including academic language, to discuss the Essential Question.

Content Objective• Demonstrate comprehension of text

through written response to a prompt.


Read, “A Team of Fish” pp. 38–47

Progress Monitoring

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Formative

Assessment

UNIT 4 • WEEK 2

Diagnose and Prescribe ChartUse the following chart to guide you in assessing children’s responses and work. You might also want to use the Weekly Assessment Checklist in the Assessment book.

PROFICIENCY LEVEL EXPECTATIONS

BEGINNINGExpect frequent errors in pronunciation in oral responses, and grammar errors in written responses that sometimes impede meaning.

INTERMEDIATEIn oral responses, expect some examples of extended discourse, especially in response to follow-up questions, with fairly frequent pronunciation errors. In written responses, expect frequent errors in grammar that are not significant enough to impede meaning.

ADVANCEDIn oral responses, expect complete sentences, with only minor pronunciation errors. Also expect children to come up with follow-up questions as part of their dialogue with you. In written responses, expect some minor grammar errors that do not impede meaning.

ORAL PRODUCTION:Talk About the Essential Question

IF...children are unable to respond with phrases or short sentences,

THEN...provide frames to help them respond:Animals take care of their young by giving them . Animals keep each other safe by traveling in .

IF...children are uncomfortable initially responding without frames,

THEN...provide these frames to get them started.Animals take care of their young by . Animals keep each other safe by .

IF...children do not ask follow-up questions on their own,

THEN...model keeping the dialogue going by asking appropriate questions.

WRITTEN PRODUCTION:Write About the Shared Read

IF...children struggle to write a sentence,

THEN...review with them the list of theme words from Day 4 and offer simple sentence frames.

IF...children fail to write complete sentences,

THEN...model how to correct one of their sentences and guide them to write more.

IF...children fail to include details in their writing,

THEN...guide them to return to the text for ideas.

LEVEL UP

If children are able to use learned vocabulary that they have acquired during the week, they might be ready to move to the INTERMEDIATE level for some tasks.

If children are able to express ideas through re-combinations of learned vocabulary, with support, they might be ready to move to the ADVANCED level for some tasks.

If children are able to sustain an extended conversation to answer questions about the week’s topic, they might be ready to move to on-level for some tasks.

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º Use the LAS Links Benchmark Assessments to measure students’ language proficiency and progress throughout the year.

Reteaching Options• Use the online Reteaching lessons for phonemic awareness, phonics,

high-frequency words, structural analysis, and vocabulary.

• Use the Language Development Cards for grammar and vocabulary.

Create a Student ProfileRecord data from the following resources in the Student Profile charts on pages 356–357 of the Assessment book.

COLLABORATIVE INTERPRETIVE PRODUCTIVE

• Collaborative Conversations Rubrics• Listening• Speaking

• Leveled Unit Assessment• Listening Comprehension• Reading Comprehension• Vocabulary• Grammar

• Presentation Rubric• Listening


• Weekly Progress Monitoring• Leveled Unit Assessment• Speaking• Writing

• Presentation Rubric• Speaking


The Foundational Skills Practice pages, Language Development Kit, Adaptive Learning, and LAS Links Benchmark Assessments provide additional student data for progress monitoring.

UNIT 4 PROGRESS MONITORING

TESTED SKILLS

Q LISTENING AND READING COMPREHENSION:

• Listening Actively • Key Details

Q VOCABULARY:• Words and Categories

Q GRAMMAR:• Verbs • Adverbs

Q SPEAKING AND WRITING:

• Offering Opinions

• Presenting

• Composing/Writing

• Retelling/Recounting

502 UNIT 4


Vendor: MPS Grade: 1_Unit 4 NA

0502_0503_EL16_T1v1_AS_U4_132832.indd 502 20/04/15 11:20 PM


Level UpUse the following chart, along with your Student Profiles, to guide your Level Up decisions.

Unit Wrap Up• Publishing Party You may choose to have students present their best writing

from the unit.

• Retelling Cards Students can retell their favorite selection using the retelling prompts.

• Additional Selections Students can talk about any additional selections they read or heard during this unit.

If BEGINNING level students are able to do the following, they may be ready to move to the INTERMEDIATE level:

If INTERMEDIATE level students are able to do the following, they may be ready to move to the ADVANCED level:

If ADVANCED level students are able to do the following, they may be ready to move to on-level:

COLLABORATIVE

• participate in collaborative conversations using basic vocabulary and grammar and simple phrases or sentences

• discuss simple pictorial or text prompts

• participate in collaborative conversations using appropriate words and phrases and complete sentences

• use limited academic vocabulary across and within disciplines

• participate in collaborative conversations using more sophisticated vocabulary and correct grammar

• communicate effectively across a wide range of language demands in social and academic contexts

INTERPRETIVE

• identify details in simple read-alouds

• understand common vocabulary and idioms and interpret language related to familiar social, school, and academic topics

• make simple inferences and make simple comparisons

• exhibit an emerging receptive control of lexical, syntactic, phonological, and discourse features

• identify main ideas and/or make some inferences from simple read-alouds

• use context clues to identify word meanings and interpret basic vocabulary and idioms

• compare, contrast, summarize, and relate text to graphic organizers

• exhibit a limited range of receptive control of lexical, syntactic, phonological, and discourse features when addressing new or familiar topics

• determine main ideas in read-alouds that have advanced vocabulary

• use context clues to determine meaning, understand multiple-meaning words, and recognize synonyms of social and academic vocabulary

• analyze information, make sophisticated inferences, and explain their reasoning

• command a high degree of receptive control of lexical, syntactic, phonological, and discourse features

PRODUCTIVE

• express ideas and opinions with basic vocabulary and grammar and simple phrases or sentences

• restate information or retell a story using basic vocabulary

• exhibit an emerging productive control of lexical, syntactic, phonological, and discourse features

• produce coherent language with limited elaboration or detail

• restate information or retell a story using mostly accurate, although limited, vocabulary

• exhibit a limited range of productive control of lexical, syntactic, phonological, and discourse features when addressing new or familiar topics

• produce sentences with more sophisticated vocabulary and correct grammar

• restate information or retell a story using extensive and accurate vocabulary and grammar

• tailor language to a particular purpose and audience

• command a high degree of productive control of lexical, syntactic, phonological, and discourse features

LEVEL UP

UNIT 4 503


Vendor: MPS Grade: 1_Unit 4NA

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Un it 4 Animals

Everywhere

126


The Big IdeaWhat animals do you know about? What are they like?

127


Unit 4 • Unit Opener

The My Language Book provides students with lessons

that build background about the weekly concept and

develop oral language skills. Students can:

• practice language skills

• collaborate with their peers

• build grammar, language, and fluency

The Teacher’s Edition provides differentiated support

for each proficiency level.

ELD My Language Book


Unit 4, Week 2 • Weekly Concept Unit 4, Week 2 • Interactive Read AloudProgram: ELL Component: MLB

PDF PassVendor: MPS Grade: 1_Unit 4_Week 2













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138 Unit 4 • Week 2 • Vocabulary: Shared Read

Have children circle the vocabulary word in each sentence. Then have partners write a new sentence for each vocabulary word, and draw pictures to illustrate their ideas. See Teacher’s Edition p. 415 for scaffolded support with this page.

Vocabulary: A Team of Fish Read each word and sentence, and have children repeat. Talk about the photos, and explain how the words relate to each image. Provide other contexts for each word. Ask: What other animals can dive? What other things are huge?

A whale is a huge animal.The rabbit can hide to be safe.

The girls play on a team. The penguins dive into the sea.

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Writing Review A Team of Fish with children. Then, introduce the writing prompt: In your opinion, what are some good and bad things about being a little fish? Use text evidence in your answer. Have children draw or write their ideas, and complete the sentence.

Draw or write your ideas. Then, complete the sentence.

One good thing about being a little fish is

Being alittle fish

.

136-143_EL16_MLB_S_G1_U4W2_131081.indd 139 30/03/15 11:35 AMUnit 4, Week 2 • Vocabulary: Shared Read Unit 4, Week 2 • Writing




140 Unit 4 • Week 2 • Oral Vocabulary

Have partners share their drawings and name the animal group they drew. Have them explain how the animals work together, using this sentence frame: work together by . See Teacher’s Edition p. 418 for scaffolded support with this page.

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136-143_EL16_MLB_S_G1_U4W2_131081.indd 140 30/03/15 11:35 AMUnit 4, Week 2 • Oral Vocabulary Unit 4, Week 2 • Respond to the Text: Shared ReadProgram: ELL Component: MLB

PDF PassVendor: MPS Grade: 1_Unit 4_Week 2

141Unit 4 • Week 2 • Respond to the Text: Shared Read

Have partners read their answers to each other. Then have them take turns asking and answering questions about how fish work together as teams. See Teacher’s Edition p. 421 for scaffolded support with this page.

Respond to the Text: A Team of Fish Review and retell the selection with children. Read the questions and guide children to write their answers. For the last question, have them locate the passage in the text that supports their answer.

1. Why is it not safe for fish to swim alone?

2. How do fish form a school?

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142 Unit 4 • Week 2 • Grammar

Have partners write new sentences about penguins using the verbs has and have. See Teacher’s Edition p. 427 for scaffolded support with this page.

Grammar: Has and Have Read the poem and discuss its meaning. Reread and have children repeat. Ask children to circle the words has and have and underline the nouns to which they refer. Then have children complete each sentence with has or have.

The penguin some fish.

Penguin ParentsEach penguin has a job.The fathers have eggs to protect.The mothers have food to collect.The mother has to get some fish,so the baby can eat a tasty dish.

Complete each sentence with has or have.B

Listen to the poem. Circle has and have.A

The penguins some fish.




143Unit 4 • Week 2 • Fluency

Have partners take turns reading the story to each other until they can read it fluently. Remind them to pause after a period, and to read with expression. See Teacher’s Edition p. 428 for scaffolded support with this page.

Fluency Read the story to children, and discuss its meaning. Then ask volunteers to read after you, copying your phrasing. Have children circle words with long e spelled e, ee, and ea, and underline the high-frequency words into, blue, other and small.

A Meal in the Sea Each animal in the sea must eat.Some dive deep into the blue sea to find a meal. Other animals like to be at the top.They see plants and small fish. Then, they feast!

Read the story. Circle words with long e.

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ELD My Language Book


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Wolves live in big groups called packs. A wolf pack keeps the




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Small pups live with the pack. The young wolves help keep the pups safe.

Wolves live in packs because it is safer. The wolves help each other in many ways!


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Wolves live in packs because it is safer. The wolves help each other in many ways!

An "alpha" wolf keeps other animals away.

Young wolves keep the pups safe.


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Respond to the Text Guide children to retell the story and tell what they learned about wolf packs. Help partners read and answer the questions. Have children write about how wolves in a pack help each other, using details from the text. Have partners share their writing.


1. What does an “alpha” wolf do?

2. How do young wolves help the pack?


Wolves help each other by

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Differentiated Texts include an audio component as well.

Online Differentiated Texts provide targeted instruction at each student’s proficiency level.

Beginning


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A group of wolves is a pack.

The alphas keep other animals away.

The young wolves take care of the pups.


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Grade 1 • Unit 4 • Week 2


Respond to the Text Guide children to retell the story and tell what they learned about wolf packs. Have partners read and discuss the questions. Then have children write about how wolves in a pack help each other, using details from the text. Have partners share their work.


1. What is a group of wolves called?

2. What do the “alphas” do?

3. Which wolves help take care of the pups?


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The alpha wolves keep other animals away.


The young wolves take care of the pups.

Wolves help feed each other and keep each other safe.

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Vendor: MPS Grade: 1_ADV


Respond to the Text Guide children to retell the story, and to tell how living in packs helps wolves. Have partners read and discuss the questions. Then have children write about why wolves live a pack, using details from the text. Ask partners to share their writing.


1. What do alpha wolves do for the pack?

2. What is the young wolves’ job?

3. How do wolves in a pack help each other?

Write about it. Why do wolves live in a pack?

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